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优质论文优质论文硕博学位论文1 优质论文2万方数据分类号:密级:学校代码:学号:遣掌师筢大学10165201412000226教育硕士专业学位论文⑨支架式教学法在高中英语词汇教学中的应用研究AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHighSchool作者姓名:专业方向:导师姓名:侯娜学科教学(英语)解芳2016年5月 优质论文3万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents|VocabularyTeachinginSeniorHighSchoolThesisSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMASTEROFARTSSchoolofForeignLanguagesLIAoNINGNORMALUNIVERSITY2016 优质论文4万方数据学位论文独创性声明本人承诺:所呈交的学位论文是本人在导师指导下所取得的研究成果。论文中除特别加以标注和致谢的地方外,不包含他人和其他机构已经撰写或发表过的研究成果,其他同志的研究成果对本人的启示和所提供的帮助,均己在论文中做了明确的声明并表示谢意。学位论文作者签名:—埠学位论文版权的使用授权书本学位论文作者完全了解辽宁师范大学有关保留、使用学位论文的规定,及学校有权保留并向国家有关部门或机构送交复印件或磁盘,允许论文被查阅和借阅。本文授权辽宁师范大学,可以将学位论文的全部或部分内容编入有关数据库并进行检索,可以采用影印、缩印或扫描等复制手段保存、汇编学位论文,并且本人电子文档的内容和纸质论文的内容相一致。保密的学位论文在解密后使用本授权书。学位论文作者签名:签名Et期:知f6年i-月妁Et 优质论文5万方数据辽宁师范大学硕士学位论文摘要词汇教学在高中英语教学中至关重要,而且《普通高中英语课程标准》明确要求高中生在高中三年要基本掌握3500个英语词汇。然而,目前的高中英语词汇教学现状不尽人意。学生对英语词汇的学习缺乏兴趣,教师找不到更加合适的教学方法。本文旨在运用支架式教学方法来教授高中英语词汇,以提高学生学习兴趣,改善词汇教学现状。支架式教学法以建构主义理论和“最近发展区’’为理论基础,是建构主义指导下的一种新型教学模式。这种新型教学模式主张教师给学生提供新知识的框架以帮助其更好地理解新知识。该教学法强调教师通过搭建支架、引领学生进入情境、独立探索、合作学习和效果评价五个步骤来帮助学生构建新知识。通过实证研究,本文旨在回答以下几个研究问题:(1)支架式教学法在哪些方面改变了学生英语词汇学习的态度?(2)支架式教学法是怎样提高学生的词汇学习水平的?(3)为什么支架式教学法能够有效提高学生的英语词汇学习?辽宁大连市旅顺某高中高一两个班的93人为实验对象,其中控制班有47人,包括26名男生和21名女生。实验班有46人包括22名男生和24名女生。我们在实验班采用支架式教学法,控制班采用传统教学法。两个班统一使用新课程标准下的教材。研究工具为前后测、问卷和访谈。本实验周期为16周。研究发现,支架式教学法使学生的学习态度发生了明显改变,与实验前相比学生掌握词汇学习策略后学习兴趣大幅度提高。而且后测研究结果表明实验班的学生词汇量和词汇运用能力明显高于控制班学生,英语语学习成绩有显著提高。所以支架式教学法对高中英语词汇教学有明显的积极影响,对高中英语词汇教学有重要的启示。关键词:支架式教学法;建构主义;高中英语;词汇教学 优质论文6万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents'VocabularyTeachinginSeniorHighSchoolStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyLearninginSeniorHighSchoolAbstractVocabularyteachingplaysallimportantroleinseniorhighschoolEnglishteaching.What’Smore,TheNewStandardEnglishCurriculumrequiresseniorhighschoolstudentstomaster3500vocabulariesbasically,whichmakesthevocabularyteachinggainthehighattention.However,thepresentvocabularyteachingsituationisnotsatisfactory.StudentslackthelearninginterestandtheteachersCannotfindamoresuitablevocabularyteachingmethod.Thispaperaimsatimprovingstudents’learninginterestandbetteringthepresentvocabularyteachingsituation.Constructivismandzoneofproximaldevelopmentarethetheoryfoundationsofthescaffoldinginstruction.Thescaffoldinginstructionisanewteachingapproachundertheguidanceoftheconstructivismtheory.ThisnewteachingapproachoffersstudentstheframeworkforthenewknowledgewhichCanhelpthemtohaveabetterunderstandingofthenewknowledge.What’Smore,thescaffoldinginstructionhelpsstudentstoconstructnewknowledge、)l,itllthehelpofthefivesteps,includingconstructingthescaffold,enteringthesituation,exploringindependently,cooperativelearningandtheeffectevaluation.Inthispaper,weintendtoanswerthefollowingthreeresearchquestions:(1)Inwhatwayscanthescaffoldinginstructionhaveinfluenceonstudents’attitudestoEnglishvocabularylearning?(2)HowCanthescaffoldinginstructionimprovethestudents’vocabularylearning?(3)Whyisthescaffoldinginstructioneffectiveinimprovingstudents’vocabularylearning?93studentsinLvshunseniorhighschoolofDalianaretheresearchsubjects.Theexperimentalclasshas46students,including22boysand24girls.Thecontrolclasshas47students,including26boysand21girls.Class2istheexperimentalclasswhichWasadoptedthescaffoldinginstructiontoteachtheEnglishvocabularies.While,thecontrolclassusedthetraditionalteachingmethod.ThetwoclassesUsetheNewStandardEnglishastheteachingmaterial.Theexperimentadoptedthepre-testandpost-test,thequestionnaireandtheinterviewastheexperimentalinstruments.Theexperimentlastsfor16weeks.Theresultsshowthatstudents’learningattitudeshasobviouschangesundertheguidanceofthescaffoldinginstruction.Comparedwiththepreviousstudy,students’learninginterestimprovesalot.Throughtheresultsofthepost-testwecanseestudentsfromexperimentalclasshavelargeramountofvocabularythancontrolclass.What’Smore,students’vocabularylearningscorehasimprovedevidently.Asaresult,thescaffoldinginstructionhasobvious 优质论文7万方数据辽宁师范大学硕士学位论文positiveinfluenceonseniorhighschoolEnglishvocabularyteaching.Meanwhile,ithasthesignificantimplicationtowardstheseniorhighschoolvocabularyteaching.Keywords:Thescaffoldinginstruction;Constructivism;SeniorhighschoolEnglish;Vocabularyteaching—III— 优质论文8万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents'VocabularyTeachinginSeniorHigllSchoolTableofContents摘要⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯IAbstract⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.II1Introduction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.11.1TlleBackgroundoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯11.2TheSignificanceoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯“21.3TheStructureofthe硼ksis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.32LiteratureReview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.42.1OverviewofScaffoldingInstructionAboard⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..42.1.1111eOriginandDefinition⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..42.1.2TheDevelopmentandtheApplications⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.42.2OverviewofScaffoldingInstructionatHome⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯62.3TheProceduresofScaffoldingInstruction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯72.4TheoreticalFoundations⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.92.4.1ConstructivismTheory⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..102.4.2TheoryofZoneofProximalDevelopment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯133ResearchDesign⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯153.1ResearchQuestions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯。153.2Researchsubjects⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯。153.3ResearchInstruments⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯。153.3.1Questionnaire⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.153.3.2Pre.testandPost-test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.163.3.3Interview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯163.4ApplicationoftheScaffoldingInstruction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.163.5DataCollection⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯214ResultsandDiscussions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..234.1AnalysisoftheQuestionnaires⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..234.1.1AnalysisoftheFirstQuestionnaire⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..234.1.2AnalysisoftheSecondQuestionnaire⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.254.2AnalysisoftheTcsts⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.284.2.1AnalysisofthePre.test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.284.2.2AnalysisofthePost.test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..294.3ResultsoftheInterview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.3j;4.4Discussions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯345Conchsion⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯36一IV— 优质论文9万方数据辽宁师范大学硕士学位论文5.1MajorFmdings⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯365.2Implications⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯371;.3Limitations⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.:175.4SuggestionsforFutureStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.38References⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.:19AppendixAQuestionnaireonVocabularyLearning⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..41AppendixBPre-testPaperforVocabulary⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..43AppendixCPost-·testPaperforVocabulary⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.46AppendixDInterviewOutlines⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.⋯.⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯49Acknowledgments⋯⋯⋯⋯⋯⋯.⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..50一V一 优质论文10万方数据辽宁师范大学项士学位论文1IntroductionThischaptermainlyintroducesthebackgroundofthestudy,thesignificanceofthestudyandthestructureofthethesis.1.1TheBackgroundoftheStudyVocabularylearningisveryimportantinseniorhighschoolEnglishlearning.WeallknowthattheNewStandardEnglishCurriculumhasrequireddefinitelythatseniorhighschoolstudentsshouldmasteratleast3500Englishwordsaftergraduatingfromseniorhighsch001.Itisuniversallyknownthatonlybeequippedwithsufficientwordsstudentsarecapableofmakingimprovementinlistening,speaking,readingandwriting.However,thepresentcircumstancesofEnglishvocabularyteachingandlearningisnotsatisfactory.Ononehand,studentshavegreatdifficultyinstudyingEnglishwords.Theyusuallyforgetthewordswhichtheyhavelearnedquickly,andcannotcompletelymasterthenewwords.Asaresult,thepoorlearningofwordshascontributedmanyproblemsinstudents’listening,speaking,readingandwriting.Ontheotherhand,Ourtraditionalteachingmethodhasmanylimitations.Usually,theteachersspendalotoftimeinteachingtheEnglishwordsbutgainpoorresult.Itisatime-consumingandenergy-consumingwork.TheteachersoRenteachnewwordsmechanicallyandexplainthewordsdirectlytostudents.Therearethreeusualprocedures.Firstly,studentsreadthenewwordstogetherbyfollowingtheteacher.Secondly,studentstrytoreadthewordsbythemselves.Thirdly,theteachergivesadetaileddescriptionabouttheimportantwords.Itusuallyincludestheformofwords,thespeechofwordsandtheusageofthewords.Atthesametime,studentstakenotesverycarefully.Throughthiskindoftraditionalvocabularyteachingmethod,studentshavetoacceptknowledgepassively.Asaresult,duringthedailytest,studentsstillcannotusethenewwordscorrectly.Theyalwaysfeelconfusedtoapplythewordsintouseproperly.SoitisbecomemoredifficultforstudentstolearnEnglishwell.What’Smore,moststudents’vocabularylearningstrategiesarenoteffective.Instudents’mind,studyingnewvocabularyisnotonlywastingtimebutalsowastingenergy.TheirperformanceisgeUingworseandworsebecauseoflackingconfidenceduringⅡ1eStudy.Gradually,studentsarelosinginterestinlearningEnglish,andhaveafeelingthatEnglishisSOhardtolearn.Allinall,forEnglishteachersitisurgentandverynecessarytoexploreaneweffectivemethodinteachingEnglishvocabulary.TheyshouldtrytohelpstudentsimprovethepresentlearningsituationandletthembecomemoreinterestedinstudyingEnglish.Moreover,thevocabularyteachinghasreceivedhighaaemionintheteachingfield.Therearemanyrelatedresearcheshavebeendonebyalargenumberofexpertsandscholarsbothathomeand一1一 优质论文11万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHi.ghSchoolabroad.Meanwhile,basedonthebackgroundofthepresentlearningtheauthortriestomakearesearchtofindoutaneffectivewayofteachingEnglishvocabulary.1.2TheSignificanceoftheStudyNowadays,itisveryurgentforEnglishteacherstoadoptaneweffectiveinstructiontoimprovethepresentvocabularyteachingandlearningsituation.Therefore,thispaperaimsatmakingadeepresearchabouttheapplicationofthescaffoldinginstructiontoenhancetheefficiencyofseniorhighschoolEnglishvocabularyteaching.Undertheguidanceofconstructivism,weintendtouseanewvocabularyteachingmethod,whichiscalledthescaffoldinginstruction.Itisaveryinnovativeteachingmethodandisusuallyusedwithinthezoneofproximaldevelopmentofstudents.Duringtheprocessofscaffoldinginstruction,studentsarethemasterofstudying.Meanwhile,theteachersplaytheroleofguideandhelper.Intheclass,teachersandstudentscooperate谢theachother.Theyareveryequal.Theteachershelpstudentstolearnnewvocabulary.Theyconstructthelearningscaffoldforstudents.ThescaffoldinginstructionCanhelpstudentsconstructmeaningfulscaffoldandencouragestudentstomakeaconnectionbetweentheoryandpractice.What’Smore,itencouragesstudentstotrytheirbesttoimaginebravely.Makingthevocabularyteachingandlearningbecomeaninterestingthing.Thescaffoldinginstructionwillbeappliedinthevocabularyclassifitbeprovedvalid.Asthescaffoldinginstructionisconductedwithinthestudents’zoneofproximaldevelopment,SOteachersmustlearnaboutstudents’learninglevelverywell.What’Smore,theynotonlyknowstudents’currentlearninglevel,butalsohaveanacquaintanceaboutstudents’potentiallearninglevel.Inordertoapplythescaffoldinginstructionintoclass,teachersalsoneedtofocusonstudents’interest,hobby,andcharacter.Meanwhile,teachershavetotaketherequirementofthenewEnglishstandardcurriculumintoaccount.Thecurriculummustaccordwithstudents’learningneeds.Herearethemoredetaileddescriptionofthesignificanceofthisstudy.Wecandividethemintotwoitems.Firstofall,thescaffoldinginstructionisaneffectiveteachingmethodaimingatsolvingtheEnglishvocabularylearningproblemoftheseniorhighschoolstudents.ItCanhelpstudentsunderstandthenewknowledgebyprovidingthemwiththenotionalfi'amework.Secondly,formanyyears,thescaffoldinginstructionhasbeenprovedeffectiveinforeigncountries.ThisstudyaimsatprovingthatthescaffoldinginstructionisaneffectivemethodofteachingEnglishvocabularyinChina.TheEnglishteachersinseniorhighschoolwillapplythe一’一 