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＿＇—＊－＇‘．一，一＇－－－、’？片，＾－＜＇＇－＿，？＇乂、‘、一二Ａ；ｉｊ－、？；心Ｖ、ｒｆｉｔｆＳｌ瞧垂＾Ｋｔｅ，織邏講． 分类号：学校代码：10165密级：学号：201412000226教育硕士专业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AStudyontheApplicationofScaffoldingInstructiontoStudents'VocabularyTeachinginSeniorHighSchool作者姓名：侯娜专业方向：学科教学(英语)导师姓名：解芳2016年5月 AStudyontheApplicationofScaffoldingInstructiontoStudents'VocabularyTeachinginSeniorHighSchoolAThesisSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMASTEROFARTSSchoolofForeignLanguagesLIAONINGNORMALUNIVERSITY2016 学位论文独创性声明。论文本人承诺：所呈交的学位论文是本人在导师指导下所取得的研巧成果中除特别加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。领；学位论文作者签名．备学位论文版权的使用授权书、本学位论文作者完全了解迂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口或机构送交复印件或磁盘，允许论文被查阅和借阅。本文授权迁宁师范大学，可Ｗ将学位论文的全部或部分内容编入有关数据库、、汇编学位论文，并且并进行检索，可采用影印缩印或扫描等复制手段保存一本人电子文档的内容和纸质论文的内容相致。保密的学位论文在解密后使用本授权书。＞《：棘学位论文作者签名：石指导教师签名ｋ签名日期：如ｆ年ｒ月Ｗ日 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-I- AStudyontheApplicationofScaffoldingInstructiontoStudents'VocabularyLearninginSeniorHighSchoolAbstractVocabularyteachingplaysanimportantroleinseniorhighschoolEnglishteaching.What’smore,TheNewStandardEnglishCurriculumrequiresseniorhighschoolstudentstomaster3500vocabulariesbasically,whichmakesthevocabularyteachinggainthehighattention.However,thepresentvocabularyteachingsituationisnotsatisfactory.Studentslackthelearninginterestandtheteacherscannotfindamoresuitablevocabularyteachingmethod.Thispaperaimsatimprovingstudents’learninginterestandbetteringthepresentvocabularyteachingsituation.Constructivismandzoneofproximaldevelopmentarethetheoryfoundationsofthescaffoldinginstruction.Thescaffoldinginstructionisanewteachingapproachundertheguidanceoftheconstructivismtheory.Thisnewteachingapproachoffersstudentstheframeworkforthenewknowledgewhichcanhelpthemtohaveabetterunderstandingofthenewknowledge.What’smore,thescaffoldinginstructionhelpsstudentstoconstructnewknowledgewiththehelpofthefivesteps,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-II- positiveinfluenceonseniorhighschoolEnglishvocabularyteaching.Meanwhile,ithasthesignificantimplicationtowardstheseniorhighschoolvocabularyteaching.Keywords:Thescaffoldinginstruction;Constructivism;SeniorhighschoolEnglish;Vocabularyteaching-III- TableofContents摘要.....................................................................................................................................IAbstract......................................................................................................................................II1Introduction........................................................................................................................11.1TheBackgroundoftheStudy.....................................................................................11.2TheSignificanceoftheStudy....................................................................................21.3TheStructureoftheThesis.........................................................................................32LiteratureReview...............................................................................................................42.1OverviewofScaffoldingInstructionAboard.............................................................42.1.1TheOriginandDefinition..............................................................................42.1.2TheDevelopmentandtheApplications.........................................................42.2OverviewofScaffoldingInstructionatHome...........................................................62.3TheProceduresofScaffoldingInstruction.................................................................72.4TheoreticalFoundations...........................................................................................92.4.1ConstructivismTheory...................................................................................92.4.2TheoryofZoneofProximalDevelopment..................................................133ResearchDesign.................................................................................................................143.1ResearchQuestions..................................................................................................153.2ResearchSubjects.....................................................................................................153.3ResearchInstruments...............................................................................................153.3.1Questionnaire.................................................................................................153.3.2Pre-testandPost-test......................................................................................163.3.3Interview.........................................................................................................163.4ApplicationoftheScaffoldingInstruction...............................................................163.5DataCollection.........................................................................................................214ResultsandDiscussions.....................................................................................................224.1AnalysisoftheQuestionnaires.................................................................................234.1.1AnalysisoftheFirstQuestionnaire................................................................234.1.2AnalysisoftheSecondQuestionnaire...........................................................254.2AnalysisoftheTests....................................................................................................284.2.1AnalysisofthePre-test..................................................................................284.2.2AnalysisofthePost-test.................................................................................294.3ResultsoftheInterview............................................................................................334.4Discussions...............................................................................................................345Conclusion..........................................................................................................................365.1MajorFindings.........................................................................................................36-IV- 