支架式教学模式在高中英语写作教学中的应用研究.docx

A Study on English Writing Teaching Based on the Scaffolding Instruction Model in Senior High SchoolA Study on Scaffolding Instruction Model in EnglishWriting Teaching in Senior High SchoolAbstractWriting is an important part in English teaching in senior high school;meanwhile, the writing ability is also an essential skill for senior high school students.However, the current condition of the students in senior high school in their writingteaching and learning is not always as optimistic as we expect it to be.English Language Curriculum Standards for Senior High School (2003) points out“Language skills consist of listening, speaking, reading, writing skills and thecomprehensive utilization ability of the four skills. The four skills can affect eachother in the process of language learning”. Therefore, it is worth studying how toimprove the writing ability of senior high school students.Scaffolding instruction model emphasizes the subjectivity and participation ofstudents and pays attention to the needs of students under the guidance ofconstructivism. Its basic idea is consistent with curriculum standards for senior highschool which attaches importance to the cultivation of the basic qualities, such asemotions, attitudes, sense of values, etc. in foreign language teaching. Therefore, thisstudy tries to combine scaffolding instruction method with English writing in seniorhigh school to help the students to improve the English writing ability. The studyintends to answer three questions: 1) What are the effects on the students interest inEnglish writing of applying scaffolding instruction model into English writingteaching in senior high school? 2) What are the effects on students autonomouslearning ability of applying scaffolding instruction model into English writingteaching in senior high school? 3) In what ways can the application of scaffoldinginstruction model influence senior high school students English writing ability?This study takes students of Grade One in a senior high school of LiaoningProvince as subjects. The classes are divided into the experimental class (EC) and thecontrol class (CC) with 45 students in each. The experiment lasts for one semester.There was no significant difference between the students writing proficiency in twoclasses before the experiment. Traditional teaching method and scaffolding instructionmodel are adopted in the control class and the experimental class respectively. Theinstruments in this research are observation, pre-test, post-test, questionnaire andinterview. Based on the data analysis, the author finds out that under the guidance ofthe scaffolding instruction teaching model, students interest and enthusiasm inEnglish writing have been greatly enhanced; the initiative and independence ofstudents in English writing class grow; the autonomous learning ability is improved;the writing performance and the writing proficiency are both obviously strengthen. InII万方数据 辽宁师范大学硕士学位论文a word, the scaffolding instruction model proves to be feasible in senior Englishwriting.The pedagogical implication of this study is that in the process of the applicationof the scaffolding instruction, the teacher should build scaffolds to help studentscomprehend the knowledge on the one hand. On the other hand, the teacher shouldremove the scaffolds at the proper time so that students can accomplish the taskindependently and have an opportunity to learn autonomously. The study has someflaws because of the writers lack of experience. The limited number, the universalityand the representation, etc. are the problems of the study that need to be improved inthe relevant research in the future.Key words: Scaffolding Instruction Model; Senior High School English; WritingTeachingIII万方数据 A Study on English Writing Teaching Based on the Scaffolding Instruction Model in Senior High SchoolContents摘要. IAbstract. IIChapter One Introduction.11.1 The Background of the Research. 11.2 The Purpose and Significance of the Research.21.3 The Organization of the Thesis. 3Chapter Two Literature Review. 42.1 Scaffolding Instruction.42.1.1 Definition of Scaffolding Instruction.42.1.2 Steps of Scaffolding Instruction.62.2 Studies on Scaffolding Instruction Abroad and at Home.82.2.1 Studies on Scaffolding Instruction Abroad. 82.2.2 Studies on Scaffolding Instruction at Home. 102.3 Theoretical Basis.112.3.1 Constructivism Theory.112.3.2 The Theory of Zone of Proximal Development (ZPD).13Chapter Three Research Design. 153.1 Research Questions.153.2 Research Subjects. 153.3 Instruments.153.1.1 Tests.153.1.2 Questionnaire. 163.1.3 Interview. 163.4 Experiment.173.5 An Example of Applying Scaffolding Instruction to English Writing.183.6 Data Collection.23Chapter Four Results and Discussions.244.1 Results and Analysis. 244.1.1 Results and Analysis of the Tests.244.1.2 Results and Analysis of the Questionnaire.264.1.3 Results and Analysis of the Interview.324.2 Discussion. 33Chapter Five Conclusion.355.1 Major Findings.355.2 Implications.36IV万方数据 辽宁师范大学硕士学位论文5.3 Limitations. 365.4 Suggestions for Further Studies. 37References.39Appendix A . 42Appendix B . 44Appendix C .45Appendix D .46Appendix E . 