优质论文12万方数据辽宁师范大学硕士学位论文scaffoldinginstructionintopracticeonceitisprovedtobealleffectiveteachingmethod.SothisstudywillhavegreathelpforEnglishclassinChina.Thestudyalsocanrichthetheoryofthescaffoldinginstruction.Duringtheapplicationofthescaffoldinginstructionmanyteacherscanoffermorevaluablesuggestiomforit.Inaword,theresearchaboutthescaffoldinginstructioninseniorhighschoolEnglishclassisverynecessary.Anditstillneedsmorepracticalexperiments.SotheauthorofthispapersincerelyhopesthatthisresearchCanoffersomevaluablereferencesandsuggestionsfortherelatedstudyaboutscaffoldinginstructioninChineseEnglishclass.1.3TheStructureoftheThesisThispartmainlyintroducesthewholestructureofthepaper.Ittotallyincludesfivechaptersandthelayoutisasfollows.Thefastchapteristheintroductionpartanditmainlypresentsthestudy’Shackground,thestudy’Ssignificanceandthewholestructureofthepaper.Thesecondchapteristhepartofliteraturereview.Theauthormainlyintroducesthreepartsinthischapter:therelevantstudiesaboutthescaffoldinginstructionathomeandaboard,thetheoreticalfoundationsandthefiveproceduresofscaffoldinginstruction.Thetheoreticalfoundationsmainlyincludestheconstructivismandthezoneofproximaldevelopment.Chapterthreeistheresearchdesignpart.Itbrieflyintroducestheresearchquestions,subjects,researchinstrumentsandtheresearchprocedures.Inchapterfour,theauthormainlyintroducesthedataanalysisofthisresearch.Itincludestheanalysisofthequestionnaires,theanalysisofthetest,theanalysisoftheinterviewandthediscussionabouttheresults.Thechapterfiveistheconclusionofthestudywhichgivesadescriptionaboutthemajorfindingsoftheresearch,theteachingimplicationandlimitationsoftheresearchaswellastheproposalsforthefutureresearches.一3一 优质论文13万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHighSchool2LiteratureReviewThischaptermainlyintroducesthreeparts:therelevantstudiesaboutthescaffoldinginstructionathomeandaboard,thefiveproceduresofthescaffoldinginstructionandthetwotheoreficalfoundations.2.1OverviewofScaffoldingInstructionAboardThescaffoldinginstructionhasbeenstudiedbythescholarsbotllathomeandaboardformanyyears.2.1.1TheOriginandDefinitionAccordingtotheOxfordAdvancedLearner奢English—ChineseDictionarytheword‘‘scaffolding’’meanspolesandboardsthatarejoinedtogethertomakeastructureforworkerstostandonwhentheyareworkinghighupontheoutsidewallofabuilding.Recentyears,scaffoldinginstructionhasbeenusedextensivelybysometeachersinasecondlanguageteachingclass.Meanwhile,therearemanydifferentdefinitionsofscaffoldinginstruction.Forexample,thescaffoldinginstructionmeansprovidingsupportSOthatthelearnersCanengageinactivitiesthatwouldotherwisehebeyondtheirabilities(Jacksoneta1.,1988).Anotherdefinitionis:Scaffoldingisasupportwhichenablesastudenttoachieveagoaloractionthatwouldnothepossiblewithoutthatsupport(Guzdial,1994).Scaffoldingenablesthelearnertoachievegoalsoraccomplishprocessesnormallyoutofreach(Krajcik.,1998).Accordingtotheabovedefinitionsofscaffoldinginstruction,itiseasytoseethegistofthescaffoldingisthatstudentcanachievehisorhergoalwithothers’support.Allinall,thescaffoldinginstructionisakindofteachingmethodthatteachersoffersupporttostudents.Withthesupportofteachers,studentscanlearntheknowledgewell.Therefore,teachersplaytheroletotransmitknowledgetostudentsandguidestudentstomasterknowledge.2.1.2TheDevelopmentandtheAppUcatiOnsThescaffoldinginstructionwasfirststudiedbyforeignscholars.Forexample,Bruncrproposedthediscoveryapproach(1960)andVygotskyputforwardthetheoryofzoneofproximaldevelopment.ScaffoldinginstructionderivedfromtheVygotsky’Ssocialconstructivism,and“Scaffoldinstruction'’WasproposedbyWood,BrunerandRossin1950’S.FromVygotsky’spo“of一4一 优质论文14万方数据辽宁师范大学硕士学位论文view,scaffoldingplaysanimportantrolethattheteachersandothermorecapablepeersoffersupportforlearnerstoleadthemtothenextlearningstage.Inaword,itmeansthatlearnersCangethelpfromamorecapablepeeroramatureperson.RosenshineandMeisterhadpointedoutthatonetypicalexampleofscaffoldinginstructionistoofferlearnersenoughsupportsatthefirststageofstudying,andgraduallyweakenthesupport.Oncelearnershasenoughabilitytostudy,theywillgraduallyraisetheirresponsibilitytosolveproblembythemselves(Slavin,2004).Therearemorespecificapplicationsofscaffoldinginstructionindifferentcourseteaching.Forexample,WertschandStone(1984)appliedthescaffoldinginstructionintoaone-to-onemedicalclinicwithadisabledchildinlearning.TheresultsoftheappHcationshowthatthescaffoldingin,ructionfacilitatethedisabledchildtosupervisehisactionbyhimselfThisresultaffirmsVygotsky’Swords,“⋯.whatthechildisabletodoincollaborationtodayhewillbeabletodoindependentlytomorrow.⋯.97’(Vygotsky,1987:211).AnotherstudyistheaudyofNevilleBennettandCliveC赳-Te(1993).Theyappliedthescaffoldinginstructionintoscienceteaching,suchasanimalteaching.Therearetwoclasses,classthreeandclassfour.Classthreeusedscaffoldinginstructionandclassfourusedthetraditionalinstruction.Attheend,theteacherofclassthreereachedtheconclusionthat“theapplicationofscaffoldinginstructioninscienceteachingcanarisestudents’learninginterestandimprovetheirlearningability.Meanwhile,students’consciousnessaboutcooperationimproved.’’Donato(1994:51)gaveanewdefinitionaboutscaffoldinginstruction.Hepointedoutthatinthescaffoldinginstructionthemutualassistancebetweenlearnersplaysanimportantrole.JamieMckenzie(2000)pointedoutsomecharacteristicsofscaffoldinginstruction:Supportingparticulardirections,explainingaims,makinglearnersconcentrateonthemission,providingusefulresources,reducinganxietyanddisappointment,andrealizingeffectivenessandcreativenessoflearning.Yuviencoistheonewhoappliedscaffoldinginstructionintovocabularyteaching.Hispaperis“AScaffoldingforVocabularyTeachingandLeaming”(Yuvienco,J,2008).Inthispaper,hecomparedthescaffold嬲thelearningstructure,andletstudentscollectanddeal诵tllthenewvocabularybythemselves,notjusttomemorizethevocabularymechanicallyorlearnthewordsbyrote.Hispapergivesadetaileddescriptionabouthowtoconstructthescaffold.FergusandDianne(2009)appliedthescaffoldinginstructionintowritingeffectivein-classsummaries.In2011,DawnS,DominguezKD,Trout-manWG,BondRandConeCdidastudytousetheinstructionalscaffoldingtoimprovestudents’skillsinevaluatingclinicalliterature.DawnandStefani(2012)appliedscaffoldinginstructiontoteachdoctorofpharmacystudentstoevaluaterandomizedandnon-randomizedmedicalstudies.Inbiologyclass,AllisonandMark(2013)triedtoimprovestudents’understandingofthemethodandtheirabilitytodesignanexperimentbythemeansofthescaffoldinginstruction.In2015,WayneSmith,ErinButcherandRobertFrashincorporatedtheinstructionalscaffolding一5一 优质论文15万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHighSchoolapproachintotheclassroom:TeachingforAuthenticLearninginHospitalityandTourismEducation。Thesestudiesallprovedthatscaffoldinginstructionisaneffectivewaytoimprovethestudents’learningbasedonacorrectunderstandingoflearners’ZPD.Onlywithaptindividualizedassistanceandeffectivemeasures.Cantheteacherkeeppacewithlearners’individualizeddevelopment.2.2OverviewofScaffoIdingInstructionatHomeChenQiandHeKekang(1999)broughtscaffoldinginstructiontoChinaattheendof20mcentury.However,therelevantresearchesofscaffoldinginstructiononlyinvolveinsometeachinginspiration,nothaveadeepempiricalresearch,andsomeoftheexplorationwereconfmedtoEnglishwritingandreading.HeKekang(1999),ZhangGuorong(2004)andZhangShunmei(2007)proposedthattherearefivestepsintheprocessofthescaffoldinginstruction.Thefivestepsare:settingscaffolding,gettingintothecontext,independentexploration,cooperativelearningandevaluation.ZhangGuorong’Sdiscovery(2004)Wasthatwhileteachingwiththescaffoldinginstruction,ateacherwillspendmoretimefocusingonstudentsandgivestudentsmoretimetolearnlanguagethroughactualcommunicationwithpeers.Mostimportantly,teachersandstudentsstudytogetherthroughtheinteractionwitheachother.Inthisway,learnerscallfmishthetaskthattheyCannotdoindependently.ZhuFeng(2005)madeanexperimentandgaveadescriptionthatscaffoldinginstructionWasmoreeffectivethantraditionalteachingmethodsinimprovingstudents’languagecompetence.Meanwhile,hethoughtthatscaffoldinginstructioncouldincreaselearners’studyinginterestandimprovetheirlanguageability.WangHaishan(2005)didastudythatscaffoldinginstructionstressedonthestudents’initiativelearningability.IntheteachingprocessofteachingthestudentsCanconstructtheirownknowledge.Shediscoveredtheaptbalancepo缸betweenteachingandlearning,whichwemaysayistheaptrangeofZPD.FuDongmei(2006)madeateachingexperimenttoapplyscaffoldinginstructionintoEnglishwritingclass.Attheend,shemadeaconclusionthatthescaffoldinginstructionisaneffectiveteachingmethod,anditismoreattractivethantraditionalteachingmethodforlanguagelearners.In2007,CaoWenhaiputscaffoldinginstructioninseniorEnglishwritingteaching.Hispracticealsoprovedthatscaffoldinginstructionismoreeffectivethantraditionalteachingmethods.In2011,ChiXiulinfromChongqingNormalUniversitywroteapaper“AStudyofVocabularyTeachinginSeniorHiIghschoolontheBasisofScaffoldingTheory”.Inherpaper,shegaveadetailednarrationaboutthefiveproceduresofscaffoldinginstruction:constructingthescaffold,gettingintothesituation,independentexploration,peerworkandeffectevaluation.Totestscaffoldinginstruction,sheconductedanexperimentandfoundscaffolding一6一 优质论文16万方数据辽宁师范大学硕士学位论文instructioncallimprovestudents’vocabularylearningability.Moreover,scaffoldinginstructioncanarisestudents’interestaboutlearningEnglishvocabulary.In2012,LiangYabinggaveanoverviewofthepresentsituationvocabularyteachinginhispaper.Andaccordingtotheproceduresofthescaffoldinginstruction,theauthorgavesomespecificexplanations,aimingtoarousethestudents’learninginterestandcultivatetheabilitytolearningindependently.In2014,ZhangYuanyuanandZhangShaojuandidaresearchwhichcombinethescaffoldinginstructionwiththecomputerassistedlanguagelearning.Theypointedoutthatthiskingofteachingmodeshouldincludethecontextscaffolding,thelanguagescaffolding,thecontentscaffoldingandtheconstructscaffolding.In2015,DingXiaomingandGeChunyanappliedthescaffoldinginstructionintothecollegeEnglishlisteningclass.Theirstudyprovedthatthescaffoldinginstructionimprovedstudents’learninginterestalot.Allabovestudieshaveprovedthatscaffoldinginstructionisaneffectiveteachingmethod.IthasgreatimportanceinpromotingEnglishteachingandleaming.InChina,however,theresearchesonscaffoldinginstructionarestillonthestageoftheory.Therearefewerempiricalstudiesaboutscaffoldinginstruction.Asaresult,moreempiricalstudiesonscaffoldinginstructionareneeded.Andmostresearchesarestillnotdeeperenough.Inmostarticles,theauthorsdon’trepresentthedetailteachingstepsandexplanationswithscaffoldinginstructionappliedinclass;therefore,alotofempiricalexperimentsareneededinthisfieldtoprovidereferencesandteachingsamplesformoreteachersandresearchers.Thisisoneofthereasonswhytheauthorchoosesthistopictotakeonanempiricalexperiment.2.3TheProceduresofScaffoldingInstructionInthispart,theauthorgivesabriefintroductionaboutthefiveproceduresofscaffoldinginstruction.Studentsplayanimportantroleduringtheteachingprocesswithscaffoldinginstruction.Thescaffoldinginstructionoffersstudentstheframeworkofthenewknowledgewhichcallhelpstudentstohaveabetterunderstandingaboutthenewknowledge.Soitisimportantforteacherstoconstructaknowledgeframeworkforstudents,whichcanenablestudentsmasterwhattheylearnedgradually.AccordingtoHeKekangandChenQiinchina,therearefiveproceduresofscaffoldinginstruction.Itincludesconstructingthescaffolds,comingintothesituation,exploringonone’Sown,collaboratingwithothers,andresultestimate.