5.2Implications..............................................................................................................375.3Limitations...............................................................................................................375.4SuggestionsforFutureStudy...................................................................................38References................................................................................................................................39AppendixAQuestionnaireonVocabularyLearning.............................................................41AppendixBPre-testPaperforVocabulary...........................................................................43AppendixCPost-testPaperforVocabulary..........................................................................46AppendixDInterviewOutlines............................................................................................49Acknowledgements....................................................................................................................50-V- 1IntroductionThischaptermainlyintroducesthebackgroundofthestudy,thesignificanceofthestudyandthestructureofthethesis.1.1TheBackgroundoftheStudyVocabularylearningisveryimportantinseniorhighschoolEnglishlearning.WeallknowthattheNewStandardEnglishCurriculumhasrequireddefinitelythatseniorhighschoolstudentsshouldmasteratleast3500Englishwordsaftergraduatingfromseniorhighschool.Itisuniversallyknownthatonlybeequippedwithsufficientwordsstudentsarecapableofmakingimprovementinlistening,speaking,readingandwriting.However,thepresentcircumstancesofEnglishvocabularyteachingandlearningisnotsatisfactory.Ononehand,studentshavegreatdifficultyinstudyingEnglishwords.Theyusuallyforgetthewordswhichtheyhavelearnedquickly,andcannotcompletelymasterthenewwords.Asaresult,thepoorlearningofwordshascontributedmanyproblemsinstudents’listening,speaking,readingandwriting.Ontheotherhand,ourtraditionalteachingmethodhasmanylimitations.Usually,theteachersspendalotoftimeinteachingtheEnglishwordsbutgainpoorresult.Itisatime-consumingandenergy-consumingwork.Theteachersoftenteachnewwordsmechanicallyandexplainthewordsdirectlytostudents.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.Theirperformanceisgettingworseandworsebecauseoflackingconfidenceduringthestudy.Gradually,studentsarelosinginterestinlearningEnglish,andhaveafeelingthatEnglishissohardtolearn.Allinall,forEnglishteachersitisurgentandverynecessarytoexploreaneweffectivemethodinteachingEnglishvocabulary.TheyshouldtrytohelpstudentsimprovethepresentlearningsituationandletthembecomemoreinterestedinstudyingEnglish.Moreover,thevocabularyteachinghasreceivedhighattentionintheteachingfield.Therearemanyrelatedresearcheshavebeendonebyalargenumberofexpertsandscholarsbothathomeand-1- abroad.Meanwhile,basedonthebackgroundofthepresentlearningtheauthortriestomakearesearchtofindoutaneffectivewayofteachingEnglishvocabulary.1.2TheSignificanceoftheStudyNowadays,itisveryurgentforEnglishteacherstoadoptaneweffectiveinstructiontoimprovethepresentvocabularyteachingandlearningsituation.Therefore,thispaperaimsatmakingadeepresearchabouttheapplicationofthescaffoldinginstructiontoenhancetheefficiencyofseniorhighschoolEnglishvocabularyteaching.Undertheguidanceofconstructivism,weintendtouseanewvocabularyteachingmethod,whichiscalledthescaffoldinginstruction.Itisaveryinnovativeteachingmethodandisusuallyusedwithinthezoneofproximaldevelopmentofstudents.Duringtheprocessofscaffoldinginstruction,studentsarethemasterofstudying.Meanwhile,theteachersplaytheroleofguideandhelper.Intheclass,teachersandstudentscooperatewitheachother.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.Itcanhelpstudentsunderstandthenewknowledgebyprovidingthemwiththenotionalframework.Secondly,formanyyears,thescaffoldinginstructionhasbeenprovedeffectiveinforeigncountries.ThisstudyaimsatprovingthatthescaffoldinginstructionisaneffectivemethodofteachingEnglishvocabularyinChina.TheEnglishteachersinseniorhighschoolwillapplythescaffoldinginstructionintopracticeonceitisprovedtobeaneffectiveteachingmethod.So-2- thisstudywillhavegreathelpforEnglishclassinChina.Thestudyalsocanrichthetheoryofthescaffoldinginstruction.Duringtheapplicationofthescaffoldinginstructionmanyteacherscanoffermorevaluablesuggestionsforit.Inaword,theresearchaboutthescaffoldinginstructioninseniorhighschoolEnglishclassisverynecessary.Anditstillneedsmorepracticalexperiments.SotheauthorofthispapersincerelyhopesthatthisresearchcanoffersomevaluablereferencesandsuggestionsfortherelatedstudyaboutscaffoldinginstructioninChineseEnglishclass.1.3TheStructureoftheThesisThispartmainlyintroducesthewholestructureofthepaper.Ittotallyincludesfivechaptersandthelayoutisasfollows.Thefirstchapteristheintroductionpartanditmainlypresentsthestudy’sbackground,thestudy’ssignificanceandthewholestructureofthepaper.Thesecondchapteristhepartofliteraturereview.Theauthormainlyintroducesthreepartsinthischapter:therelevantstudiesaboutthescaffoldinginstructionathomeandaboard,thetheoreticalfoundationsandthefiveproceduresofscaffoldinginstruction.Thetheoreticalfoundationsmainlyincludestheconstructivismandthezoneofproximaldevelopment.Chapterthreeistheresearchdesignpart.Itbrieflyintroducestheresearchquestions,subjects,researchinstrumentsandtheresearchprocedures.Inchapterfour,theauthormainlyintroducesthedataanalysisofthisresearch.Itincludestheanalysisofthequestionnaires,theanalysisofthetest,theanalysisoftheinterviewandthediscussionabouttheresults.Thechapterfiveistheconclusionofthestudywhichgivesadescriptionaboutthemajorfindingsoftheresearch,theteachingimplicationandlimitationsoftheresearchaswellastheproposalsforthefutureresearches.