47Acknowledgements.49V万方数据 辽宁师范大学硕士学位论文Chapter One IntroductionWriting plays an important role in language learning, which is also an effectiveway to improve the communicative language ability of the students in senior highschool. Hence, the study is conducted to achieve this purpose. This first chaptermainly presents the background of the research, the purpose and significance of thestudy. In the end, the structure of the paper is also described.1.1 The Background of the StudyWriting is an important component in English teaching and it is also a reflectionof the comprehensive utilization ability of students. In depth, writing can helpstudents establish strong logic thinking ability and improve students speaking ability.More importantly, regular writing practice can promote other aspects of Englishteaching, such as listening, speaking and reading. Thus, English writing teachingplays a significant role in English language teaching.English writing is also an important indicator to weigh the comprehensive abilityof students in senior high school. According to the Standards of English Curriculum ingeneral high school (Experimental) published in 2003, specific contents and standardswere proposed with the respects of language skills, language knowledge, attitudes,learning strategies and culture awareness. And 9 grades were divided in terms oflanguage skills which include writing ability. Therefore, it is a central task toemphasize writing teaching and enhance the students writing ability.But at present, there are many problems existing in English writing in senior highschool. It has even become a weakness for the majority of students in English learning.Xu Guifang (2006) did a survey which showed that 50% of the students think thatwriting is the most difficult part in English learning, and 45% of the students thinkthat writing is a relatively difficult part. According to the results of college entranceexamination, there is an gradual improvement in students listening and reading skills,whereas, the writing achievements still fail to meet the requirements of theexamination. Some of the main problems to be discussed are as followed. Forexample, students often have nothing to say in their writing paper because of theirsmall size of vocabulary; some students are not interested in English writing and theyhave a passive attitude in the writing class. In this way, the atmosphere in class is dull.Besides, traditional methods of English writing are still used in a substantial part ofsenior high school.Writing has always been a weakness for students in senior high school andneglected by the teacher in English writing teaching. For one thing, some teachersoften avoided writing teaching in the whole teaching link due to the fact that writing1万方数据 A Study on English Writing Teaching Based on the Scaffolding Instruction Model in Senior High Schoolteaching itself was difficult to operate. For another thing, some teachers were not soconcerned about writing during the first two years, for they thought that writing was akind of gradual improvement. Whereas, there was less time to allocate to writingteaching in grade 3 as a result of the heavy load of tense review.Hence，it can be seen that although some achievements have been made in seniorhigh school English curriculum reform, many problems still exist in English writingteaching and learning. It is urgent to explore a new teaching method which is fairlyappropriate for English writing in senor high school which will improve the quality ofteaching. With the development of the new curriculum reform, the traditional teachingmode is replaced by more reasonable teaching method.Complying with the trend of development of era, the constructivism theory hasbecome an important theoretical basis for new curriculum reform in China. In theexploration of how to achieve the teaching requirements, the author finds that thescaffolding instruction teaching may be one of the effective ways to solve theseproblems. As one of the core teaching modes under the guidance of constructivism,the scaffolding instruction teaching model has gradually become an important tool offoreign language classroom research. This model emphasizes the subjectivity ofstudents, which builds scaffolds timely to help them understand the new knowledgeand improve their learning ability. It is of great significance to improve high schoolEnglish writing teaching.The scaffolding instruction approach is a new teaching method based onconstructivism theory which differs from traditional method. Its purpose is to cultivatethe problem-solving ability and autonomous learning ability. In depth, their potentialwill be activated. In this teaching model, students take an active part in the classroomand they are the center of the teaching process. They learn new knowledge based ontheir existing knowledge with the help of the scaffolds constructed by teachers.Teachers divide the complex learning task in advance into many parts so that studentscan understand the knowledge step by step gradually. Therefore, as it is shown in thisstudy that scaffolding instruction approach not only arouses students writing interestbut also help them get a sense of achievement.1.2 The Purpose and Significance of the StudyListening, speaking, reading and writing are es