(1)ConstructingthescaffoldsInthisprocedure,teachersshouldfocusontheconnectionbetweennewknowledgeandoldknowledge.Soitisimportantforteacherstoprovideagoodlearningcontextfortheirstudents.Agoodlearningcontextcallariselearners’studyinginterestandlearningmotivation.Atfirst,toconstructagoodlearningcontextteachersshouldhaveafundamentalacquaintanceaboutstudents’previouslearningexperience.AccordingtoVygotsky’SZPD,一7一 优质论文17万方数据AStudyontheApplic撕0n0fSc幽ld吨Ins协疵ontoStude删vocabularyT钒h吨inSenio‘H碘SchoolteacherssllouldleaHlaboutstudents’previouslearningabilityandtheabilitytheywillachieve·Here.tllesc析-oldshavemanydifferenttypes.Teachersshouldprovideproperscaffoldsaccordingtostudents’learningneeds.Scaffoldscanbesomeexamples,SOteachersCanteacnstudentsnewknowledgebyillustratingrelateexamples.Meanwhile,beforehavinganewclass,teachersCanputforwardsomequestionsforstudentstoanswer·ThisISalsoakindofscaffolds.Moreover,someproperguidanceandenlightenmentshouldbeofferedforstudents·Allinall,whatteachersshoulddoistohelpknowledge.Inthisprocedure,studentsCanhaveinterestandmotivationtolearnnewknowledge.studentshaveagoodstartoflearningnewtheabilitytoacceptnewknowledgeandhave(2)ComingintothesituationARerhaViIlgcoIlstructedthescaffolds,teachersshouldleadstudentsintothelearningcontexttostimulatetheiractivethinkingandlearninginterest.TeacherscanusemultimediatocreateaneffeCtiVecontextforstudents,orusepicturestoarisetheirlearninginterest.Oncestudentsenterintothelearningsituation,theyCanformtheirownknowingaboutthenewknowledge.Moreover,settingthelanguagecontextwithvividpictures,videosandbodylanguageCanguidestudentstothinkbythemselves.InEnghshvocabularyteaching,themoste位ctivewayofsettingupsituationistouserelatevividpicturesandvideos.WhenstudentsaremttlesituationandseethepicturesandVideos,theyCaneasilyunderstandthemeaningofnewvocabularies.Withtheirunderstandingofnewknowledgegoingdeeper,teachersshouldgraduallyregulateandwithdrawthescaffoldstoletstudentsfulfilltheirlearningbythemselves.(3)Exploringonone’SownInconstructivism’Spointofview,learningisnotaprocessinwhichlearnersacceptknowledgepassively.LearningisaprocessinwhichlearnersshouldconstructtheirOwnknowledge.Inthisstage,teachersaretheguidebutnotthemaster,andtheyjustgivestudentssomecluestoinspirethemaboutthenewknowledge.Studentsshouldlearnnewknowledgebythemselves.Theyarethemasteroflearning.Inthisprocess,teachersshouldencouragestudentstoexplorenewknowledgebravelyandgivethemenoughtimetostudyby龇111Selves.Moreover,teachersshouldallowstudentstomakemistakesandcorrectmeImstakesintime.C,radually,studentscansolvesomelearningproblemsbythemselvesandtheywillreachahigherlearninglevel.(4)CollaborativelearningCoUaborativelearningisannecessarypartintheprocessofabsorbingnewknowledge·一8一 优质论文18万方数据辽宁师范大学硕士学位论文Constructivismhasalwaysattacbedgreatimportanceoncooperativelearning.Theyespeciallyputemphasisontheinfluenceofteachersandclassmatestowardstostudents.Teachersshouldguidestudentsstudytogetherandcommunicate诵theachother.Meanwhile,studentsshouldcommunicatewithteachersduringtheirlearningprocess.Therearemanykindsofwaytopromotestudentstolearncooperatively,suchasstudyingingroup,orworkinginpairs.Teachersshouldcreatetheinteractionbetweenteachersandstudentsaswellasstudentsandstudentsonthebasisofcoursebookandlearningneeds.Duringtheinteraction,studentsCansharetheirideaswithothers.GraduallytheirinteresttowardsEnglishlearninggallbeimproved.Asaresult,itisveryimportanttotrainstudents’cooperativeconsciousness.Thescaffoldinginstructionattachesimportancetocollaborativelearning.Itstressesthecommunicationbetweenlearnersandtheirmutualhelpwitheachother.Sointhisstep,teachers’maintaskistocreatethecooperativesituationforlearners.Inthecooperativesituation,studentsCanexchangetheirthoughtstoothers,asaresulttheyCangainmuchfunfromthecommunicativeactivity.Meanwhile,students’confidenceoflearningEnglishCanimprove.Themostimportantoneisthatstudentswillhaveabetterunderstandingaboutnewknowledgethroughcooperativelearning.(5)ResultEvaluationisavitalstepinscaffoldinginstruction.Theeffectevaluationmailllyincludesself-evaluation,teacher-evaluationandpartner-evaluation.Thereareseveralwaystoevaluate.Forexample,theexaminationisaneffectivewaytoteststudents’learningresults.Nowadays,examinationhasbecomeverypopularamongschoolstoteststudents’learningresults.Meanwhile,teachers’oralevaluationisalsoveryimportant.Teacherscangiveathroughevaluationtostudents.Accordingtostudents’learningresultsteacherscangiveawholeassessment.Then,teachersgivesomeadditionalremarksaboutstudents’performanceandadjusttheirownteachingplanaccordingtostudents’needs.Bytheresultevaluation,students’learningcanbemorevalidandteachers’teachinglevelearlbeimproved.Mostimportantly,teachers’teachingmodelCanbeimproved.2.4TheoreticalFoundationsInthispart,weInailllytalkabouttherelatedtheoreticalbasis.Theyaretheoryofconstructivismandtheoryofzoneofproximaldevelopment.Thescaffoldinginstructionisbasedontwotheories.Soit’SreallynecessaryforUStohaveabetteracquaintanceaboutconstructivismtheoryandzoneofproximaldevelopment.Thebelowarethedetaileddescriptionaboutthetwotheories.一9一 优质论文19万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHighSehool一一一————————————————————————————————————————————————一2.4.1ConstructivismTheoryConstmctivismcaIlalsobecalledstructivism,anditsfoundationiscognitivepsychology.ItwasputforwardbyJeanPiagetfromSwitzerlandatearlytime.FromPiaget’Spointofview,learningisnotsimplygatheringoftruthordevelopingoftechniques.Theassumptionofconstructivismisthateverybodygraduallybuildtheirknowledgeaboutouterworldbythei11teractionwiththearoundenvironment.Inotherwords,everypersonCanconstructtheirownunderstandingoftheworldfromthedayofbirth.ThemaininterestofPiagetisthatknowinghowpeoplelearningistogettoknowthingsfromainfanttoanadult.HistheorymainlyillustratesthatouracquisitionoftheknowledgeisthedirectresultofOurownexperience.However,atdifferentstageoflife,wehavedifferentunderstandingaboutlifeexperience.SoPiagetdefinesthesestagesasthestageofsensoryoperation,thestageofpre-operation,thestageofspecificoperationandthestageofformaloperation.Atthestageofsensoryoperating,kidsprobingthesurroundenvironmentbytheirbasicconsciousness.Then,kidsgraduallybecomeawareofthesurroundenvironmentinamoredelicateway.Inthenextstage,kids’thoughtsbecomemoreagileandtheirfancybegintotakeeffect.Atthestageofspecificoperation,kidsbegintothinkthingsinalogicalway.Whencomingintothestageofformaloperation,kidsusuallyfroml1to15Canmakeadistinctionbetweenmodeofthinkingandcontentofthinking.Meanwhile,theyCansetandinspectthehypothesis.Then,theyCanmonitorandreflecttheirownbehavior.FromPiget’pointofview,thesefourstagesarethenecessaryexperienceduringone’Swholelife.What’Smore,theorderofthesefourstagesisunchangeable.Eachstageisthenecessaryconditionandbasisforthenextstage.Although,thereexistsdifferencesbetweenthetwostagesofcognitivedevelopment.However,itistheinevitableresultfromquantitativechangetoqualitativechange.Piagetcalledtheprocessinwhichkidsinteractwithouterenvironmentassimilationandaccommodation.AssimilationreferstotheprocessbywhichincominginformationischangedormodifiedinOUrmindsSOthatwecanfititinwithwhatwealreadyknow.A-Ccommodation,ontheotherhand,istheprocessbywhichwemodifywhatalreadyknowto切【l(eintoaccountnewinformation.(YanZhen,2005)Piaget’Scentralprocessofcognitiveadaptioniscomposedofthesetwoprocess.Accordingtothecognitivedevelopment,thesetwoprocessesareveryimportantaspecttolearning,especiallyofthatlearningofthegrammarofanewforeignlanguage.(MarionWmiams&RobertL.Burden,1997)Bythisway,kids’cognitivestructurecanhedeveloped.Itissaidthatconstrucivism’Sthoughtsderivedfromcognitivelearningtheory.Itsmainaimis一1n一 优质论文20万方数据toscekappropriateteachingmethodforadvancedlearning.Itisatheorywhichisrelatedphilosophy,psychology,sociologyandeducation.Constructivismclaimsthatpeoplelearnmaconsl[nlCtivewayandconstructtheirowncomprehensionoftheworld.Inconstructivism’sopiIlion,peopleconstructknowledgebytheirexperienceandthoughts.Everylearnerinthewoddisl】nmatched,andtheyhavetheirowndemands.Meanwhile,everylearnerIsalsocomplicated.Oneofimportantpointofconstructivismisthatitrepresentshowlearningtakesplace,wl此hcallbedividedintotwoways.oneismakinguseoflearners’Ownlifeexperienceandtheotheriscomplyingwithteachers’enlightenment.Constructivismlaysstressonpositivelearningandlearningbypractice.Generallyspeaking,Constructivismcoversthreeparts:theviewoflearning,theviewofteachingandtheviewofknowledge.Thereareadetaileddescriptionaboutthesethereparts·(1)ConstructivismviewoflearningFromconstructivism’Spointofview,theteachingclassshouldtakestudentsasthemajorfocusduringthewholeteachingprocess.Intheclassroom,theroleofteachersandstudentsareconverrted.Teachersarenolongerthetransmittersofknowledgeandstudentsareno10ngerthepassivereceiversofknowledge.Intheclassroomwhichconstmctivismadvocates,studentslearnnewknowledgepositivelyandtheircomprehensionaboutnewlanguagecanbeiIllproⅥ遍.Duringtheprocessofmeaningfullearning,studentsnotjustlearnbyrote,theyprefhhaveadeepunderstandingaboutthethingstheyarelearning.Generallyspeaking,learningisthemaintaskforlearners.However,teachersalsoplayanimportantpartduringleamiIlgprocess.Theirteachingcanhavegreatinfluenceonstudents’learning.Asaresult,teachersshouldteachinaorganizedwaymakesurethatstudentsCanhaveabetteru11derstandingaboutthelearningmaterial.What’smore,teachersshouldhelpstudentslearninarightwayandtellthemsomeusefullearningtechniques.Bythisway,withteachers’support,studentsnotonlylearnwellbutalsodeveloptheircompetenceoflearning.Mostimportantly,studentsCandigoutsomeeffectiveapproachesoflearningbythemselves.(2)ConstructivismviewofteachingInconstructivism,Sopinion,itisdifficultfindanabsolutelyrightwayforteaching.VonGlasersfeldonCeaSsenedwhataconstructivistapproachoffersteachers:constructivismc卸motteUteachersnewthingsdo,butitmaysuggestwhycertainattitudesandproceduresarecounter-productive,anditmaypointoutopportunitiesforteachersusetheirownspontaneousimagination(1995:77).Generallyspeaking,teachingactivityissimilarlearningactivityinsomedegree·Teachingactivitymusttaketeachers’comprehensionaboutsomethingintoaccount.Inother11— 优质论文21万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’Vocabulary融il】ginSeniorHilghSchoolwords,inteachingactivityteachersneedtohavetheirownunderstandingaboutthesurroundsituationandtogivetheirunderstandingtostudents.ManyscholarshavetriedtheirbestbYusingsomedifferentkindsofwaystofigureoutthemeaningofteachers’workaswellastheinvestigationandplantheyhavedoneoutsidetheclassroom.(ClarkandPeterson1986).However.whenateacherisfacedwithsome舶shproblemsorchallenges,heorshewillmakegreateffectstosolvethemwiththeirownunderstandingofteaching.Asaresult,bythisprocessofsolvingproblemsanewoutlookofcomprehendingteachingwillgraduallyemerge.Fromthispoint,wecanseetheoutlookofalanguageteachercanbeinfluencednotonlybysomeotherlanguageteachers’traditionalthinkingbutalsotheirownexperiencesindailylife.However,understandingisnotsimplytorecreateotherpeople’Sideas,butistoconstructandperfectitgraduallybyOurnewexperiences.Meanwhile,wecancombineothers’experienceandOurownunderstandingtoformanewmeaning.Salmononcesaidteachingisnotsimplyimpartalargemountofexistingknowledgetostudents,butismakinggreatefforttoshareOurpersonalfindingswithothers(Salmon1988:37).Therearesomedifferencesbetweenteachers,sowecannotsaywhichteacherisbetterorwhichteacherismorecompetent,becauseeveryoneisdifferent.舢liIlall,themostimportantelementofaconstrucfivistapproachtowardseducationiSthatteachersshouldrealizetheirOwnteachingbeliefsandleadUSintotheconceptofthereflectivepractitioner.