-3- 2LiteratureReviewThischaptermainlyintroducesthreeparts:therelevantstudiesaboutthescaffoldinginstructionathomeandaboard,thefiveproceduresofthescaffoldinginstructionandthetwotheoreticalfoundations.2.1OverviewofScaffoldingInstructionAboardThescaffoldinginstructionhasbeenstudiedbythescholarsbothathomeandaboardformanyyears.2.1.1TheOriginandDefinitionAccordingtotheOxfordAdvancedLearner’sEnglish-ChineseDictionarytheword“scaffolding”meanspolesandboardsthatarejoinedtogethertomakeastructureforworkerstostandonwhentheyareworkinghighupontheoutsidewallofabuilding.Recentyears,scaffoldinginstructionhasbeenusedextensivelybysometeachersinasecondlanguageteachingclass.Meanwhile,therearemanydifferentdefinitionsofscaffoldinginstruction.Forexample,thescaffoldinginstructionmeansprovidingsupportsothatthelearnerscanengageinactivitiesthatwouldotherwisebebeyondtheirabilities(Jacksonetal.,1988).Anotherdefinitionis:Scaffoldingisasupportwhichenablesastudenttoachieveagoaloractionthatwouldnotbepossiblewithoutthatsupport(Guzdial,1994).Scaffoldingenablesthelearnertoachievegoalsoraccomplishprocessesnormallyoutofreach(Krajcik.,1998).Accordingtotheabovedefinitionsofscaffoldinginstruction,itiseasytoseethegistofthescaffoldingisthatstudentcanachievehisorhergoalwithothers’support.Allinall,thescaffoldinginstructionisakindofteachingmethodthatteachersoffersupporttostudents.Withthesupportofteachers,studentscanlearntheknowledgewell.Therefore,teachersplaytheroletotransmitknowledgetostudentsandguidestudentstomasterknowledge.2.1.2TheDevelopmentandtheApplicationsThescaffoldinginstructionwasfirststudiedbyforeignscholars.Forexample,Brunerproposedthediscoveryapproach(1960)andVygotskyputforwardthetheoryofzoneofproximaldevelopment.ScaffoldinginstructionderivedfromtheVygotsky’ssocialconstructivism,and“Scaffoldinstruction”wasproposedbyWood,BrunerandRossin1950’s.FromVygotsky’spointofview,scaffoldingplaysanimportantrolethattheteachersandothermorecapablepeersoffer-4- supportforlearnerstoleadthemtothenextlearningstage.Inaword,itmeansthatlearnerscangethelpfromamorecapablepeeroramatureperson.RosenshineandMeisterhadpointedoutthatonetypicalexampleofscaffoldinginstructionistoofferlearnersenoughsupportsatthefirststageofstudying,andgraduallyweakenthesupport.Oncelearnershasenoughabilitytostudy,theywillgraduallyraisetheirresponsibilitytosolveproblembythemselves(Slavin,2004).Therearemorespecificapplicationsofscaffoldinginstructionindifferentcourseteaching.Forexample,WertschandStone(1984)appliedthescaffoldinginstructionintoaone-to-onemedicalclinicwithadisabledchildinlearning.Theresultsoftheapplicationshowthatthescaffoldinginstructionfacilitatethedisabledchildtosupervisehisactionbyhimself.ThisresultaffirmsVygotsky’swords,“.....whatthechildisabletodoincollaborationtodayhewillbeabletodoindependentlytomorrow......”(Vygotsky,1987:211).AnotherstudyisthestudyofNevilleBennettandCliveCarre(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“AScaffoldingforVocabularyTeachingandLearning”(Yuvienco,J,2008).Inthispaper,hecomparedthescaffoldasthelearningstructure,andletstudentscollectanddealwiththenewvocabularybythemselves,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-5- approachintotheclassroom:TeachingforAuthenticLearninginHospitalityandTourismEducation。Thesestudiesallprovedthatscaffoldinginstructionisaneffectivewaytoimprovethestudents’learningbasedonacorrectunderstandingoflearners’ZPD.Onlywithaptindividualizedassistanceandeffectivemeasures,cantheteacherkeeppacewithlearners’individualizeddevelopment.2.2OverviewofScaffoldingInstructionatHomeChenQiandHeKekang(1999)broughtscaffoldinginstructiontoChinaattheendofth20century.However,therelevantresearchesofscaffoldinginstructiononlyinvolveinsometeachinginspiration,nothaveadeepempiricalresearch,andsomeoftheexplorationwereconfinedtoEnglishwritingandreading.HeKekang(1999),ZhangGuorong(2004)andZhangShunmei(2007)proposedthattherearefivestepsintheprocessofthescaffoldinginstruction.Thefivestepsare:settingscaffolding,gettingintothecontext,independentexploration,cooperativelearningandevaluation.ZhangGuorong’sdiscovery(2004)wasthatwhileteachingwiththescaffoldinginstruction,ateacherwillspendmoretimefocusingonstudentsandgivestudentsmoretimetolearnlanguagethroughactualcommunicationwithpeers.Mostimportantly,teachersandstudentsstudytogetherthroughtheinteractionwitheachother.Inthisway,learnerscanfinishthetaskthattheycannotdoindependently.ZhuFeng(2005)madeanexperimentandgaveadescriptionthatscaffoldinginstructionwasmoreeffectivethantraditionalteachingmethodsinimprovingstudents’languagecompetence.Meanwhile,hethoughtthatscaffoldinginstructioncouldincreaselearners’studyinginterestandimprovetheirlanguageability.WangHaishan(2005)didastudythatscaffoldinginstructionstressedonthestudents’initiativelearningability.Intheteachingprocessofteachingthestudentscanconstructtheirownknowledge.Shediscoveredtheaptbalancepointbetweenteachingandlearning,whichwemaysayistheaptrangeofZPD.FuDongmei(2006)madeateachingexperimenttoapplyscaffoldinginstructionintoEnglishwritingclass.Attheend,shemadeaconclusionthatthescaffoldinginstructionisaneffectiveteachingmethod,anditismoreattractivethantraditionalteachingmethodforlanguagelearners.In2007,CaoWenhaiputscaffoldinginstructioninseniorEnglishwritingteaching.Hispracticealsoprovedthatscaffoldinginstructionismoreeffectivethantraditionalteachingmethods.In2011,ChiXiulinfromChongqingNormalUniversitywroteapaper“AStudyofVocabularyTeachinginSeniorHighschoolontheBasisofScaffoldingTheory”.Inherpaper,shegaveadetailednarrationaboutthefiveproceduresofscaffoldinginstruction:constructingthescaffold,gettingintothesituation,independentexploration,peerworkandeffectevaluation.Totestscaffoldinginstruction,sheconductedanexperimentandfoundscaffoldinginstructioncanimprovestudents’vocabularylearningability.Moreover,scaffolding-6- instructioncanarisestudents’interestaboutlearningEnglishvocabulary.In2012,LiangYabinggaveanoverviewofthepresentsituationvocabularyteachinginhispaper.Andaccordingtotheproceduresofthescaffoldinginstruction,theauthorgavesomespecificexplanations,aimingtoarousethestudents’learninginterestandcultivatetheabilitytolearningindependently.In2014,ZhangYuanyuanandZhangShaojuandidaresearchwhichcombinethethescaffoldinginstructionwiththecomputerassistedlanguagelearning.Theypointedoutthatthiskingofteachingmodeshouldincludethecontextscaffolding,thelanguagescaffolding,thecontentscaffoldingandtheconstructscaffolding.In2015,DingXiaomingandGeChunyanappliedthescaffoldinginstructionintothecollegeEnglishlisteningclass.Theirstudyprovedthatthescaffoldinginstructionimprovedstudents’learninginterestalot.Allabovestudieshaveprovedthatscaffoldinginstructionisaneffectiveteachingmethod.IthasgreatimportanceinpromotingEnglishteachingandlearning.InChina,however,theresearchesonscaffoldinginstructionarestillonthestageoftheory.Therearefewerempiricalstudiesaboutscaffoldinginstruction.Asaresult,moreempiricalstudiesonscaffoldinginstructionareneeded.Andmostresearchesarestillnotdeeperenough.Inmostarticles,theauthorsdon’trepresentthedetailteachingstepsandexplanationswithscaffoldinginstructionappliedinclass;therefore,alotofempiricalexperimentsareneededinthisfieldtoprovidereferencesandteachingsamplesformoreteachersandresearchers.Thisisoneofthereasonswhytheauthorchoosesthistopictotakeonanempiricalexperiment.2.3TheProceduresofScaffoldingInstructionInthispart,theauthorgivesabriefintroductionaboutthefiveproceduresofscaffoldinginstruction.Studentsplayanimportantroleduringtheteachingprocesswithscaffoldinginstruction.Thescaffoldinginstructionoffersstudentstheframeworkofthenewknowledgewhichcanhelpstudentstohaveabetterunderstandingaboutthenewknowledge.Soitisimportantforteacherstoconstructaknowledgeframeworkforstudents,whichcanenablestudentsmasterwhattheylearnedgradually.AccordingtoHeKekangandChenQiinChina,therearefiveproceduresofscaffoldinginstruction.Itincludesconstructingthescaffolds,comingintothesituation,exploringonone’sown,collaboratingwithothers,andresultestimate.