A Research On The Application Of Scaffolding Instruction In English Reading Teaching Of Junior Two In The Rural Area

Reading,as the main source of obtaining information,plays a prominent role in language learning.Therefore,how to improve students’ English reading ability is the main concern in English reading teaching.However,the present English reading teaching in the rural area is influenced by the traditional reading teaching method,which still focuses on explaining grammar and neglects the cultivation of students’ English reading interest and reading ability.The scaffolding instruction makes new adjustments of the roles of the teachers and students in the class and attaches great importance to the subjectivity of students,compared with the traditional reading teaching.The teachers can set up scaffolds properly and flexibly to cultivate students’ English reading ability and interest.In order to explore the implementation effect of scaffolding instruction on English reading teaching of rural junior high school,the author conducted a teaching experiment in Shuanggou Junior High School,and mainly studied the following questions: 1.What is the effect of scaffolding instruction on students’ English reading interest of junior two in the rural area? 2.What’s the effect of scaffolding instruction on students’ English reading ability of junior two in the rural area? Two parallel classes in the eighth grade were selected as the research subjects.Before the experiment,the author conducted pre-test and pre-questionnaire in the two classes,with the purpose to understand whether there were obvious differences in students’ English reading interest and English reading ability of the two classes.During the experiment,the author applied the scaffolding instruction to the experimental class,and used the classroom observation in the experimental class to explore which procedure of scaffolding instruction can most improve students’ English reading interest and the influence of different scaffolds on students’ reading ability.The traditional English reading teaching mode is still taken in the control class.The whole teaching experiment lasted for one semester.After the experiment,in order to explore the changes of students’ English reading interest and English reading ability,a post-test was carried out in two classes,and an interview and a post-questionnaire were conducted in the experimental class.Finally,the data was analyzed by SPSS23.0 and Microsoft Excel.After a semester’s teaching experiment,the main results are achieved as follows:1.Scaffolding instruction is of great use to improve students’ English reading interest of junior two in the rural area.The results of the questionnaires and interview demonstrate that students’ reading anxiety was eased and their reading confidence was strengthened by the thematic situations and diverse cooperative activities set by scaffolding instruction,which all promoted the improvement of students’ reading interest.Through classroom observation,it’s found that the procedure of cooperative learning can mostly improve students’ English reading interest.2.Scaffolding instruction is conducive to improving students’ English reading ability of junior two in the rural area.The reading scores of the experimental class have been greatly improved according to the comparative analysis of English reading scores.The results of the questionnaires illustrate that the students in the experimental class thought that their reading ability has been improved to a large extent,especially in the aspects of mastering the general idea of the passages,analyzing the details of the passages and mastering the logical structure of the passages.The results of the interview show that six students all thought that the scaffolding instruction is helpful to improve their English reading ability.And it can be found that different scaffolds have different effect on students’ English reading ability through classroom observation.It’s indicated in this study that scaffolding instruction can improve students’ English reading interest and reading ability effectively of junior two in the rural area,and it has more advantages than traditional English reading teaching mode.This study attempts to provide some new English reading teaching ideas for the English teachers in the rural junior high schools.