(3)ConstructivismViewofKnowledgeFromconstructivism’Spointofview,knowledgeisnotthesimplereflectionabouttheobjectivereality.Itisjustahypothesisorexplanationofhumantowardstheobjectiveworld.Meanwhile,itisnotthefinalanswersofproblems,andCanberaisedtoahigherlevel.Accordingtoconstmctivismapproach,theknowledgeformtextbookisnottheabsoluteexplanationabouttherealityofworld,butistherelativelyreliableinterpretationforsomephenomenon.Atdifferentstageofsocialdevelopment,theremustbescientificknowledgeincludingtruth,butthetruthisnotthefinaltruth.Becausewiththedevelopmentofsociety,thereCanbeemergedsomemoreauthenticexplanation.What’Smore,anyknowledgethathavenotbeenabsorbedbylearnersmeansnothingforanyone.Asaresult,teachingcannottakeknowledgeasabeforehandpreparationofsomethingandthenimpartthemtolearners.Teachersshouldnotforcelearnerstotakeinknowledgebythewaythattheythink.Theassimilationofknowledgeforstudentsshouldbeconstructedbythemselves.Theyshouldtaketheirownexperiencesasthebackgroundtoanalyzethereasonablefeaturesofknowledge.Duringtheprocessoflearning,studentsnotonlyCanhaveabetterunderstandingofnew—12一 优质论文22万方数据辽宁师范大学项士学位论文knowledge,butalsohaveadetailedanalysisofnewknowledge.Fromanotherside,constructiviststhinkthatknowledgeisnotacceptedpassively,anditislearnedinacognitiveCOntext.2.4.2TheoryofZoneofProximalDevelopmentThescaffoldinginstructionisbasedonthetheoryofzoneofproximaldevelopment(ZPD).ZoneofproximaldevelopmentisthemostwidelyknowntheoryofVygotsky.Vygotskystressedthatthesocialcultureplaysanimportantpartincognitivedevelopment.InVygotsky,Sopinion,theinteractionbetweenadultsandchildreniscarriedoutinthe“Zoneofproximaldevelopment'’.Asaresult,hesetupthetheoryof“culture-history'’development.Meanwhile,Vygotskyattachedimportanceoflanguagetocommunicatingwithpeople·HepointedoutthatcultureCanbetransmitted,andhuman’SthinkinggallbedevelopedbyUSinglanguage.What’smore,learningcanhappenbymeansoflanguage.Thedefmitionofzoneofproximaldevelopmentisthatstudents’developmenthastwolevels.Onelevelreferstothestudents,abilityofsolvingproblemsbythemselvesandanotherabilityreferstostudents’possibleabilityofdevelopment.Thelatteronecanalsobecalledthepotentialabilitygainedthroughteaching.Thedifferencesbetweenthetwolevelsiscalledzoneofproximaldevelopment.FromVygotsky’Spointofview,teachingshouldfocusonstudents’zoneofproximaldevelopment.Toofferstudentssomedifficultknowledgetoarisestudents’learninginterestandexploretheirpotentialabilityisveryimportant.Itaimstosurpassthezoneofproximaldevelopmentthenreachtothelevelofnextstagedevelopment.Basedonstudents’presentlearningconditionwecandeveloptheirnextzoneofdevelopment.Vygotsky。sdefmitionofzoneofproximaldevelopmentis”thedistancebetweenthecurrentdevelopmentlevelasdeterminedthroughindependentproblemsolvingandpotentialdevelopmentlevelasdeterminedbyproblemsolvingunderadultguidanceorincollaborationwithmorequalifiedpeers.”(Vygotsky,1978:86)”Ifakidcanfinishatasktodaywithanadult’shelp,heisdefmitdybeabletofinishthetasktomorrowonhimselKasaresultbepreparinghimforjoiningintoafleshandmorechallengingcollaboration”(Vygotsky,1978).Accordingtothisdefmition.hepointedoutthatalearningenvironmentshouldbemadeupofstudents’studyingmaterialandlearningprocessaswellasthemutualcommunication.Throughthescaffoldinginstructionwecanmakezoneofproximaldevelopmenteasilyachieved.InVygotsky’Stheory,therearefourfundamentaltenets.Firstly,duringthestudyingprocess.studentsconstructknowledgebythemselves.Secondly,developmentmustbeconnectedwithitssocialcontext.Thirdly,developmentCanbeleadedinbylearning.Fourthly,一13— 优质论文23万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents'VocabularyTeachinginSeniorHighSchool_。——————————————————————————————————————————一languageplaysallimportantroleinmentaldevelopment.ThetheoryofzoneofproximaldevelopmentsupportedbyVygotsky’steachingviewconnectsexactlywiththethoughtofVygotsky,stheoryofzoneofproximaldevelopment,learninganddevelopmentasasocialandcooperativeactivity.Theywillneverbe‘‘taught”tosomeone.Itissuitableforstudentstoconstructtheirownunderstandingintheirownminds.Inthisprocess,teachersplayseveraldi位rentr01es.SuChaLsa·‘facilitator'’role,a‘‘helper'’roleanda‘‘guide”role.Theserolesallhelpstudentstohaveana11.rounddevelopment.Thezoneofproximaldevelopmentoffersapossibilityforteaching.Meanwhile.teachingshouldtakeZPDasakindofteachingaim.Theteachingistocreatezoneofproximaldevelopment,promoteandacceleratethedevelopmentprocessofthechildreninside.aIldcreatetheconditionsforchildren’Spsychologicaldevelopment.Teachingcannotoraybeadaptedtotheexistinglevelofdevelopmentanddevelopthebeforeabilityofchildren.b毗alsoshouldbeadaptedtothezoneofproximaldevelopmentandtowalkinfrontofthedevelopment.Sointhisway,ourteachingshouldfocusonstudents’zoneofproximaldevelopment.withproperdifficultlearningcontentsforthestudentsandtoarisethestudyingenthusiasmofthestudents,andtrytodevelopstudents’potentialability.Scaffoldinginstructioncanhelpstudentsinquireintotheirzoneofproximaldevelopment.Basedonthis,theirpresentknowledgeandlearningskillcallbebroaden.Soitisveryimportantforteacherstohaveafullcollsiderationaboutstudents’currentknowledgebackground.Onlybyknowingstudents,currentconditionofknowledge,canteachersmakesuretheirstudentshavetheabilitytomasteranewlearningstrategyoramoreadvancedknowledge·Insummary,theabovestatementshaveshowedthatlearningOCCurSinthezoneofproximaldevelopment,andweshouldoffersomemuchmoredifficultlearningtasksforthestudentstofinishbythemselves.Atthesametimethemore-skilledpeersoradultsshouldgiveyounglearnersproperguidanceandassistanceandtrytohelpthemfinishtheirtask·Meanwhile。theimprovementisdynamic.Thatistosaywhilethestudentincreasesandgainsknowledge,hisorherZPDisalwayschanging.Vygotsky’Sconceptofzoneofproximaldeveloplmentaimsatimprovingteachingactivity.Weshouldapplyittopracticalteaching.AlliIla11.itisveryimportantforEnglishteacherstotakestudents'zoneofproximaldevelopmentintoconsiderationonthebasisofunderstandingthecognitivelevelofthestudents.一14— 优质论文24万方数据辽宁师范大学硕士学位论文3ResearchDesignInthischapter,theauthormainlydescribesthedesignoftheresearch.Itformsadistinctcomparisontothetraditionalvocabularyteachingmethod.Itmainlyincludestheresearchquestions,researchsubjects,researchinstruments,andtheresearchprocedures.Atlast,thedatacollectionandanalysisalealsopresented.Duringtheresearch,each.stepsisarrangedingoodorder.3.1ResearchQuestionsInthispaper,weintendtoanswerthefollowingthreeresearchquestions:(1)Whatarethestudents’attitudestowardsthevocabularylearningwiththeapphcationofscaffoldingtheory?(2)Howcallthescaffoldinginstructionimprovethestudents’vocabularylearning?(3)Whyisthescaffoldinginstructioneffectiveinimprovingstudents’vocabularylearning?3.2ResearchSubiectsTheauthorappliesthescaffoldinginstructionintotherealteachingclassfortheexperimenting.TheexperimentlastsforfourmonthswhichfromSeptemberlOthtoDecember10m.ThesubjectsareLvShunseniorhighschoolstudentsgradeone,andfromclass1andclass2.Thetotalnumberofstudentsis93.Class1has47students、^,ith23boysand24girls.Class2has46studentswitll24boysand22girls.Thestudents’averageageis16.ThetwoclassesaretheordinaryclasswhichhavethesameEnglishSCOreS.Theirteachingmaterialsaresame.TheyaretaughtbythesameEnglishteacher.Thetwoclasseseachhas5Englishclasseveryweek.Theauthortakestheclass2硒theexperimentalclassandtheclaSsI勰thecontrolledclass.Tomakesurethattheexperiment’Sresultisvalid,thestudentsofthetwoclassesdonotknowtheexperimentduringthewholeteachingprocess.3.3ResearchInstrumentsInthispaper,thefollowingresearchinstrumentsareusedtoanswertheresearchquestions.Theyarethepre·test,post-test,thequestionnaires,andtheinterview.3.3.1QuestionnaireTheaimofthequestionnaireistogetapictureofthestudents’attitudestowardsthevocabularylearningandtheapplicationofscaffoldingtheory.Thesamequestionnaireisadoptedbeforeandaftertheexperiment.Thereare14questionstotally.Thefirst一15— 优质论文25万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHighSchoolquestionnaireiSaskedbeforetheexperiment.,nlequestionsareaboutthestudents’presentEnglishvocabularylearningsituation.Thesecondquestionnaireiscardedoutaftertheexperiment.Witll16weeks’experiment.studentsmusthaveadifferentattitudeabouttheirvocabularylearning.Tocomparetheresultsofthefirstquestionnaireandthesecondquestionnaire,wecaninferifthescaffoldinginstructioncallhaveapositiveinfluenceonstudents’vocabularylearning.ThequestionnairecanbeseeninAppendixA.3.3.2Pre-testandPost-testThepre-testWasimplementedinSeptember15,2015.Theaimofthepre—testistolearnaboutstudents’presentlearninglevelofEnglishvocabularyandtrytomakesurethatthereexistssomesignificantdifferencesbetweentheexperimentalclassandthecontrolclass.Thevocabularytestpaperswerethesameforthetwoclasses.ThetestoftheexperimentalclassandthecontrolclassWasheldatthesametime.ThetestisshownatappendixB.Thepost-testWasimplementedinNovember16,2015.Thetestisdesignedonthebasisoftheteachingplan.Itaimsatfindingoutthecontrolclassandtheexperimentalclass’Sdifferencesinthefinalscoreswhentheexperimentisover.Iftheexperimentalclass’Sscoresarehigherthanthecontrolledclass’Sscores,wecanknowthescaffoldinginstructionindeedimprovestudents’Englishvocabularylearning.Allthestudentsofthetwoclasseswereaskedtotakethetest.ThetotalnumberofthestudentsiS93.Onthehasisofthecurriculumscheduletheauthorcompiledthepost-test.Thetestisalsomadeupoffourparts.Thefirstpartisvocabularyspelling,thesecondpartisthecompletesentences,thethirdpartisthecloze,thefourthpartisthetranslationofthesentences,andthelastpartisthewriting.Tllistest’Stotalpointsisalsol00anditsexamtimeisfo啊minutes.ThetestisshownatAppendixC.3.3.3InterviewAttheendoftheexperiment,theauthorconductedthefacetofaceinterviewintheexperimentalclass.Oneaimoftheinterviewistofindoutstudents’changesoftheattitudestowardsthenewteachingmethod.AnotheraimoftheinterviewiStoprovetheefficiencyofthescaffoldinginstruction.TheinterviewwasimplementedonDecemberl2,2015.Becauseofthelargequantityofstudentsintheexperimentalclass,theauthorchoosessixrepresentativesofeachgroups.Tllesi)【participantswerechosenfortheinterviewrandomly.Bytheinterview,somesubjectiveinformationandattitudeofthestudentsCanbeacquired,whichCannotgainedfromthetestsandquestionnaires.T11einterviewhasthreequestionsintotal.TheAppendixDistheinterviewquestions.3.4ApplicationoftheScaffoldingInstructionTheresearchexperimentbeganinSeptember10th,andWasfinishedinDecemberlOth.一16一 优质论文26万方数据辽宁师范大学硕士学位论文’I。hewholestudylastedfor16weeks.Inthispart,theauthorappHedthescaffoldinginstructionintotheexperimentalclass.Inthecontrolclass,theauthorstillusethetraditionalteachingmethod.Duringtheexperiment,thetwoclassesweretaughtbythesameteacherandlearnedthesameteachingmaterial.Inthissemester,thevocabulariesoftheothermodulesalsoUsethescaffoldinginstructionintheexperimentalclass.HereisadetailedteachingcasewhichWastaughtbythescaffoldinginstruction.TeachingCaseNameoftheModule:Module6TheInternetandTelecommunication.(Thevolumeone,publishedbytheforeignlanguageteachingandresearchpress)Subjectsofteaching:46studentsofclass2,grade1Inthismodule,thereare35targetwordsintotal.Amongthesewords,13wordsareabouttheinternetandtelecommunication,8keyadjectivesandverbs.Therestofthewordsarelessimportantwords,SOstudentsjustneedtorecognizethem.The21vocabulariesarethekeywordsinthismodulewhichstudentsshouldinmindandtrytoUseappropriately.Thesewordsareconsist,communicate,acces&crash,keywordtog,software,breakdown,source,accessible,data,defense,network,via,design,document,invention,permission,concentrate,definite,fantastic,average,andshorten.Teachingkeypoints:LetstudentslearnthenewwordsabouttheInternet,forexample:accesscrash,keyworaltog,keyboard,software,breakdown,data,networkanddocument.StudentscanusethesewordstodescribeSomethingsaboutcomputer.Difficultiesinteaching:Tousethesenewvocabulariesinanrightway.Teachinginstrument:PPT,blackboard,chalks,textbookTeachinginstruction:thescaffoldinginstructionTeachingsteps:Atthebeginningoftheclass,theteacherusedaninterestingquestiontoleadinthismoduleandthenshowedstudentsseveralpicturesofacomputer.Sincetheseniorhighschoolstudentsareinterestedintheinternet,whentheysawthepicturestheirlearninginterestWasaroused.Thewholeclasshaverealizedwhattheywouldlearninthisclass.ThebelowWasthedetailedteachingprocesseswiththefivestepsofthescaffoldinginstruction.Step1:ConstructingthescaffoldInthisstep,theteacherconstructsthescaffoldforstudents.Inthislearningtask,thescaffoldreferstoteacher’Shelpwhichteacherhelpstudentstohaveanoverviewabouttheapplicationsofcomputer.Throughtheguidanceoftheteacher,studentsassociatewhattheyhavelearnedbefore.Basedonstudents’previouslearninglevel,theteachergavestudentsthe一17— 优质论文27万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHi【ghSchooIconstructionofthenewknowledge.Theteachershowedthewholeclassthepicturesofthecomputeronthescreenandanswerthequestion“腑讲doweusuallydowithcomputers?”