(1)ConstructingthescaffoldsInthisprocedure,teachersshouldfocusontheconnectionbetweennewknowledgeandoldknowledge.Soitisimportantforteacherstoprovideagoodlearningcontextfortheirstudents.Agoodlearningcontextcanariselearners’studyinginterestandlearningmotivation.Atfirst,toconstructagoodlearningcontextteachersshouldhaveafundamentalacquaintanceaboutstudents’previouslearningexperience.AccordingtoVygotsky’sZPD,teachersshouldlearnaboutstudents’previouslearningabilityandtheabilitytheywillachieve.-7- Here,thescaffoldshavemanydifferenttypes.Teachersshouldprovideproperscaffoldsaccordingtostudents’learningneeds.Scaffoldscanbesomeexamples,soteacherscanteachstudentsnewknowledgebyillustratingrelateexamples.Meanwhile,beforehavinganewclass,teacherscanputforwardsomequestionsforstudentstoanswer.Thisisalsoakindofscaffolds.Moreover,someproperguidanceandenlightenmentshouldbeofferedforstudents.Allinall,whatteachersshoulddoistohelpstudentshaveagoodstartoflearningnewknowledge.Inthisprocedure,studentscanhavetheabilitytoacceptnewknowledgeandhaveinterestandmotivationtolearnnewknowledge.(2)ComingintothesituationAfterhavingconstructedthescaffolds,teachersshouldleadstudentsintothelearningcontexttostimulatetheiractivethinkingandlearninginterest.Teacherscanusemultimediatocreateaneffectivecontextforstudents,orusepicturestoarisetheirlearninginterest.Oncestudentsenterintothelearningsituation,theycanformtheirownknowingaboutthenewknowledge.Moreover,settingthelanguagecontextwithvividpictures,videosandbodylanguagecanguidestudentstothinkbythemselves.InEnglishvocabularyteaching,themosteffectivewayofsettingupsituationistouserelatevividpicturesandvideos.Whenstudentsareinthesituationandseethepicturesandvideos,theycaneasilyunderstandthemeaningofnewvocabularies.Withtheirunderstandingofnewknowledgegoingdeeper,teachersshouldgraduallyregulateandwithdrawthescaffoldstoletstudentsfulfilltheirlearningbythemselves.(3)Exploringonone’sownInconstructivism’spointofview,learningisnotaprocessinwhichlearnersacceptknowledgepassively.Learningisaprocessinwhichlearnersshouldconstructtheirownknowledge.Inthisstage,teachersaretheguidebutnotthemaster,andtheyjustgivestudentssomecluestoinspirethemaboutthenewknowledge.Studentsshouldlearnnewknowledgebythemselves.Theyarethemasteroflearning.Inthisprocess,teachersshouldencouragestudentstoexplorenewknowledgebravelyandgivethemenoughtimetostudybythemselves.Moreover,teachersshouldallowstudentstomakemistakesandcorrectthemistakesintime.Gradually,studentscansolvesomelearningproblemsbythemselvesandtheywillreachahigherlearninglevel.(4)CollaborativelearningCollaborativelearningisannecessarypartintheprocessofabsorbingnewknowledge.Constructivismhasalwaysattachedgreatimportanceoncooperativelearning.Theyespeciallyputemphasisontheinfluenceofteachersandclassmatestowardstostudents.Teachersshould-8- guidestudentsstudytogetherandcommunicatewitheachother.Meanwhile,studentsshouldcommunicatewithteachersduringtheirlearningprocess.Therearemanykindsofwaytopromotestudentstolearncooperatively,suchasstudyingingroup,orworkinginpairs.Teachersshouldcreatetheinteractionbetweenteachersandstudentsaswellasstudentsandstudentsonthebasisofcoursebookandlearningneeds.Duringtheinteraction,studentscansharetheirideaswithothers.GraduallytheirinteresttowardsEnglishlearningcanbeimproved.Asaresult,itisveryimportanttotrainstudents’cooperativeconsciousness.Thescaffoldinginstructionattachesimportancetocollaborativelearning.Itstressesthecommunicationbetweenlearnersandtheirmutualhelpwitheachother.Sointhisstep,teachers’maintaskistocreatethecooperativesituationforlearners.Inthecooperativesituation,studentscanexchangetheirthoughtstoothers,asaresulttheycangainmuchfunfromthecommunicativeactivity.Meanwhile,students’confidenceoflearningEnglishcanimprove.Themostimportantoneisthatstudentswillhaveabetterunderstandingaboutnewknowledgethroughcooperativelearning.(5)ResultEvaluationEvaluationisavitalstepinscaffoldinginstruction.Theeffectevaluationmainlyincludesself-evaluation,teacher-evaluationandpartner-evaluation.Thereareseveralwaystoevaluate.Forexample,theexaminationisaneffectivewaytoteststudents’learningresults.Nowadays,examinationhasbecomeverypopularamongschoolstoteststudents’learningresults.Meanwhile,teachers’oralevaluationisalsoveryimportant.Teacherscangiveathroughevaluationtostudents.Accordingtostudents’learningresultsteacherscangiveawholeassessment.Then,teachersgivesomeadditionalremarksaboutstudents’performanceandadjusttheirownteachingplanaccordingtostudents’needs.Bytheresultevaluation,students’learningcanbemorevalidandteachers’teachinglevelcanbeimproved.Mostimportantly,teachers’teachingmodelcanbeimproved.2.4TheoreticalFoundationsInthispart,wemainlytalkabouttherelatedtheoreticalbasis.Theyaretheoryofconstructivismandtheoryofzoneofproximaldevelopment.Thescaffoldinginstructionisbasedontwotheories.Soit’sreallynecessaryforustohaveabetteracquaintanceaboutconstructivismtheoryandzoneofproximaldevelopment.Thebelowarethedetaileddescriptionaboutthetwotheories.2.4.1ConstructivismTheoryConstructivismcanalsobecalledstructivism,anditsfoundationiscognitivepsychology.