[学位论文].支架式教学法在高中英语词汇教学中的应用研究

《[学位论文].支架式教学法在高中英语词汇教学中的应用研究》由会员上传分享，免费在线阅读，更多相关内容在教育资源-天天文库。

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