.Theteachershowshisorherexample“Ithinkinourda砂life,wecanusecomputertowatchmovies”.Aftertheteacher’Sexample,studentscanbrainstorm.Then,somestudentsvolunteeredtogivetheiranswers.Studentanswered:“Ithinkinourdailyrifewecanusecomputertotalkwithothers”.StudentBsaid:“wecanusecomputertosurftheinternet"’.Afteraseriesofconnectionoftheoldandnewknowledge,studentssoonlearnaboutthenewwordswhichtheyaregoingtostudy.Asaresult,Surftheinternetiswhattheywouldlikelearntoday,SOstudentsmustbeverygoodatusingcomputer.Theirlearninginterestisaroused.Afterstudentshaveansweredthequestion,theteacherleadstudentstolookatthePowerPoint.Thereareseveralpicturesabouttheusageofcomputer.WehavenepictureofQQandWechat,andthephrase‘‘softwareofchatting’’ThroughthepicturestudentsreactedveryquicklyandspokeouttheChinesemeaningimmediately.Atthesametime,theteacheraskedstudentstopayattentiontotheword‘‘software’’andtoldthemtothinkaboutitsoppositeword“hardware”.ThentheteachertoldstudentsthatQQ,WechatandWeiboareallthesofhvare.Theteachershowedapictureofadifferentpartofacomputer.Theteachertaughtstudentsthesepartarethehardwareofacomputer.Theteacheraskedstudentstosayseveralhardwareofacomputer.Studentssaidthemouse,screenandmainengine.Afterstudents’answers,theteacheraskedthemtolookatthepicture.BylookingatthepicturestudentsspokeouttheminChinese,andtheteachertoldthemtheEnglishwords.Suchasthekeyboard,theCD—Rom.Thesecondpictureisthesymbolofbaidu.nleteacherguidesthestudentstosayweusecomputertosearchforinformation.Thethirdpictureisthepopulartelevisionshow-runningman.Studentslookatitveryexcitedandsaidwecanusecomputertowatchmoviesandhallgames.Thelastoneisaphotooftaobao,studentsallsaidwecanbuyproducts.Theteachersaidwecanalsosayshoponline.Afteraseriesofleadin,studentsinterestforlearninghavebeenaroused.Theteacherbegantoencouragestudentstospeakoutmorewordsaboutthecomputerortheinternet.However,theirEnglishwordsareverylimited.Inordertoencouragestudents,theteacheraskedstudentstosaythewordsinChinese.StudentsspokeouttheChinesewords,thentheteacherwrotedowntherelatedEnglishwords.TheteacheraskedstudentstotrytoreadtheseEnglishwordsontheblackboard.Thenthewholeclasstookouttheirtextbookandturntothepage161.111eteacherbegantoleadthewholeclasstoreadthe一1R一 优质论文28万方数据辽宁师范大学硕士学位论文newwordstogether.Afterfinishedreadingthesewords,theteachergaveadetailedexplanationaboutthekeywords.Step2:ComingintothesituationInthisstep,theteacherplayedavideoaboutaclassofComputerTechnology.Inthevideo,thetechnologyinformationteacheristeachingtheprimaryschoolstudentshowtooperatecomputer.Theteacheraskedstudentstowatchthevideoattentively.Whentheywatchedthevideo,theyshouldtrytonotedowntherelevantwordsaboutthetelecommunication.Theteacherremindsstudentstopayattentiontoespeciallytheverbsaboutoperatingthecomputer.Forexample,loginandlogout.Inordertomakesurestudentscanwritedownmoretherelatedwords,theteachergavethemthepermissionandtoldthemtheycallrefertothewordsinthetextbook.Whenthevideofinishedplaying,studentswereaskedtousethewordstheyhavenoteddowntodescribethecomputeroperatingprocedures.Forexample,howtodescribetheproceduresofopeningafileortologonQQ.Thereweresomenewwordstouse.SomestudentsCanusetherelatedwordstofinishthetask,andtheyhavebeenledintothelearningsituation.Inthisstage,theteacherrepeatedthenewwordsforthestudentsandexplainedtheimportantwords.Throughthisway,studentswouldhaveadeeperunderstandingaboutthesenewvocabularies.Inthenextstep,studentsshouldexplorethenewwordsbYthemselves.Step3:Exploringonone’sownInthisstep,theteacherofferedstudentsthespaceforstudyingonthemselves.Firstly,theteacherstoppedthevideo.Thestudentsweregivenfiveminutestoreviewthenewwordstheyhavelearned.Aftertherevision,theteacheraskedstudentstodotheexercisesaboutthewordstheyhavelearned.Thenstudentsvolunteeredtogiveanswers.Theexerciseswerefitforstudentstolearnthenewwordsbythemselves.Forexample:Aftertheexercises,theteacherencouragedthewholeclasstowritedownmorewordsabouttelecommunication.MostofstudentsspokeinChinese.Sotheteacherallowedstudentstolookfortherelatedwordsinthetextbook.Studentsopenedthebooktoskimthroughthenewwords.Then,onestudentWasaskedtoreadthenewwordsonthetextbookandthreestudentswereaskedtowritethewordsdownontheblackboard.Afterthewordswerewrittendownontheblackboard,theteacheraskedstudentstomakesentencesbythewordsontheblackboard.Inthisstage,studentshavenotmasteredthewordscompletely,SOtheycouldnotusethemappropriately.Theteachergivesstudentsanexampleofmakingsentencebythenewword.Thewrittenwordswere:access,crash,keywordlog,software,breakdown,source,accessible,data,defense,network,via,design,document,invention,permission,concentrate,一1q一 优质论文29万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHighSchooldefinite,fantastic,frequently,averageetc.Studentsusedthesewordstomakesentencesbythemselves.Theystillcouldnotusethesewordscorrectly,andmadeseveralmistakes.Theteacherhelpedthemcorrectthemistakesandexplainedthewrongwordstothem.Step4:CollaboratingwithothersInthisstep,theteacheraskedstudentstostudycooperatively.The46studentsweredividedinto8studygroups,andeachlearninggrouphasagroupleader.Theteacheraskedtheeightgroupstohavea5minutes’discussionabouttheintemetfreely.Afterthefiveminutes,theteacheraskedstudentstolookatthePPT,whichhasseveralsentencesonit.StudentswereaskedtotranslatethesevenChinesesentencesintoEnglish,andthentrytocombinetheEnglishsentencestoformalittlepassage.TheChinesesentenceswereasfollows:1.因特网使大家交流起来更容易了。2.在计算机课上,老师把我们分成几组。3.每个小组由4名成员组成。4.在我们教室里能上网。5.老师让我们使用网络做一件有用的事情。6.有人提出给朋友发一封电子邮件。7.我们按照老师教的打开邮箱软件,输入密码登录上去。Thesevensentencesincludedseveralkeypointsinthismodule.Theteacherwantstousethemtogivestudentsadeepimpressionaboutthenewwords.Afterfiveminutes,studentshadfinishedtranslatingthesesentences.EachgroupWasaskedtoexchangetheirpassagewithanothergroup.Theteachernoticedthatmoststudentscouldtranslatethesentencesbyusingthenewwords,buttherewerestillsomemistakes.Theteachergavethesamplepassagetostudentstocheckouttheirgroupmembers’writing.Studentscoulddiscusswithgroupmembersordiscusswiththeteacher.Students’discussionwereveryhot.Thesamplepassage、糯:TheInternetmakesiteasiertocommunicatewithpeople.Inourcomputerclass,ourteacherdividedUSintoseveralgroups.Everygroupconsistsoffourmembers.WecanhaveaccesstotheInternetinourclassroom.Our胞acherletUSdosomethinguseful.SomeonecameupwithanideaofsendinganP-mailtoafriendWeopenthesoftwareofP·mailaccordingto胞acher奢teaching,andinputthekeywordtotogon.Afterthediscussion,studentswereaskedtoretellthepassage.Bythisway,studentshadbecomeveryfamiliar埘砌thenewwords.Step5:TheresultestimateThisisthelaststepofthisclass,theteachertriedtomakeaevaluationoftheclassandstudentsalsotomakeaself-evaluation.Inthisclass,allstudentsshowedgreatinterestinlearningthenewvocabulary.Theteacherpraisedthestudentsfortheirgoodperformand一20一 优质论文30万方数据辽宁师范大学硕士学位论文encouragethemtostudyharder.Inthefuturestudy,studentsstillneedtostudytogetherandhelpeachother.Theteacherrepeatedthenewwordsinthismodule.Studentshadareviewaboutthewordsinthismodule.Thentheteacheraskedstudentstohaveaquiztoexaminewhattheyhavelearned.Throughtheresultsofthequiz,theteachergaveawholeevaluationofstudents’learningresults.Aftertheteacher’Sevaluation,studentswereaskedtomakeaself-evaluation.Theyalltookanactivepartinit.Theteachingcaseshowedthescaffoldinginstruction’SentiretyinteachingtheseniorhighschoolEnglishvocabulary.Duringtheteachingprocess,theteacherledthestudentstofinishthelearningtaskbyofferingthescaffoldforthemonthebasisoftheteachingaimsandthestudents’Englishstudyingability.Inthisway,theteachertakesthestudents’differencesintoconsideration.Fordifferentlevelofstudents,theteachershouldassigndifferentlearningquestions.Bythescaffoldinginstruction,theteachernotonlyheIpstudentstolearnthenewwordsbutalsohelpstudentstoreviewthelearnedwords.Theteacherconstructedthelearningbridgeforstudentsbetweentheoldandnewknowledge.Inaddition,thescaffoldinginstructionofteachingEnglishvocabulariesCannotonlyimprovestudents’vocabularylearningbutalsoCanimprovetheirreadingability.Inthesecondstepoftheteaching,theteacherofferedanattractivevideoforthestudentswhichplayedanimportantpartintheteachingprocess.Thevideohelpedtheteachertoleadthestudentsintothelearningsituationverysuccessfully.Sothestudentsshowedgreatinterestinthismodule.ThelaststepofthescaffoldinginstructionisverycrucialforimprovingstudentS’studyingconfidence.Sotheteacher’SencouragementandpraiseiSveryimportant.3.5DataCollectionrnliSchaptermainlyintroducesbowtocollectthefivekindsofdata.Thedataincludesthedatafrompre-testandpost-test,thedatafrompre-questionnaireandpost-questionnaire,andthedatafrominterview.Beforetheexperiment.thestudentsinclasslandclass2wereaskedtotakethetest.Thetwoclassesheldthetestatthesametime.ClasslWasmonitoredbytheirEnglishteacherandclass2Wasmonitoredbytheauthor.After40minutes,thetestpaperswerehandedinimmediately.All93piecesoftestpaperwerecollectedinthetwoclasses.Afterthecollectingofthetestpapers,theauthorgavethemarksandrecordedthemonthecomputerforthedataanalysis.Aftertheexperiment,theexperimentalandthecontrolledclassheldthepost-test.Thepost—test’SformiSthesameofthepre-test,exceptforthetestcontents.Thepre—questionnaireandthepost-questionnaireonlycarriedoutintheexperimentalclass.AIlthestudentsintheexperimentalclassweredemandedtoanswerthequestionnaireseriously.ThequestionnaireswerecoⅡectedveryquicklyasstudentsfmished.ThetotalnumberoftheexperimentalclassiS46.AndthenumberofthecollectedquestionnaireiSalso46.Forthefutureanalysis,theauthornoteddownstudents’differentideas.TheinterviewWas一21— 优质论文31万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHighSchoolcarriedoutbytheauthor,anditwasafacetofaceinterview,SOtheauthorwrotedownstudents’ideasverycarefully.AllthedatacollectedfromthequestionnaireandtestwereseriouslyrecordedinthecomputerandthedatawereanalyzedbytheSPSSStatistics21.0.一22— 优质论文32万方数据辽宁师范大学硕士学位论文4ResultsandDiscussionsThispartmainlyanalyzesthecollecteddataformthetests,questionnairesandtheinterview.ThecollecteddatawereanalyzedbytheSPSS21.0statisticalSORware.Afterthedataanalysis,theresearchpresentsthedetaileddiscussionabouttheresearchdata.4.1AnalysisoftheQuestionnairesInthispart,thedataofthefirstquestionnaireandsecondquestionnairewereanalyzed.Theaimofthequestionnairesistofredoutstudents’attitudestowardsthevocabularylearningandtheirattitudeschangeswiththeapplicationofscaffoldingtheory.4.1.1AnalysisoftheFirstQuestionnaireThequestionnaireswerehandedout46andhandedin46intheexperimentalclass.Thequestionnaireincluded14questionsintotal,andstudents’answerswereasfollows:Table4.1AnalysisofLearningAttitudesQuestionsABCDN%N%N%N%Q124.35%613.04%2247.83%1634.78%Q2715.22%817.39%1328.26%1839.13%Q13715.22%1532.60%2247.83%24.35%Q14715.22%817.39%1328.26%1839.13%Note1:Nstandsforthenumberofthestudents.Thequestiononeisaboutstudents’feelingstowardslearningEnglishvocabulary.Amongthe46students,twostudentsthinkthatlearningEnglishvocabularyisveryinterestingandthepercentageis4.35%.Thereare6studentsholdtheviewthatEnglishvocabularyisquiteinterestingandtake13.04%ofthetotalpercentage.22studentsholdtheneutralposition,andtheythinktheEnglishvocabularyneitherinterestingnoruninteresting.Thenumberofstudentsisalmosthalftheoverallstudents.Tooursurprise,thereare16(34.78%)studentsheldtheviewthatlearningEnglishvocabularyisadullandtrything.111esecondquestionisaboutstudents’attitudetothepresentvocabularyteachingmethod.Therearehalfofthe一23— 优质论文33万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHighSehooIstudentsareneutralaboutthepresentteachingmethod.15studentsholdoppositeattitudecompletely.Fromquestionl3and14wecanknowmoststudentsseldomhavetheattitudeofsharingandreflectingontheirEnglishvocabularylearningmethod.TheftattitudeofmakinggreaterprogressinEnglishlearningiscareless.Inaword,students’presentattitudeoflearningEnglishvocabularyisnotoptimistic.Table4.2AnalysisofLearningHabitQuestionsBCDN%N%N%N%Q348.70%48.70%2350%1532.60%Q448.70%817.39%1839.13%1634.78%Thequestion3and4aremainlyaboutstudents’learninghabitofEnglishwords.Fromthedataintheabovetable,wecanfredmoststudentsdonothavethehabittomakeaplanofstudyingEnglishwords.What’Smore,seldomstudentsspendtimeinrememberingEnglishwords.Forinstance,onlyabout8.70%studentsCanfullyusetimetolearnEnglishwords.Table4.3AnalysisofLearningmethodsQuestionsBCDN%N%N%N%Q62043.48%1430.43%817.39%48.70%Q748.70%613.04%817.39%2860.87%Q8715.22%2145.65%817.39%1021.74%Q924.35%613.04%2247.83%1634.78%Thequestion5,question6,question7,question8andquestion9areallaboutstudents’studyingmethod.AlargenumberofstudentsdonotpayenoughattentiontomakingthebestofeffectivevocabularystudyingmethodintheprocessofEnglishvocabularylearning.MostofstudentsolllylearnEnglishwordsbyrote.TheycannotcombinewhattheyhavelearnedwithnewEnglishvocabulary.n诽istosay,theydonotmakefullUSeoftheirownlifeexperienceandknowledgetolearnnewEnglishwords.Andonlyabout15.22perCentofstudentsremembernewwordsbydividingnewEnglishwordsintodifferentgroupsaccordingtotheappropriatestandards.Meanwhile,therearenearlyhalfofthestudentsdonotconsider一24— 