-9- ItwasputforwardbyJeanPiagetfromSwitzerlandatearlytime.FromPiaget’spointofview,learningisnotsimplygatheringoftruthordevelopingoftechniques.Theassumptionofconstructivismisthateverybodygraduallybuildtheirknowledgeaboutouterworldbytheinteractionwiththearoundenvironment.Inotherwords,everypersoncanconstructtheirownunderstandingoftheworldfromthedayofbirth.ThemaininterestofPiagetisthatknowinghowpeoplelearningistogettoknowthingsfromainfanttoanadult.Histheorymainlyillustratesthatouracquisitionoftheknowledgeisthedirectresultofourownexperience.However,atdifferentstageoflife,wehavedifferentunderstandingaboutlifeexperience.SoPiagetdefinesthesestagesasthestageofsensoryoperation,thestageofpre-operation,thestageofspecificoperationandthestageofformaloperation.Atthestageofsensoryoperating,kidsprobingthesurroundenvironmentbytheirbasicconsciousness.Then,kidsgraduallybecomeawareofthesurroundenvironmentinamoredelicateway.Inthenextstage,kids’thoughtsbecomemoreagileandtheirfancybegintotakeeffect.Atthestageofspecificoperation,kidsbegintothinkthingsinalogicalway.Whencomingintothestageofformaloperation,kidsusuallyfrom11to15canmakeadistinctionbetweenmodeofthinkingandcontentofthinking.Meanwhile,theycansetandinspectthehypothesis.Then,theycanmonitorandreflecttheirownbehavior.FromPiget’pointofview,thesefourstagesarethenecessaryexperienceduringone’swholelife.What’smore,theorderofthesefourstagesisunchangeable.Eachstageisthenecessaryconditionandbasisforthenextstage.Although,thereexistsdifferencesbetweenthetwostagesofcognitivedevelopment.However,itistheinevitableresultfromquantitativechangetoqualitativechange.Piagetcalledtheprocessinwhichkidsinteractwithouterenvironmentassimilationandaccommodation.Assimilationreferstotheprocessbywhichincominginformationischangedormodifiedinourmindssothatwecanfititinwithwhatwealreadyknow.Accommodation,onthetheotherhand,istheprocessbywhichwemodifywhatalreadyknowtotakeintoaccountnewinformation.(YanZhen,2005)Piaget’scentralprocessofcognitiveadaptioniscomposedofthesetwoprocess.Accordingtothecognitivedevelopment,thesetwoprocessesareveryimportantaspecttolearning,especiallyofthatlearningofthegrammarofanewforeignlanguage.(MarionWilliams&RobertL.Burden,1997)Bythisway,kids’cognitivestructurecanbedeveloped.Itissaidthatconstrucivism’sthoughtsderivedfromcognitivelearningtheory.Itsmainaimistoseekappropriateteachingmethodforadvancedlearning.Itisatheorywhichisrelatedtophilosophy,psychology,sociologyandeducation.Constructivismclaimsthatpeoplelearninaconstructivewayandconstructtheirowncomprehensionoftheworld.Inconstructivism’s-10- opinion,peopleconstructknowledgebytheirexperienceandthoughts.Everylearnerintheworldisunmatched,andtheyhavetheirowndemands.Meanwhile,everylearnerisalsocomplicated.Oneofimportantpointofconstructivismisthatitrepresentshowlearningtakesplace,whichcanbedividedintotwoways.oneismakinguseoflearners’ownlifeexperienceandtheotheriscomplyingwithteachers’enlightenment.Constructivismlaysstressonpositivelearningandlearningbypractice.Generallyspeaking,Constructivismcoversthreeparts:theviewoflearning,theviewofteachingandtheviewofknowledge.Thereareadetaileddescriptionaboutthesethereparts.(1)ConstructivismviewoflearningFromconstructivism’spointofview,theteachingclassshouldtakestudentsasthemajorfocusduringthewholeteachingprocess.Intheclassroom,theroleofteachersandstudentsareconverted.Teachersarenolongerthetransmittersofknowledgeandstudentsarenolongerthepassivereceiversofknowledge.Intheclassroomwhichconstructivismadvocates,studentslearnnewknowledgepositivelyandtheircomprehensionaboutnewlanguagecanbeimproved.Duringtheprocessofmeaningfullearning,studentsnotjustlearnbyrote,theyprefertohaveadeepunderstandingaboutthethingstheyarelearning.Generallyspeaking,learningisthemaintaskforlearners.However,teachersalsoplayanimportantpartduringlearningprocess.Theirteachingcanhavegreatinfluenceonstudents’learning.Asaresult,teachersshouldteachinaorganizedwaytomakesurethatstudentscanhaveabetterunderstandingaboutthelearningmaterial.What’smore,teachersshouldhelpstudentslearninarightwayandtellthemsomeusefullearningtechniques.Bythisway,withteachers’support,studentsnotonlylearnwellbutalsodeveloptheircompetenceoflearning.Mostimportantly,studentscandigoutsomeeffectiveapproachesoflearningbythemselves.(2)ConstructivismviewofteachingInconstructivism’sopinion,itisdifficulttofindanabsolutelyrightwayforteaching.VonGlasersfeldonceassertedwhataconstructivistapproachofferstoteachers:constructivismcannottellteachersnewthingstodo,butitmaysuggestwhycertainattitudesandproceduresarecounter-productive,anditmaypointoutopportunitiesforteacherstousetheirownspontaneousimagination(1995:77).Generallyspeaking,teachingactivityissimilartolearningactivityinsomedegree.Teachingactivitymusttaketeachers’comprehensionaboutsomethingintoaccount.Inotherwords,inteachingactivityteachersneedtohavetheirownunderstandingaboutthesurroundsituationandtogivetheirunderstandingtostudents.Manyscholarshavetriedtheirbestbyusingsomedifferentkindsofwaystofigureoutthemeaningofteachers’workaswellasthe-11- investigationandplantheyhavedoneoutsidetheclassroom.(ClarkandPeterson1986).However,whenateacherisfacedwithsomefreshproblemsorchallenges,heorshewillmakegreateffectstosolvethemwiththeirownunderstandingofteaching.Asaresult,bythisprocessofsolvingproblemsanewoutlookofcomprehendingteachingwillgraduallyemerge.Fromthispoint,wecanseetheoutlookofalanguageteachercanbeinfluencednotonlybysomeotherlanguageteachers’traditionalthinkingbutalsotheirownexperiencesindailylife.However,understandingisnotsimplytorecreateotherpeople’sideas,butistoconstructandperfectitgraduallybyournewexperiences.Meanwhile,wecancombineothers’experienceandourownunderstandingtoformanewmeaning.Salmononcesaidteachingisnotsimplyimpartalargemountofexistingknowledgetostudents,butismakinggreatefforttoshareourpersonalfindingswithothers(Salmon1988:37).Therearesomedifferencesbetweenteachers,sowecannotsaywhichteacherisbetterorwhichteacherismorecompetent,becauseeveryoneisdifferent.Allinall,themostimportantelementofaconstructivistapproachtowardseducationisthatteachersshouldrealizetheirownteachingbeliefsandleadusintotheconceptofthereflectivepractitioner.(3)ConstructivismViewofKnowledgeFromconstructivism’spointofview,knowledgeisnotthesimplereflectionabouttheobjectivereality.Itisjustahypothesisorexplanationofhumantowardstheobjectiveworld.Meanwhile,itisnotthefinalanswersofproblems,andcanberaisedtoahigherlevel.Accordingtoconstructivismapproach,theknowledgeformtextbookisnottheabsoluteexplanationabouttherealityofworld,butistherelativelyreliableinterpretationforsomephenomenon.Atdifferentstageofsocialdevelopment,theremustbescientificknowledgeincludingtruth,butthetruthisnotthefinaltruth.Becausewiththedevelopmentofsociety,therecanbeemergedsomemoreauthenticexplanation.What’smore,anyknowledgethathavenotbeenabsorbedbylearnersmeansnothingforanyone.Asaresult,teachingcannottakeknowledgeasabeforehandpreparationofsomethingandthenimpartthemtolearners.Teachersshouldnotforcelearnerstotakeinknowledgebythewaythattheythink.Theassimilationofknowledgeforstudentsshouldbeconstructedbythemselves.Theyshouldtaketheirownexperiencesasthebackgroundtoanalyzethereasonablefeaturesofknowledge.Duringtheprocessoflearning,studentsnotonlycanhaveabetterunderstandingofnewknowledge,butalsohaveadetailedanalysisofnewknowledge.Fromanotherside,constructiviststhinkthatknowledgeisnotacceptedpassively,anditislearnedinacognitivecontext.