优质论文34万方数据辽宁师范大学硕士学位论文themethodofvocabularyassociationtolearnnewwordsbyheart.Inaddition,only4studentscanoftenmemorizethenewEnglishwordsthroughanaiyzingtheprefix,affixandrootsofthenewwords.Fromtheresultsofthefourquestions.wecaninferthatstudents’learningmethodsofEnglishwordareverysingle,withlearningbYrotetheircommonwaytomemorizenewEnglishwords.What’Smore.studentsdonothavethehabitofsummarizingtheeffectivewayofleamingEnglishwords.Table4.4TheAnalysisoftheApplicationoftheWordsQuestionsABCDN%N%N%N%Q10715.22%817.39%1328.26%1839.13%Q1148.70%48.70%2350%1532.60%Q1248.70%817.39%1839.13%1634.78%FromtheabovedatawecanseemostofstudentsstillcannotretellthereadingpassagebYusingthenewEnglishwordswhichtheyhavelearned.Only8.70percentstudentsoftenCanUSenewEnglishwordstoretellthetext.Inthedailylife,fewstudentscanusethenewEnglishwordsthattheyhavelearnedtocommunicatewiththeirteachersorclassmates.What’Smore,32.60%ofstudentsnevertakeadvantageofInteractormediaresourcestoenlargetheirEnglishvocabulary.AbouthalfofthemdependtoomuchontheirEnglishteachers.Inaword,students’presentsituationoflearningEnglishvocabularyisnotoptimistic.Therefore,EnglishteachersshouldpaymoreattentiontohelpstudentslearnsomeeffectiveEnglishvocabularylearningstrategiesandarOUSetheirlearningmotivationandinterest.4.1.2Anab,sisoftheSecondQuestionnaireTheaimofthepost-questionnaireistofindthechangesofstudents’attitudetowardstheEnglishvocabularylearning.Thedataofstudents’answerswereasfollows:一25— 优质论文35万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHi曲SchooITable4.5AnalysisofLearningAttitudesQuestionsBCDN%N%N%N%Q1613.04%2350.00%1430.43%36.52%Q21021.74%‘2758.70%614.04%36.52%Q131328.26%919.57%715.22%1736.96%Q141532.61%1328.26%817.39%1021.740名Noten:Asthestatisticscannotbeexactlydivided,therearetwodigitsafterthedecimalpoint.Note2、:Nstandsforthequantityofthestudent&Intable4.2,thedatafromthesecondquestionnaireshowthestudents’learningattitudesandtheirpresentlearningsituationwhichareunderthescaffoldinginstruction’Sguidance.Thequestiononeisaboutstudents’feelingstowardslearningEnglishvocabulary.Amongthe46students,6(13.04%)studentsthinkthatlearningEnglishvocabularyisveryinteresting.HalfofthestudentsholdtheviewthatEnglishvocabularylearningisquiteinteresting.Thereare14studentsholdtheneutralposition,theythinktheEnglishvocabularyneitherinterestingnoruninteresting.Thereareonly3(6.52%)studentsheldtheviewthatlearningEnglishvocabularyisadullandtrythingThesecondquestionisaboutstudents’attitudetowardsthepresentvocabularyteachingmethod.Therealemorethanhalfofthestudentssatisfiedwiththepresentteachingmethod.Table4.6AnalysisofLearningHabitQuestionsBCDN%N%N%N%Q32860.87%1430.43%36.52%l2.17%Q41839.13%2452.17%24.35%24.35%Fromtheabovedatawecanfindthestudents’learninghabitofEnglishwordshaschanges.MostofstudentshavethehabittomakeaplanofstudyingEnglishwords.What’Smore,moreandmorestudentsbegintospendtimeinrememberingEnglishwords.Forinstance,morethanhalfofstudentsCanfullyUsetimetolearnEnglishwords.一26— 优质论文36万方数据辽宁师范大学硕士学位论文Table4.7TheAnalysisofLearningMethodsQuestionsABCDN%N%N%N%Q51941.30%2452.17%24.35%l2.17%Q615‘32.61%2554.35%36.52%36.52%Q71328.26%919.57%715.22%1736.96%Q81430.43%1839.13%1021.74%48.70%Fromtable4.7,weCallseethatmorethanhalfofstudentscallremembernewwordsbyclassifyingnewEnglishwordsintodifferentgroups.Meanwhile,therealenearlyhalfofthestudentsgallusethemethodofvocabularyassociationtolearnnewwordsbyheart.Inaddition,oIlly13studentscanoftenmemorizethenewEnglishwordsthroughanalyzingtheaffixofthenewwords.Fromthedataresultsoftheabovequestions,wecaninferthatstudents’learningmethodsofEnglishwordalebecomingvarious.Table4.8TheAnalysisoftheApplicationoftheWordsQuestionsABCDN%N%N%N%Q92860.87%1430.43%36.52%l2.17%Q111941.30%2452.17%24.35%l2.17%Q121532.61%2554.35%36.52%36.52%Thereage32.61percentstudentsoftencanusenewEnglishwordstoretellthetext.Inthedailylife,morethanhalfofstudentscanusethenewEnglishwordsthattheyhavelearnedtocommunicate诚tlltheirteachersorclassmates.Wrllat’Smore,41.30%studentsoftenthroughInternetormedmresourcestoenlargetheirEnglishvocabulary.Fromtheabovetwoanalysis,WeCanseegreatchangeshavehappenedaftertheexPeriment.Beforetheexperiment,studentsshowlesslearninginterestillEnglishvocabulary.However,aftertheexperiment,studentsshowgreatlearninginterestiIlEnglishvocabulary.Fromthischange,wecaninferthatthescaffoldinginstructionhavethefunctiontoimprovestudents’learninginteresti11Englishvocabulary.Aftertheexperiment,moreandmorestudentswouldliketospendtimeinstudyingvocabulary.Theytrymanydifferentwaystolearnvocabulary,suchasbytheTV,theIntemet.Inquestion2,theauthoraskedstudents’一27— 优质论文37万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHilghSchoolattitudetowardthepresentvocabularyteachingmethod.Mostofthestudentsaresatisfied、)l,iththeteachingmethod.Inotherwords,comparedwiththetraditionalteachingmethod,thescaffoldinginstructionismorepopularamongstudents.Inconclusion,mostofthestudentshaveaposkiveattitudetowardslearningwiththeapplicationwiththescaffoldingtheory.4.2AnalysisoftheTestsInthispart,theauthorUSeSSPSS21.0forwindowstoanalyzetheresultsofthetests.Thethesishasmean,standarddeviation,T-value,Sig.value.Theywereseenastheimportantinformationfortheanalysisoftheperformanceofthetwoclassesinthetests.4.2.1AnalysisofthePre-testThetwoclasseshavenoobviousdifferencesinEnglishvocabularylearning.Students’scoreswereanalyzedbytheSPSSStatistics21.0.Thefollowingtableislisted:Table4.9GroupStatisticsinthePre-testGroupNumberMeanStd.Std.ErrorDeviationMeanExperimentalclass4676.829.0421.52lControlclass4775.9l9.0311.496Theabovetableshowsthatthemeanoftheexperimentalclassis76.82andthemeanofthecontrolclassis75.91.Fromthesetwodatawecanknowthemeanoftheexperimentalclassisonly0.91higherthanthatofthecontrolclass.Thatmeanstheaveragescoresoftheexperimentalclassandthecontrolclassareverysimilar.What’Smore.theStandardDeviationandtheStandardErrorMeanofthetwoclassesarealsoveryclose.TheabovedatashowsthattherearenoobviousdiffereneeinthestudentS’learningSCOreSofthetwoclasses.一28— 优质论文38万方数据辽宁师范大学硕士学位论文Table4.10IndependentSamplesT-testofPre-testintheExperimentalClassandtheControlClassIndependentSamplesT-TestLevene’sT-testforEqualityofMeans"restforEqualityofⅥlriantes95%ConfidenceIntervaloftheDifferenceFSig.tdfsig.(2一taMeanStdErrorLowerUpperlied)DiffereneeDifferenceEqual.1.879.40l103.702.8252.097.3.3475.045variances39assumedEqual.401102.9.702.8252.097.3.3475.045variances8notassumedFromtable4.10,FoftheLevene’sTeStforEqualityofV撕antesis0.139,thesig.iS0.879,whichismuchhigherthan0.05significancelevel.Itimpliesthatthevariancesofthetwoclassesareequal.TheMeanDifferenceis0.825whichislowerthan2.097.The95%ConfidenceIntervaloftheDifferenceisfrom.3.347to5.045.Thesig.f,2.tailed)is0.702whichismuchhigherthan0.05.T11ismearlsthatinthepre.testthereisnoapparentdi毹fencebetweenthetwoclasses.Fromtheresultsofthedataanalysis,itindicatesthatthestudentsofthetwoclassesareatthesamelearninglevel.4.2.2,AllalysisofthePost-testAttertheexperiment,theauthorcarriedoutthepost-testintheexperimentalclassandthecontrolclass.Thefollowingtableshowsthedataanalysisofthepost-test.Table4.11GroupStatisticsinthePost-testGroupNumberMeanStd.Std.ErrorDeviationMeanExperimentalclass4685.0510.8971.245—29— 优质论文39万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHighSchoolThedataaboveshowthatinexperimentalclasstheaveragescoreis85.05andincontrolclasstheaveragescoreis80.40.Themeanoftheexperimentalclassis5.01whichishigherthanthemeanofthecontrolclass.Thedataindicatesthatcomparedwiththecontrolclassstudentsinexperimentalclasshavemademoreprogress.Thestd.Deviationandthestd.ErrorMeanareverysimilarinbomclasses.Table4.12IndependentSamplesT-testResultsofthePost—testintheExperimentalClassandtheControlClassIndependentSamplesT-testLevene’STestT-testforEqualityofMeansforEqualityofV撕ances95%ConfidenceIntervaloftheDifferenceFSig.tdfSig.MeanStdErrorLowUpper(2-tailed)DifferenceerEqual.109.7381.897105.0373.4021.698..0896.950variancesassumedEqual1.897104.0373.4021.698..0896.950variances.98notassumedThesig.=O.738intheabovetable,whichismuchhigherthan0.05significancelevel.Itimpliesthevariancesofthetwoclassesareequal.Thes远(2-tailed)isO.037whichismuchlowerthan0.05.SowecaninferthatthereiSadistinctdifferencebetweentheexperimentalclassandthecontrolledclassinthepost-test.TheresultsofthedataanalysisshowsUStherearebigdifferenceinvocabularylearningscoresbetweentheexperimentalclassandthecontrolledclassaftertheexperiment.Inconclusion,thestudentsinexperimentalclassmakemoreprogressinvocabularylearning.一30— 优质论文40万方数据辽宁师范大学硕士学位论文Thefollowingtableisthecomparedsamplesstatisticsoftheexperimentalclass.Thecomparisonbetweenthepre·-testandthepost--testisusedtotestifthescaffoldinginstructionCallexertaninfluenceonstudents’Englishvocabularylearning.Table4.13PairedSamplesStatisticsintheExperimentalClassMeanNumberStd.Std.ErrorDeviationMeanPre-test76.82469.0421.521Post-test85.054610.8971.245Fromthetable4.13,wecanseetheMeanofthepre-testis76.82andtheMeanofthepost-testis85.05intheexperimentalclass.Themeanofpost-testis8.23higherthanthemeanofthepre-test.TheStd.Deviationis9.042inthepre—testwhileitincreasedto10.897inthepost-test.Thismeansthatwiththenewteachingmethodtheexperimentalclasshasmadegreatchangesinthevocabularylearning.Table4.14PairedSamplesT-testofthePre-testandPost-testintheExperimentalClassParedDifferences95%ConfidenceIntervaloftheDiffereneeMeanStd.LowerUppertdfSig.(2-tailStd.ErrorDeviation,MeanPre-testand.6.0024.653.597.6.984.4.625.8.97854.000post-testTheSig.(2-tailed)is.000,whichislowerthanO.05.Itshowsthatthereisabigdifferencebetweenthepre—testandthepost-testintheexperimentalclass.Inotherwords,studentshavemadegreatprogresswiththescaffoldinginstruction.Thetis-8.978,thisindicatedthatthestudentswhomade"thehigherscoresalsomadeprogress.Allthedatainthetableshowthatthestudentshavemadeaprogressinvocabularyscores.WeCandrawtheconclusionthatthescaffoldinginstructionisaneffectiveteachingmethodinimprovingseniorhighschoolstudents’Englishvocabularyscores.Thefollowingtableisthecomparedthedatabetweenpre—testandpost-testinthecontrolclass,thestatisticsiSshowninTable4.15and4.16.一叉1一 优质论文41万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHighSchoolTable4.15PairedSamplesStatisticsintheControlClassMeanNumberStd.Std.ErrorDeviationMeanPre-test75.91469.0311.496Post-test80.404710.9761.262Fromthetable4.15.wecanseetheMeanofthepre.testiS75.91andtheMeanofthepost-testiS80.40inthecontrolclass.Themeanofpost-testis4.49higherthanthemeanofthepre—test.TheStd.DeviationiS9.03linthepre.testwhileitincreasedto10.976inthepost.test.Thedataalsomeansthatwiththe仃aditionalteachingmethodthecontrolledclasshasmadelittleprogressinthevocabularylearningscore.However,comparedwiththeexperimentalclassitschangesarenotobvious.Table4.16PairedSamplesT-testofPre-testandPost-testintheControlClassParedDifferences95%ConfidenceIntervaloftheDifferenceMeanStd.LowerUppertdfSig.(2Std.ErrorDeviation.taileMeand)Pre-testand.3.1983.485.453.4.193.379.1.07250.258post-testIncontrolclass.theSig.iS0.258whichishigherthan0.05.Sothereisnoobviousdifferencebetweenthepre.tcstandthepost-testinthecontrolclass.Throughthetwocomparisonsbetweenthepre.testandthepost-testinexperimentalclassandcontrolclass,wecanseethatbothstudentsinexperimentalclassandcontrolclassgothigherscoresinEnglishvocal)ulary.However,theexperimentalclasshasmadeamoreobviousprogressthanthecontrolclass.TheanalysisandthecomparisonsaboveCananswertheresearchquestionNo.1thatscaffoldinginstructioncanimprovestudents’vocabularyscores.一32— 优质论文42万方数据辽宁师范大学硕士学位论文4.3ResuitsoftheInterviewAttheendoftheexperiment,theauthorconductedthefacetofaceinterviewintheexperimentalclass.TheinterviewtakessixstudentsrandomlyfromthedifferentlevelofEnglishproficiencyinexperimentalclass.Theinterviewhasthreequestionsintotal.BytheiIlt训ew,somemoredetailedinformationandattitudeofthestudentscanbeacquired,whichCannotgainedfromthetestsandquestionnaires.TheinterviewCanalsohelptoconsolidatetheresultsofthepost-questionnaire.TomakeSuretheresultsoftheiIlten,iewmorevalidandreliable.theteacherasksthesixstudentstaketurnstohavetheinterview.Theinterviewquestionsare"(1)Doyouthinkthescaffoldinginstructioncanbenefityour咖dy?(2)InwhatwaysCanthescaffoldinginstructionimproveyourEnglishvocabularylearning?(3)Arethereanyadvantagesordisadvantagesofthenewteachingmethod?Herearetheanswersofthesixstudents,theauthorretailedtheiranswersinEnglish.Question1:Doyouthinkthescaffoldinginstructioncanbenefityourstudy?Amongthesixinformants,mostofthethemthinkthescaffoldinginstructioncanbenefittheirstudy.StudentAthinksthescaffoldinginstructionisveryinterestingandhelikes.itverymuch.Throughthisnewteachingmethod,heCanstudywithhisgroupmembersandwehavegreatlearninginterests.Theymakegreatprogresstogether.ThescaffoldinginstructionreallybenefitshisEnglishstudyandheprefersthiskindofteachingmethod.StudentEhappilysaidthathisEnglishvocabularySCOrehasbeenincreasedwiththescaffoldinginstruction;therefore,helikestheteachingmethod.Hethinksthenewteachingmethodgiveshimgreathelpinlearningvocabulary.Question2:InwhatwayseanthescaffoldinginstructionimproveyourEnglishvocabularylearning?StudentCthinksthescaffoldinginstructionmakesagreatcontributiontohervocabularylearning.nlemostusefulprocedureistheevaluation.Bytheevaluationsofselfandothers,shecallrecognizetheshortageandproblemsofherself.Therefore,shecancorrectthemimmediately.StudentDsaidinhispaststudy,hehasalwaysthoughtthatEnglishvocabularyissohardtolearn.Hespendsalotoftimetorecitethewordsbutstillcannotlearnthemwell.Healwaysf0唱etsthemquicklyandcouldnotusetheminrightplace.Butnow,hehaschangedhisattitudestovocabularylearning.HewouldliketospendtimeenlarginghisEnglishvocabulary.Student2saidthatfromherpo缸ofview,thiskindofteachingmethodisrathersuitableforhertolearntheEnglishvocabulary.rnleviVidlcad-inCanarouseherlearninginterestinvocabulary.Duringtheclass,sheoftentakesactiveparttoanswerthequestionsbecausetheteachercarlgivehermoreencouragement.Question3:Arethereanyadvantagesordisadvantagesofthenewteachingmethod?Everyteachingmethodhasitsadvantagesanddisadvantages.FromstudentB’Spo硫ofview:Comparingthescaffoldinginstructionwithtraditionalteachingmethod,shethinksthe一33— 优质论文43万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHi【ghSchoolscaffoldinginstructionhasmanyadvantages.Undertheteachingenvironmentandatmosphereofthescaffoldinginstruction,studentsaremoreactivethanthatinthetraditionalclass.TheyCanmakeadiscussionatclassandexchangeourideas.What’Smore,theteachercanofferthemsomeinterestinginformationwhichleadstudentstolearnEnglishwell.However,inthepast,theteacherjustleadthemtoreadthenewwordsandthentheymustrecitethemafterclass.ThatiSverydull.ButnowwiththeteachingmethodtheyCanrememberthewordsquicklyandeasily.However,studentsEsaidthatsheCannotaccustomedtothiskindofnewteachingmethod.Becausesheisalwaysafraidofbeingaskedbytheteachertoanswerquestions.Shewouldratherwritetheanswersdownthanmakeadiscussionwithotherclassmates.StudentDthinkstheguidanceoftheteacherwastestoomuchtime,whichmakesstudentshavenotenoughtimetolearnmorewords.Fromtheaboveanswersofthesixstudents,wecanknowstudents’attitudestowardsthescaffoldinginstructioniSpositive.MostofstudentsthinkthescaffoldinginstructioniSveryinterestingandcanarisetheirlearninginterest.4.4DiscussionsFromthedataanalysisofthequestionnairesandthetestsintheexperimentalclassandthecontrolclass.wecaneasilyseethemeanscoreofexperimentalclassiSmuchhigherthanthatofinthecontrolclass.Sowecancometotheconchsionthatwiththescaffoldinginstructionstudents’vocabularylearningscorehasimproved.Atthelastpart0fthetestiSthewriting,thewordsthatstudentsusedalmostarethesimplewords。谬加f’Smore。therearemanymistakesinthecollocationofthewords.Studentsintheexperimentalclassandthecontrolclassareinthesamelearninglevel.Theftlearningresultsofthepre.testhavenoobviousdifferences.Duringtheexperiment,theauthorusedthescaffoldinginstructionintheexperimentalclasswhileinthecontrolclassstillusedthe—traditionalteachingmethod.Whentheexperimentended.theauthorcarriedoutthepost-test.Theresultsofthepost-testshowedthatthereareobviousdifferencesbetweenthetwoclasses.Firstly,themeanlearningscoreoftheexperimentalclassiShigherthanthatofthecontrolclass.Secondly,thestudentsintheexperimentalclasscanusemorenewwordsintheirwritingsandtherearelessmistakesinthewriting.However,thecontrolclassdonothaveobviousimprovement.Fromthecomparisonofthetwoclasses,wecanreachtheconclusionthatthescaffoldinginstructionCanimprovingstudents’vocabularylearning.ThescaffoldinginstructionismuchmoreeffectivethanthetraditionalteachingmethodintochingstudentsEnglishvocabulary.啪如scaffoldinginstruction,theteachercreatedthelearningenvironmentforstudentsinwhichtheyCanstudythenewknowledgeactively.Theteachersarenolongerthemasteroftheclass,theyarethehelperandguideofstudentstolearnnewknowledge.Theyhelpedstudentstoconstructthelearningscaffolds,oncestudentscanfinishthelearningtaskby一34— 优质论文44万方数据辽宁师范大学硕士学位论文themselves,theteacherswouldtakeawaythescaffoldsinagradualway.Scaffoldinginstructionfocusesonthecommunicationsandcooperationofthestudents.Throughtheteamwork.studentscangetmoreinformationandideasfromotherswhichiSalsohell:Ifulforthemselves.Ⅵ,11at’Smore.inthescaffoldinginstruction,theteacherpaysmoreattemiontothestudents’emotionalfacts.Moststudentssaidthattheyliketheencouragementwhentheteacherhelpedthemtoprovidescaffolds.Undertheguidanceofscaffoldinginstruction,studentsfirebecomingmoreandmoreinterestedinlearningvocabulary.AIlinall,mescaffoldinginstructionplaysanimportantpartinimprovingstudents’vocabularylearning.ItisaneffectiveteachingmethodinseniorhighschoolEnglishvocabularyteaching.一35— 优质论文45万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHi【ghSchool5ConclusionInthischapter,wemainlyintroducethemajorfindings,theimplicationsforvocabularyteaching,thelimitations0andthesuggestionsforfuturestudy..5.1MajorFindingsFromwhathavebeenanalyzedanddiscussed,wecanseethatthereisindeedsignificantmeaningsoftheapplicationofthescaffoldinginstruction.Attertheexperimentfinished,theauthorobtainedtheimportantinformationfromthetests,questionnairesandtheinterviewItprovesthevalidnessofnewteachingmethods.Onthebasisoftheinformationthethreemajorfindingsareobtainedasfollows:Firstofall,theresultsoftheinterviewhasshowedthatstudentsarefondofthescaffoldinginstruction.Allofthemthoughtthescaffoldinginstructionismoreinteresting.ThescaffoldinginstructionCansatis矽students’learningneed,aswellasCandeveloptheirlearninginterest.Duringthestepthreeandfo虬students’independentlearningabilityCanbeimprovedandthecollaborativeawarenessCanbeenhanced.Mostimportantly,studentsstudiedinanrelaxandinterestingatmosphere,SOthatstudentsenjoythiskindofteachingmethod.Secondly,compared、Ⅳitllthetraditionalteachingmethod,thescaffoldinginstructionstimulatedstudents’vocabularylearninginterestgreatlyandimprovedstudents’motivationinvocabularylearning.Theresults’ofthepost-questionnaireindicatedthatstudents’learningattitudestowardthevocabularyhavechanged.MostofthestudentsthinkitisveryinterestingtolearnEnglishandtheyare向ndofthescaffoldingteachingmethod.Withthescaffoldinginstruction,theteachercreatedthelearningenvironmentforstudentsinwhichtheyCanstudythenewknowledgeactively.Theteachersarenolongerthemasteroftheclass,theyarethehelperandguideofstudentstolearnnewknowledge.Theyhelpedstudentstoconstructthelearningscaffolds,oncestudentsCanfinishthelearningtaskbythemselves,theteacherswouldtakeawaythescaffoldsinagradualway.Undertheguidanceofscaffoldinginstruction,studentsarebecomingmoreandmoreinterestedinlearningvocabulary.Thirdly,thescaffoldinginstructionhasapositiveinfluenceonstudents’vocabularylearning.Ithasbeenprovedtobemorevalidthanthetraditionalteachingmethodinvocabularyteachingclass.Thetest’Sresultsindicatedthatthestudentsintheexperimentalclassandthecontrolclassareinthesamelearninglevelbeforetheexperiment.Thepost-testistodetectwhetherthetwoclasseshavemadeprogressaftertheexperiment.Theresultsofthepost-testshowedthatthemeanscoresoftheexperimentalclassarehigherthanthatinthe一36— 优质论文46万方数据辽宁师范大学硕士学位论文controlclass.Comparedwiththecontrolclasswhichusedthetraditionalteachingmethod,theexperimentalclasswhichusedthescaffoldinginstructiongainedhigherscoresinvocabularylearning.5.2ImplicationsThescaffoldinginstructionhasbeentestedtobemore‘effectivethanthetraditionalteachingmethodinimprovingstudents’vocabularylearning.Hereareseveralimplicationsforteachersandstudents.(1)Forteachers,therearesomeimplicationswhentheyteachstudentsvocabulary.Firstofall,teachersshouldknowstudents’currentlearninglevel.Basedonthestudents’currentvocabularylearninglevel,teachersprovidethepropernewknowledgeforstudents.Secondly,theteachersofferassistanceduringtheprocessofconstructnewknowledge.Undertheguidanceofteachers,studentscanlearnthenewknowledgewell.Meanwhile,teacherscangivestudentssomeexercisetoconsolidatetheirlearning.Thirdly,teachersgivestudentsfeedbackintimeandevaluateeachstudent’Sperformanceseriously.Studentswillperformbetteraccordingtotheteacher’Sevaluation.Allstudentsneedtheencouragementofteachers.Lastbutnotleast,theteachersshouldcreateafreeandrelaxstudyingenvironmentforstudents.Studentsshouldbegivenmorefreedomandtheopportunitytoissuetheirownopinionduringthelearningprocess.Theycanchoosethelearningmaterialformtheirownunderstanding.Atthesametime,theyCandiscusswiththeirpartnerswhenevertheywant.Duringthewholelearningprocessofthescaffoldinginstruction,theteacherplaystheroleofguideandtheinstructor,andthestudentsarethemainbodyofleaming.(2)Forstudents,herearealsosomeimplicationsforvocabularylearning.Firstly,withtheguideofteachers,studentsCalllearnnewknowledgebythemselves.Theyarethemasteroflearning.Theyshouldformthehabitoflearningindependently.Inthescaffoldinginstruction,stepthreehaspointedoutstudentscanexplorebythemselves.Thisisveryimportantforthemtodevelopthehabitofstudyingonthemselves.Secondly,intheprocessofscaffoldinginstruction,thestudentsareaskedtoworkwiththeirpartners.Asaresult,studentsSetupthemutualtrustandmakejointeffortstostudywell.What’Smore,studentsmusthavethespiritofcooperation.Duringthestudyprocess,theycallsharetheirdifferentideasanddiscusstherelatedlearningtopic.Bythisway,studentsalltakeanactivepartinthelearning.Atlast,studentsshouldformthehabitofevaluatingthemselves.Onlybyjudgingthemselves,canstudentsknowtheirlearningsituationwellandimprovetheirstudying.5.3LimitationsThisstudyhasprovedtobeeffective,itstillhasseverallimitations.Firstofall,thenumberoftheparticipatesintheresearchexperimentis93anditisavery一37— 优质论文47万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHighSchoolsmallsampleinthefieldoftheresearch.However,theycannotrepresentallthestudentsfromseniorhighschoolgradeone.Usually,theresultsoftheexperimentcouldbeinfluencedbythelimitednumberoftheexperimentalsamples.Ifmorestudentswereaskedtotakepartintheexperiment,theresultsoftheexperimentwouldbemoreaccurate.Secondly,thetimeoftheresearchexperimentislimited.Studentsonlygetstartedtofamiliarwiththescaffoldinginstruction.Ifforalongtermteachingwiththescaffoldinginstruction,thedataoftheexperimentwouldbemorepersuasive.Thoughthereareseverallimitationsoftheresearch,thescaffoldinginstructionisstilleffectivetoimproveseniorhighschoolstudents’vocabularylearning.Thescaffoldinginstructionisworthwhiletoapplyintotheteachingclass.5.4SuggestionsforFutureStudyEnglishvocabularyplaysanimportantroleintheprocessofEnglishlearning.Atlast,herearesomesuggestionsforfuturestudy.Firstofall,theresearchesofthescaffoldinginstructioninvocabularylearningareverylimited.Mostoftheresearchesarethetheoreticalresearch.Itishightimethattheresearchersshoulddomoreempiricalstudyaboutthescaffoldinginstruction.Bythisway,thescaffoldinginstructionwillbeimpliedintheclassforbetteruse.HoweveLthescaffoldinginstructiontakesstudentsasthecenteroflearningwhichCanstimulatestudents’learninginEnglishvocabulary.Theteachershouldnotcompletelygivethelearningtasktostudentsthemselves.Theyshouldpayattentiontostudents’learningdevelopmentaswellastheirfeelings.Asateacher,theproperencouragementandthecareforstudentsarcverynecessary.Secondly,thescaffoldinginstructionisanewteachingmethodwhichhasbomadvantagesanddisadvantages.Asateacher,WCshouldtakegoodadvantageofthemeresofthescaffoldinginstruction.Atthesanletime,thetraditionalteachingmethodalsohasitsmerits,andweshouldnotthrowawayitcompletely.WeCancombinethenewteachingmethodwiththeadvantagesoftraditionalteachingmethod.一38— 优质论文48万方数据辽宁师范大学硕士学位论文References【l】Allison&Mark.2013.ScaffoldedInstructionlmprovesStudentUnderstandingoftheScientificMethodandExperimentalDesign【J】.TheAmericanBiologyTeacher.(2)23-30.【2】Bmner.J.S.1960.TheProcessofEducation网.Cambridge.HarvardUniversityPress.(9):32—56.[3]Clark,C.&P.Peterson.1986.Teachers’thoughtprocess[M].InM.Wittroek(Ed.)HandbookofResearchonTeaching.NewYork:Macmillan.85-96.