-12- 2.4.2TheoryofZoneofProximalDevelopmentThescaffoldinginstructionisbasedonthetheoryofzoneofproximaldevelopment(ZPD).ZoneofproximaldevelopmentisthemostwidelyknowntheoryofVygotsky.Vygotskystressedthatthesocialcultureplaysanimportantpartincognitivedevelopment.InVygotsky’sopinion,theinteractionbetweenadultsandchildreniscarriedoutinthe“Zoneofproximaldevelopment”.Asaresult,hesetupthetheoryof“culture-history”development.Meanwhile,Vygotskyattachedimportanceoflanguagetocommunicatingwithpeople.Hepointedoutthatculturecanbetransmitted,andhuman’sthinkingcanbedevelopedbyusinglanguage.What’smore,learningcanhappenbymeansoflanguage.Thedefinitionofzoneofproximaldevelopmentisthatstudents’developmenthastwolevels.Onelevelreferstothestudents’abilityofsolvingproblemsbythemselvesandanotherabilityreferstostudents’possibleabilityofdevelopment.Thelatteronecanalsobecalledthepotentialabilitygainedthroughteaching.Thedifferencesbetweenthetwolevelsiscalledzoneofproximaldevelopment.FromVygotsky’spointofview,teachingshouldfocusonstudents’zoneofproximaldevelopment.Toofferstudentssomedifficultknowledgetoarisestudents’learninginterestandexploretheirpotentialabilityisveryimportant.Itaimstosurpassthezoneofproximaldevelopmentthenreachtothelevelofnextstagedevelopment.Basedonstudents’presentlearningconditionwecandeveloptheirnextzoneofdevelopment.Vygotsky'sdefinitionofzoneofproximaldevelopmentis"thedistancebetweenthecurrentdevelopmentlevelasdeterminedthroughindependentproblemsolvingandpotentialdevelopmentlevelasdeterminedbyproblemsolvingunderadultguidanceorincollaborationwithmorequalifiedpeers."(Vygotsky,1978:86)"Ifakidcanfinishatasktodaywithanadult’shelp,heisdefinitelybeabletofinishthetasktomorrowonhimself,asaresultbepreparinghimforjoiningintoafreshandmorechallengingcollaboration"(Vygotsky,1978).Accordingtothisdefinition,hepointedoutthatalearningenvironmentshouldbemadeupofstudents’studyingmaterialandlearningprocessaswellasthemutualcommunication.Throughthescaffoldinginstructionwecanmakezoneofproximaldevelopmenteasilyachieved.InVygotsky’stheory,therearefourfundamentaltenets.Firstly,duringthestudyingprocess,studentsconstructknowledgebythemselves.Secondly,developmentmustbeconnectedwithitssocialcontext.Thirdly,developmentcanbeleadedinbylearning.Fourthly,languageplaysanimportantroleinmentaldevelopment.ThetheoryofzoneofproximaldevelopmentsupportedbyVygotsky’steachingviewconnectsexactlywiththethoughtofVygotsky’stheoryofzoneofproximaldevelopment,learninganddevelopmentasasocialand-13- cooperativeactivity.Theywillneverbe“taught”tosomeone.Itissuitableforstudentstoconstructtheirownunderstandingintheirownminds.Inthisprocess,teachersplayseveraldifferentroles.Suchasa“facilitator”role,a“helper”roleanda“guide”role.Theserolesallhelpstudentstohaveanall-rounddevelopment.Thezoneofproximaldevelopmentoffersapossibilityforteaching.Meanwhile,teachingshouldtakeZPDasakindofteachingaim.Theteachingistocreatezoneofproximaldevelopment,promoteandacceleratethedevelopmentprocessofthechildreninside,andcreatetheconditionsforchildren’spsychologicaldevelopment.Teachingcannotonlybeadaptedtotheexistinglevelofdevelopmentanddevelopthebeforeabilityofchildren,butalsoshouldbeadaptedtothezoneofproximaldevelopmentandtowalkinfrontofthedevelopment.Sointhisway,ourteachingshouldfocusonstudents'zoneofproximaldevelopment,withproperdifficultlearningcontentsforthestudentsandtoarisethestudyingenthusiasmofthestudents,andtrytodevelopstudents’potentialability.Scaffoldinginstructioncanhelpstudentsinquireintotheirzoneofproximaldevelopment.Basedonthis,theirpresentknowledgeandlearningskillcanbebroaden.Soitisveryimportantforteacherstohaveafullconsiderationaboutstudents’currentknowledgebackground.Onlybyknowingstudents’currentconditionofknowledge,canteachersmakesuretheirstudentshavetheabilitytomasteranewlearningstrategyoramoreadvancedknowledge.Insummary,theabovestatementshaveshowedthatlearningoccursinthezoneofproximaldevelopment,andweshouldoffersomemuchmoredifficultlearningtasksforthestudentstofinishbythemselves.Atthesametimethemore-skilledpeersoradultsshouldgiveyounglearnersproperguidanceandassistanceandtrytohelpthemfinishtheirtask.Meanwhile,theimprovementisdynamic.Thatistosaywhilethestudentincreasesandgainsknowledge,hisorherZPDisalwayschanging.Vygotsky'sconceptofzoneofproximaldevelopmentaimsatimprovingteachingactivity.Weshouldapplyittopracticalteaching.Allinall,itisveryimportantforEnglishteacherstotakestudents'zoneofproximaldevelopmentintoconsiderationonthebasisofunderstandingthecognitivelevelofthestudents.3ResearchDesignInthischapter,theauthormainlydescribesthedesignoftheresearch.Itformsadistinct-14- comparisontothetraditionalvocabularyteachingmethod.Itmainlyincludestheresearchquestions,researchsubjects,researchinstruments,andtheresearchprocedures.Atlast,thedatacollectionandanalysisarealsopresented.Duringtheresearch,eachstepsisarrangedingoodorder.3.1ResearchQuestionsInthispaper,weintendtoanswerthefollowingthreeresearchquestions:(1)Whatarethestudents’attitudestowardsthevocabularylearningwiththeapplicationofscaffoldingtheory?(2)Howcanthescaffoldinginstructionimprovethestudents’vocabularylearning?(3)Whyisthescaffoldinginstructioneffectiveinimprovingstudents’vocabularylearning?3.2ResearchSubjectsTheauthorappliesthescaffoldinginstructionintotherealteachingclassforthethexperimenting.TheexperimentlastsforfourmonthswhichfromSeptember10toDecemberth10.ThesubjectsareLvShunseniorhighschoolstudentsgradeone,andfromclass1andclass2.Thetotalnumberofstudentsis93.Class1has47studentswith23boysand24girls.Class2has46studentswith24boysand22girls.Thestudents’averageageis16.ThetwoclassesaretheordinaryclasswhichhavethesameEnglishscores.Theirteachingmaterialsaresame.TheyaretaughtbythesameEnglishteacher.Thetwoclasseseachhas5Englishclasseveryweek.Theauthortakestheclass2astheexperimentalclassandtheclass1asthecontrolledclass.Tomakesurethattheexperiment’sresultisvalid,thestudentsofthetwoclassesdonotknowtheexperimentduringthewholeteachingprocess.3.3ResearchInstrumentsInthispaper,thefollowingresearchinstrumentsareusedtoanswertheresearchquestions.Theyarethepre-test,post-test,thequestionnaires,andtheinterview.3.3.1QuestionnaireTheaimofthequestionnaireistogetapictureofthestudents’attitudestowardsthevocabularylearningandtheapplicationofscaffoldingtheory.Thesamequestionnaireisadoptedbeforeandaftertheexperiment.Thereare14questionstotally.Thefirstquestionnaireisaskedbeforetheexperiment.Thequestionsareaboutthestudents’presentEnglishvocabularylearningsituation.Thesecondquestionnaireiscarriedoutaftertheexperiment.With16weeks’experiment,studentsmusthaveadifferentattitudeabouttheir-15- vocabularylearning.Tocomparetheresultsofthefirstquestionnaireandthesecondquestionnaire,wecaninferifthescaffoldinginstructioncanhaveapositiveinfluenceonstudents’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.Onthebasisofthecurriculumscheduletheauthorcompiledthepost-test.Thetestisalsomadeupoffourparts.Thefirstpartisvocabularyspelling,thesecondpartisthecompletesentences,thethirdpartisthecloze,thefourthpartisthetranslationofthesentences,andthelastpartisthewriting.Thistest’stotalpointsisalso100anditsexamtimeisfortyminutes.ThetestisshownatAppendixC.3.3.3InterviewAttheendoftheexperiment,theauthorconductedthefacetofaceinterviewintheexperimentalclass.Oneaimoftheinterviewistofindoutstudents’changesoftheattitudestowardsthenewteachingmethod.Anotheraimoftheinterviewistoprovetheefficiencyofthescaffoldinginstruction.TheinterviewwasimplementedonDecember12,2015.Becauseofthelargequantityofstudentsintheexperimentalclass,theauthorchoosessixrepresentativesofeachgroups.Thesixparticipantswerechosenfortheinterviewrandomly.Bytheinterview,somesubjectiveinformationandattitudeofthestudentscanbeacquired,whichcannotgainedfromthetestsandquestionnaires.Theinterviewhasthreequestionsintotal.TheAppendixDistheinterviewquestions.3.4ApplicationoftheScaffoldingInstructionTheresearchexperimentbeganinSeptember10th,andwasfinishedinDecember10th.Thewholestudylastedfor16weeks.Inthispart,theauthorappliedthescaffoldinginstructionintotheexperimentalclass.Inthecontrolclass,theauthorstillusethetraditionalteachingmethod.Duringtheexperiment,-16- thetwoclassesweretaughtbythesameteacherandlearnedthesameteachingmaterial.Inthissemester,thevocabulariesoftheothermodulesalsousethescaffoldinginstructionintheexperimentalclass.Hereisadetailedteachingcasewhichwastaughtbythescaffoldinginstruction.TeachingCaseNameoftheModule:Module6TheInternetandTelecommunication(Thevolumeone,publishedbytheforeignlanguageteachingandresearchpress)Subjectsofteaching:46studentsofclass2,grade1Inthismodule,thereare35targetwordsintotal.Amongthesewords,13wordsareabouttheinternetandtelecommunication,8keyadjectivesandverbs.Therestofthewordsarelessimportantwords,sostudentsjustneedtorecognizethem.The21vocabulariesarethekeywordsinthismodulewhichstudentsshouldinmindandtrytouseappropriately.Thesewordsareconsist,communicate,access,crash,keyword,log,software,breakdown,source,accessible,data,defense,network,via,design,document,invention,permission,concentrate,definite,fantastic,average,andshorten.Teachingkeypoints:LetstudentslearnthenewwordsabouttheInternet,forexample:access,crash,keyword,log,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,theteachergavestudentstheconstructionofthenewknowledge.Theteachershowedthewholeclassthepicturesofthecomputeronthescreenandanswerthequestion“Whatdoweusuallydowithcomputers?”.Theteachershowshisorherexample“Ithinkinourdailylife,wecanusecomputertowatch-17- movies”.Aftertheteacher’sexample,studentscanbrainstorm.Then,somestudentsvolunteeredtogivetheiranswers.StudentAanswered:“Ithinkinourdailylifewecanusecomputertotalkwithothers”.StudentBsaid:“wecanusecomputertosurftheinternet”.Afteraseriesofconnectionoftheoldandnewknowledge,studentssoonlearnaboutthenewwordswhichtheyaregoingtostudy.Asaresult,Surftheinternetiswhattheywouldlikelearntoday,sostudentsmustbeverygoodatusingcomputer.Theirlearninginterestisaroused.Afterstudentshaveansweredthequestion,theteacherleadstudentstolookatthePowerPoint.Thereareseveralpicturesabouttheusageofcomputer.WehaveThepictureofQQandWechat,andthephrase“softwareofchatting”ThroughthepicturestudentsreactedveryquicklyandspokeouttheChinesemeaningimmediately.Atthesametime,theteacheraskedstudentstopayattentiontotheword“software”andtoldthemtothinkaboutitsoppositeword“hardware”.ThentheteachertoldstudentsthatQQ,WechatandWeiboareallthesoftware.Theteachershowedapictureofadifferentpartofacomputer.Theteachertaughtstudentsthesepartarethehardwareofacomputer.Theteacheraskedstudentstosayseveralhardwareofacomputer.Studentssaidthemouse,screenandmainengine.Afterstudents’answers,theteacheraskedthemtolookatthepicture.BylookingatthepicturestudentsspokeouttheminChinese,andtheteachertoldthemtheEnglishwords.Suchasthekeyboard,theCD-Rom.Thesecondpictureisthesymbolofbaidu.Theteacherguidesthestudentstosayweusecomputertosearchforinformation.Thethirdpictureisthepopulartelevisionshow-runningman.Studentslookatitveryexcitedandsaidwecanusecomputertowatchmoviesandballgames.Thelastoneisaphotooftaobao,studentsallsaidwecanbuyproducts.Theteachersaidwecanalsosayshoponline.Afteraseriesofleadin,studentsinterestforlearninghavebeenaroused.Theteacherbegantoencouragestudentstospeakoutmorewordsaboutthecomputerortheinternet.However,theirEnglishwordsareverylimited.Inordertoencouragestudents,theteacheraskedstudentstosaythewordsinChinese.StudentsspokeouttheChinesewords,thentheteacherwrotedowntherelatedEnglishwords.TheteacheraskedstudentstotrytoreadtheseEnglishwordsontheblackboard.Thenthewholeclasstookouttheirtextbookandturntothepage161.Theteacherbegantoleadthewholeclasstoreadthenewwordstogether.Afterfinishedreadingthesewords,theteachergaveadetailedexplanationaboutthekeywords.Step2:ComingintothesituationInthisstep,theteacherplayedavideoaboutaclassofComputerTechnology.Inthe-18- video,thetechnologyinformationteacheristeachingtheprimaryschoolstudentshowtooperatecomputer.Theteacheraskedstudentstowatchthevideoattentively.Whentheywatchedthevideo,theyshouldtrytonotedowntherelevantwordsaboutthetelecommunication.Theteacherremindsstudentstopayattentiontoespeciallytheverbsaboutoperatingthecomputer.Forexample,loginandlogout.Inordertomakesurestudentscanwritedownmoretherelatedwords,theteachergavethemthepermissionandtoldthemtheycanrefertothewordsinthetextbook.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,keyword,log,software,breakdown,source,accessible,data,defense,network,via,design,document,invention,permission,concentrate,definite,fantastic,frequently,averageetc.Studentsusedthesewordstomakesentencesbythemselves.Theystillcouldnotusethesewordscorrectly,andmadeseveralmistakes.Theteacherhelpedthemcorrectthemistakesandexplainedthewrongwordstothem.Step4:Collaboratingwithothers-19- Inthisstep,theteacheraskedstudentstostudycooperatively.The46studentsweredividedinto8studygroups,andeachlearninggrouphasagroupleader.Theteacheraskedtheeightgroupstohavea5minutes’discussionabouttheinternetfreely.