【4】DawnS&DominguezKD.2011.Instructionalscaffoldingtoimprovestudents’skillsinevaluatingclinicalliterature【J】.AmericanJournalofPharmaccuticalEducation.(2)6-12.【5】Dawn&Stefani.2012.AScaffoldedInstructionalModeltoTeachDoctorofPharmacyStudentstoEvaluateRandomizedandNon-randomizedMedicalStudiesonASimilartoReachClinicalConclusion【D】.TheUniversityofNewMexico.【6】Donato,R.&McCormick,D.1994.ASocioculturalPerspectiveonLanguageLearningStrategies[J].TheRoleofMediationModemLanguageJournal.(4)78__40.【7】Fergus&Dianne.2009.Scaffoldinginstructionandusinggraphicorganizersforwritingeffectivein-classsummaries.【D】UniversityofCalifornia.【8】Guzdial,M.1994.Software-realizedscaffoldingtofacilitateprogrammingforscienceLearning【J】.InteractiveLearningEnvironment.(2)13-20.【9】Jackson,S.LKrajcik&Soloway,E.1988.Thedesignofguidedlearner-adaptablescaffoldingininteractivelearningenvironments.NewYork:Addison-Wesley.【10】KrajcikSoloway&Blumenfeld.1998.Scaffoldedtechnologytoolstopromoterteachingandlearninginscience.ASCDYearbook.【ll】MarionWilliams&RobertL.Burden.1997.PsychologyyorLanguageTeachers【M】.CambridgeUniversityPress.【12】McKenzie,J.2000.Scaffoldingfo,.Success【J】.TheEducationalTechnologyJournal.9(4):41-47.【13】OxfordEnglishDictionary,1988.NewYork:OxfordUniversityPress.(8)1546.【14】RosenshineB,MeisterC.1993.TheUseofScaffoldsforTeachingHigher-LevelCognitiveStrategies【A】.WoolfolkAKI.Readings&CasesinEducationalPsychology【M】.Boston:AllynandBacon.【15】Salmon,P.1988.Psychologyforteachers:analternativeapproach.London:Hutchinson.【16】Slavin,RE.2004.EducationalPsychology:TheoryandPractice[M].Beijing:PekingUniversityPress.【17】Vygotsb,,L.S.1987.ThinkingandSpeaking【M】.NewYork,NY:PlenumPress.【18】VonGlasersfeld,E.1995.RadicalConstructivism.London:Fahner.【19]Vygotsky.LS.1978.MindinSociety:TheDevelopmentofHigherPsychologicalProcesses叨.HarvardUniversityPress.(1):6-10.一39— 优质论文49万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHighSchool【20】WayneSmith&ErinButcher.2015.IncorporatingInstructionalScaffoldingApproachintoClassroom:TeachingforAuthenticLearninginHospitalityandTourismEducation[J].JournalofTeachinginTravel&Tourism.(5):2-10.【21】Wood.D.,Bruner.J.C.,Ross,G.1976.TheRole矿TutoringinProblemSolving.[J]JournalofChildrenPsychologyandPsychiatry.(17):89-100.【22】Wertsch,J.V&Stone,C.1984socialinteractionalanalysisofteamingdisabilitiesremediation.【J】.JournalofLearningDisabilities.(69):132-140.[23】Yuvienco,J.2008.Ascaffoldingforvocabularyteachingandleaming.EditLib.[24]曹文海.2007.高中英语写作教学中运用支架式教学模式的实证研究[D].兰州:西北师范大学.[25]陈琦,刘德儒.1997.当代教育心理学[M].上海:上海教育出版社.[26]陈琦,1999,教育心理学的基本问题(二)一关于建构主义理论[J].中国远程教育(2):40-43.[23]池秀林.2012.支架教学法在高中英语词汇的应用研究[D].重庆:重庆师范大学.[24]丁晓明,葛春艳.2015.支架式教学法在民办高校大学英语听力课堂中的应用研究.[J].黑龙江科学报(5):17-20.[25]付冬梅.2006.“支架”理论在高中英语写作教学中的应用[D].南昌:江西师范大学.[26]何克抗.1999.建构主义——革新传统教学的理论基础[J].教育研究(5):53—59.[27]何克抗.2002.课程与教学理论[M].北京:北京师范大学出版社.122—157.[28]梁亚冰.2012.支架式教学在英语词汇教学中的应用[J].浙江万里学院学报.(4):118_121.[29]王海珊.2005.教与学的有效互动一简析支架式教学.[J]福建师范大学学报(6):140.[30]闰缜.2005.高中英语交互式语言教学与学生交际能力的培养[D].大连:辽宁师范大学.[31]朱枫.2005.大学英语支架式教学实证研究[J].哈尔滨学院学报.(6):26—130.[32]张国荣。2004支架理论在英语写作教学中的应用[J].外语与外语教学(9):37:39.[33]张顺梅,2007.大学英语写作课支架式教学模式探究[J].湖北广播电视大学学报(3):24-35.[34]张嫒嫒,张少娟.2014.计算机辅助支架式教学模式在英语阅读中的应用.[J]邢台学院报(10):14—23.[35]卓倩.2014.浅谈支架式教学法与0PI英语口语教学模式结合的教学实践[D].上海:华中师范大学.[36]张蓓蓓.2012.基于支架式教学法的泰国大学汉语选修课教学设计——以体验汉语为例[D].济南:山东师范大学.[37]周贤东.2012建构主义理论在高中英语词汇教学中的应用[D].济南:山东师范大学.[38]张瑜.2013.高中英语词汇教学中使用思维导图的实验研究[D].长春:东北师范大学. 优质论文50万方数据辽宁师范大学硕士学位论文AppendixAQuestionnaireonVocabularyLearning亲爱的同学:你好!本调查问卷旨在了解高一学生英语词汇学习的基本情况,调查结果将有助于我们改进词汇教学方法。回答问题时,请从自身实际出发。感谢各位对本次调查的支持11.你对现在的英语词汇学习感到:A.很有趣B.比较有趣C.一般D.枯燥乏味2.你赞成老师现在的教授词汇的方法吗?A.非常赞成B.赞成C.中立D.不赞成3你有计划进行词汇学习,如,背单词、读单词吗?A.经常B.有时C.彳艮少D.从未4.随时携带单词小本子,有时间就复习,比如在课间操时间等。A.经常B.有时C.很少D.从未5.记忆新单词时,会考虑词汇联想记忆,比如联系新单词的近义词或反义词,利用学过的旧单词帮助自己记忆新单词。A.经常B.有时C.彳艮少D.从未6.通过大声朗读或反复书写的方式来记忆单词。A.经常B.有时C.彳艮少D.从未7.通过分析英语前缀、后缀和词根来帮助自己记忆单词。A.经常B.有时C.j艮少D.从未8.记忆单词之前先将单词进行归类,比如根据词性归类为动词、形容词、名词等,或依据其它标准归类为水果、运动、名胜古迹等。A.经常B.有时C.彳艮少D.从未9.你会总结适合自己学习单词的好方法吗?A.经常B.有时C.彳艮少D.从未10.平时会多运用所学英语词汇跟老师、同学积极交流。A.经常B.有时C.彳艮少D.从未11.平时会充分利用网络媒体资源来扩大英语词汇量,例如读英文报纸或杂志,看英文电影等。·A.经常B.有时C.彳艮少D.从未12.你会尝试利用课堂上已经学习过的新英文单词来复述课文阅读部分。A.经常B.有时C.彳艮少D.从未13.你会通过小组讨论的方式与同学一起分享有效的英语词汇学习策略。 优质论文51万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHighSchoolA.经常B.有时C.f艮少D.从未14.你会反思自己的英语词汇学习情况,从而不断取得进步。A.经常B.有时C.j艮少D.从未 优质论文52万方数据辽宁师范大学硕士学位论文AppendixBPre-testPaperforVocabulary一、单词拼写(20分,每空2分)1.Withthedevelopmentofscienceand——(科技),bothOUrcitylifeandcountrylifearebecomingbetter.2.TheoldwomanisSOactiveaIld(热心的)aboutneighborhoodaffairsthateveryonecannothelplikingher.3.Iis(惊讶的),toseewhatshehaddoneinsuchashorttime.4.Youshouldtakeacorrect4toEnglishstudy,especiallylisteningcomprehensionandspeakinginordertospeakitfluently.5.If1wereyou,1woddhavefelt——(尴尬的)atsuchbadbehavior.6.Consideringhisrightattitudetodealingwiththecorrectiontothestudents’homework,heisab!teacher.7.Wearedeeplyimpressedwithherscientificmofsolvingtheproblem.8.Hisparentsgavehimgreat(鼓励)tofacethedifficultiesinhislife.9.Themanmanagedtoclearupthembetweenthetwoteenagers.10.Followtheiofyourteachers,andyouwillcertainlyreceiveyoUracademicdegreesuccessfully.二、完成句子(20分)(全神贯注于我所做的事情)whilethenoiseisgoingon.2.Whetherwe’11gocampingtomorrow3.Inthecourttheoldlady4.On5.Theoldman(取决于天气).(控告他杀害)herdaughter.(被通知)theflightwouldbedelayed,wemadeotherarrangemems.6.Twentyyearslaterwemetattheairport7.He(要求见经理).(偶然).(专心致志于)hisbook,SOhedidn’thearthedoorbell.8.Inthestreetheranoverand(保护我免遭)therobbery.(被这个故事所感动),hedecidedtoworkharderthanever.10.Havingbeenoutofworkforafewmonths,Mumattendingpatientsinhospitals.(开始从事)thejobof四、完型填空(30分ChoosethecorreCtanswerfrom八B,CandD)Benwoodwasanormalteenageboy.He——1——playiI唱basketball,ridinghisbicycleandplayingvideogames.BUtinoneway,BenWas2t0mostotherteenagers—.heWasblind.—-3一,Benhadaspecialtalent.Hedidn’thaveanyeyes,butbecould4see.Benwasbomin1992,andheWasahaPPYandheWasahaPPYandhealthybaby.However,whenheWastwoyearsold,hislife—j—Benhadcancerandhehadtohavean一43— 优质论文53万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHi曲Schooloperation.Theoperationwas6,andBenWasfine.However,thedoctorshadtoremove(移除)hiseyesandBenbecame—L.Afterhisoperation,Ben—3—Jspecialtalent。WhenheWasthree,helearnedbowto“see”buildingswillhis9.Helistenedverycarefully,andhecould一10noisesbounceoff(反弹)buildings.Thenoisestoldhimwherethe—l1一were.The,whenBenWasseven,he一12_—∞“click(发出咔哒声)”.Hemadeclickingnoiseswithhismouth,andlistenedfor—l3—jllatbouncedbaCkformthings.Inthisway,Bencould“see”whereheWasandwhatWasaroundhim.Thisisthesame—l4i11whichdolphinsseethingsunderwater.Scientistsanddoctorswere一15一Ben’Stalent.ThereareonlyafewblindpeopleintheworldwhoCan—l6-—likeBen.Hebecame一1L.HeWasonTV,andhetraveledtodifferentcountriesandtalkedtopeopleabouthislife.一l8_一,whenBenwas16,hiscancercameback.Hediedsoonafter.However,duringBen’Slife,he一19peopleadmiredhimbecauseheencouragedthemandhelpedthemfeeL_20__.Whenhediedin2009,over2000peoplewenttohisfuneral(葬礼).1.A.stoppedB.10vedC.avoidedD.suggested2.A.differentB.politeC.closeD.kind3.A.InsteadB.BesidesC.HoweverD.Then4.A.stillB.justC.soonD.ever5.A.startedB.improvedC.continuedD.changed6.A.simpleB.cheapC.successfulD.dangerous7.A.blindB.freeC.angryD.1ucky8.A.usedB.developedC.knewD.discovered9.A.eyesB.handsC.earsD.feet10.A.makeB.hearC.watchD.help11.A.teenagersB.dolphinsC.doctorsD.buildingsl2.A.1earnedB.failedC.rememberedD.decided13.A.voicesB.noisesC.songsD.shouts14.A.timeB.studyC.wayD.problem15.A.wordedaboutB.experiencedC.annoyedbyD.amazedatl6.A.talkB.seeC.finishD.understand17.A.tiredB.seriousC.nervousD.famousl8.A.SadlyB.QuietlyC.CarelesslyD.Immediately一44— 优质论文54万方数据辽宁师范大学硕士学位论文19.A.promisedB.advised20.A.comfortableB.strongC.taughtC.popular四、句子翻译。(10分,每题2分)1.她认为阅读理解很重要,但我们在课上也说了不少。D.warnedD.happy2.我非常喜欢她的态度,班里其他学生的行为也表明他们喜欢她。3.我现在的班里有56个同学,比以前初中班里的同学多。4.老师们都很有激情并且非常友好,教室也很漂亮。5.我们分组完成了这个任务。五、写作(20分)每个人都是独一无二的,都有与众不同的地方,人们喜欢你一定会有很多原因,请以“whatmakesmeagoodfriend.'?"写一篇英文短文。要求:1.语言表达准备,短文连贯通顺2.150词左右 优质论文55万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents’VocabularyTeachinginSeniorHighSchool_一——————————————————————————————————————————————————一AppendixCPost-testPaperforVocabulary一、单词拼写(20分,每空2分)1.Nowadays,moreandmoreanimalsareind.2.Manyfarmerslefttheirvillagesandmovedtothebigcitytoe——money·3.Thepolicemantriedtor——4.TheChristmastreesaredthetrappedpeople.witllbellsandflowers5.ManyyoungmenusetheItosearchforinformation.6.Iboughtaphoneforonly100yuanwhichisreallyc.7.Parentsarealways——(担忧)muchabouttheirchildren.8.Heisalovelyboy,weauhim.9.Courageisoneoftheqofagoodsoldier.10.Thoughwehavenotseeneachotherformanyyears,Icallimmediately.二、完成句子(20分)1.She2.Ourparentsalways3.Thissickness(发现读书越来越困难了).(严格要求)US.(导致)badillness..4.Doesit——(有意义)tochatontheQQ?5.Pleaseworkhard——(你能得到你所期望的).6.Withtherapiddevelopmentofthesociety,现了)。(认出)him(越来越多的环境问题出7.一(让人惊讶的是),henevertoldanyonehismatters.8.(不幸的是)he——failedintheexamination.9.Shemadeamistakethatshe——(打破了花瓶).10.Rememberto(列一行程清单)whenyoutakeatravel.三、完型填空(30分Choosethecorrectanswerfrom&B,CandD)teacherletherclassplayagame.Theteachertoldeach一1一tobringabag2afewpotatoes.Eachpotatowillbegivenanameofa—-3一thatthechildhates,sothenumberofpotatoes—,一his/herbagwilldependonthenumberofpeoplethechild—-5一.——46—— 优质论文56万方数据辽宁师范大学硕士学位论文Somechildrenhadtwopotatoes;somehadthreeandothers捌疋一fivepotatoes。Theteacherthentoldthechildrento———一7———一thebangwherevertheygoforaweek.Asthedaywent一8-一,thechildrenstartedtocomplain(抱怨)becauseoftheunpleasant9comingformtherotten(腐烂的)potatoes.Andthestudentswithfivepotatoesalsohadtocarry—lObags.一11—一aweek,theteacherasked,“Howdidyoufeel?”Thechildrenstartedcomplainingaboutthe—l2曲eyhadtogothrough,whentheyhadtocarrytheheavyand——l3pota_toeseverywheretheywent.And一14tlleteachersaid,“Thisiswhatyouhavetosuffer一15—Joucarryyourhatefor—l6-一insideyourheart.Thesmellofhatewill一1Uourheartandyouwillcarry一18诹thyouwhereveryougo.Ifyoucannot一19mesmellofrottenpotatoesfor—-20Loneweek,canyouimaginewhatitisliketohavethesmellofhateinyourheartforyourlifetime?’’1.A.teacherB.headmasterC.childD.0伍cer2.A.containingB.takingC.growingD.providing3.A.plantB.toyC.bookD.person4.A.brokendownB.putintoC.carriedoutD.broughtup5.A.spotsB.hatesC.10vesD.misses6.A.uptoB.asforC.otherthanD.insteadof7.A.sellB.offerC.carryD.buy8.A.inB.byC.upD.down9.A.shapeB.soundC.colorD.smelll0.A.smallerB.1ighterC.brighterD.heavier11.A.OnB.AfterC.BeforeD.At12.A.SUCCESSB.quarrelC.troubleD.pleasure13.A.smellyB.pleasantC.毹shD.1ively14.A.thenB.otherwiseC.anyhowD.however15.A.untilB.UnlessC.throughD.whenl6.A.somebodyB.somethingC.everybodyD.everything17.A.promiseB.protectC.produceD.pollute18.A.herB.itC.USD.him19.A.tellB.tasteC.bearD.see20.A.yetB.stillC.iustD.once一47— 优质论文57万方数据AStudyontheApplicationofScaffoldingInstructiontoStudents。VocabularyTeachinginSeniorHighSchool四、句子翻译(10分,每题2分)(1)我的汽车最多能坐四个人。(2)把你的名字写在这页的顶部。(3)请站在房子中间。(4)我们必须确保我们准时到达。(S)杰克已经在学校取得一些进步。五、写作(20分)你身边的每个人对你来说都具有特殊意义。请以“myspecial一”为题用英语写一篇短文,描述你家庭的某个成员或你的朋友、老师、同学等。要求:1.文中不得出现真实的姓名和学校名称2.150词左右 优质论文58万方数据辽宁师范大学项士学位论文AppendixDInterviewOutlines(1)Doyouthinkthescaffoldinginstructioncanbenefityourstudy?(2)InwhatwayscanthescaffoldinginstructionimproveyourEngfishvocabularylearning?(3)Arethereanyadvantagesordisadvantagesofthenewteachingmethod?一49— 优质论文59万方数据AstudyontheApplicationofScaffoldingInstructiontoSchoolStudents’VocabularyTeachinginSeniorHigh—————————————————————————————————————一AcknowledgmentsUwingtheprocessofcompletionofthisthesisihavegotwarmhelpandstrongsupportofmanypeople·Ifeelitisverynecessarytoacknowledgeallt110sewhohavecontributeda10tduringtheendeavor-F。lrstly,1wouldliketoexpressmysincereanddeepestgratitudetomysuperVisor’who91Vesmemvaluableguidanceandconstantencouragement.IespeciallyadI洫eherseriouspro托sslonalattitudeandresponsibility,becausesheisaverycaringandhelpfilladvisorthroughommyprocessofmakingthestudyandwritingthisthesis.HergenerosityandgentlecollsideratenesshavegivenmeapowerfulimpetustoengagemyselfinacadeIIlicresearches.Secondly,1wouldliketothanktheLvshunSeniorHighSch001.Becauseitofieredmecn锄ceto1mplementmyresearchexperiments.Theteachersintheschoolarel(illdandmev批willingtooffermeanyhelpformyresearch.TheirsufficientteachingexperiencegiVemealotofinspirationfIor瑚Ivresearch.Finally,Ianlgratefultomybelovedparents,friendsandmyroommatesfortlleirunderstandingandencouragements.Withouttheirsupporticouldnotacc。mplishmy‰sissmoothly.一50— 优质论文优质论文硕博学位论文60
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