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.Thesamplepassagewas:TheInternetmakesiteasiertocommunicatewithpeople.Inourcomputerclass,ourteacherdividedusintoseveralgroups.Everygroupconsistsoffourmembers.WecanhaveaccesstotheInternetinourclassroom.Ourteacherletusdosomethinguseful.Someonecameupwithanideaofsendingane-mailtoafriend.Weopenthesoftwareofe-mailaccordingtoteacher’steaching,andinputthekeywordtologon.Afterthediscussion,studentswereaskedtoretellthepassage.Bythisway,studentshadbecomeveryfamiliarwiththenewwords.Step5:TheresultestimateThisisthelaststepofthisclass,theteachertriedtomakeaevaluationoftheclassandstudentsalsotomakeaself-evaluation.Inthisclass,allstudentsshowedgreatinterestinlearningthenewvocabulary.Theteacherpraisedthestudentsfortheirgoodperformandencouragethemtostudyharder.Inthefuturestudy,studentsstillneedtostudytogetherandhelpeachother.Theteacherrepeatedthenewwordsinthismodule.Studentshadareviewaboutthewordsinthismodule.Thentheteacheraskedstudentstohaveaquiztoexaminewhattheyhavelearned.Throughtheresultsofthequiz,theteachergaveawholeevaluation-20- ofstudents’learningresults.Aftertheteacher’sevaluation,studentswereaskedtomakeaself-evaluation.Theyalltookanactivepartinit.Theteachingcaseshowedthescaffoldinginstruction’sentiretyinteachingtheseniorhighschoolEnglishvocabulary.Duringtheteachingprocess,theteacherledthestudentstofinishthelearningtaskbyofferingthescaffoldforthemonthebasisoftheteachingaimsandthestudents’Englishstudyingability.Inthisway,theteachertakesthestudents’differencesintoconsideration.Fordifferentlevelofstudents,theteachershouldassigndifferentlearningquestions.Bythescaffoldinginstruction,theteachernotonlyhelpstudentstolearnthenewwordsbutalsohelpstudentstoreviewthelearnedwords.Theteacherconstructedthelearningbridgeforstudentsbetweentheoldandnewknowledge.Inaddition,thescaffoldinginstructionofteachingEnglishvocabulariescannotonlyimprovestudents’vocabularylearningbutalsocanimprovetheirreadingability.Inthesecondstepoftheteaching,theteacherofferedanattractivevideoforthestudentswhichplayedanimportantpartintheteachingprocess.Thevideohelpedtheteachertoleadthestudentsintothelearningsituationverysuccessfully.Sothestudentsshowedgreatinterestinthismodule.Thelaststepofthescaffoldinginstructionisverycrucialforimprovingstudents’studyingconfidence.Sotheteacher’sencouragementandpraiseisveryimportant.3.5DataCollectionThischaptermainlyintroduceshowtocollectthefivekindsofdata.Thedataincludesthedatafrompre-testandpost-test,thedatafrompre-questionnaireandpost-questionnaire,andthedatafrominterview.Beforetheexperiment,thestudentsinclass1andclass2wereaskedtotakethetest.Thetwoclassesheldthetestatthesametime.Class1wasmonitoredbytheirEnglishteacherandclass2wasmonitoredbytheauthor.After40minutes,thetestpaperswerehandedinimmediately.All93piecesoftestpaperwerecollectedinthetwoclasses.Afterthecollectingofthetestpapers,theauthorgavethemarksandrecordedthemonthecomputerforthedataanalysis.Aftertheexperiment,theexperimentalandthecontrolledclassheldthepost-test.Thepost-test’sformisthesameofthepre-test,exceptforthetestcontents.Thepre-questionnaireandthepost-questionnaireonlycarriedoutintheexperimentalclass.Allthestudentsintheexperimentalclassweredemandedtoanswerthequestionnaireseriously.Thequestionnaireswerecollectedveryquicklyasstudentsfinished.Thetotalnumberoftheexperimentalclassis46.Andthenumberofthecollectedquestionnaireisalso46.Forthefutureanalysis,theauthornoteddownstudents’differentideas.Theinterviewwascarriedoutbytheauthor,anditwasafacetofaceinterview,sotheauthorwrotedownstudents’ideasverycarefully.AllthedatacollectedfromthequestionnaireandtestwereseriouslyrecordedinthecomputerandthedatawereanalyzedbytheSPSSStatistics21.0.-21- -22- 4ResultsandDiscussionsThispartmainlyanalyzesthecollecteddataformthetests,questionnairesandtheinterview.ThecollecteddatawereanalyzedbytheSPSS21.0statisticalsoftware.Afterthedataanalysis,theresearchpresentsthedetaileddiscussionabouttheresearchdata.4.1AnalysisoftheQuestionnairesInthispart,thedataofthefirstquestionnaireandsecondquestionnairewereanalyzed.Theaimofthequestionnairesistofindoutstudents’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.Thesecondquestionisaboutstudents’attitudetothepresentvocabularyteachingmethod.Therearehalfofthestudentsareneutralaboutthepresentteachingmethod.15studentsholdoppositeattitudecompletely.Fromquestion13and14wecanknowmoststudentsseldomhavetheattitudeofsharingandreflectingontheirEnglishvocabularylearningmethod.Theirattitudeofmaking-23- greaterprogressinEnglishlearningiscareless.Inaword,students’presentattitudeoflearningEnglishvocabularyisnotoptimistic.Table4.2AnalysisofLearningHabitQuestionsABCDN%N%N%N%Q348.70%48.70%2350%1532.60%Q448.70%817.39%1839.13%1634.78%Thequestion3and4aremainlyaboutstudents’learninghabitofEnglishwords.Fromthedataintheabovetable,wecanfindmoststudentsdonothavethehabittomakeaplanofstudyingEnglishwords.What’smore,seldomstudentsspendtimeinrememberingEnglishwords.Forinstance,onlyabout8.70%studentscanfullyusetimetolearnEnglishwords.Table4.3AnalysisofLearningmethodsQuestionsABCDN%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.MostofstudentsonlylearnEnglishwordsbyrote.TheycannotcombinewhattheyhavelearnedwithnewEnglishvocabulary.Thatistosay,theydonotmakefulluseoftheirownlifeexperienceandknowledgetolearnnewEnglishwords.Andonlyabout15.22percentofstudentsremembernewwordsbydividingnewEnglishwordsintodifferentgroupsaccordingtotheappropriatestandards.Meanwhile,therearenearlyhalfofthestudentsdonotconsiderthemethodofvocabularyassociationtolearnnewwordsbyheart.Inaddition,only4studentscanoftenmemorizethenewEnglishwordsthroughanalyzingtheprefix,affixandrootsofthenewwords.Fromtheresultsofthefourquestions,wecaninferthatstudents’learningmethodsofEnglishwordareverysingle,withlearningbyrotetheircommonwayto-24- memorizenewEnglishwords.What’smore,studentsdonothavethehabitofsummarizingtheeffectivewayoflearningEnglishwords.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%ofstudentsnevertakeadvantageofInternetormediaresourcestoenlargetheirEnglishvocabulary.AbouthalfofthemdependtoomuchontheirEnglishteachers.Inaword,students’presentsituationoflearningEnglishvocabularyisnotoptimistic.Therefore,EnglishteachersshouldpaymoreattentiontohelpstudentslearnsomeeffectiveEnglishvocabularylearningstrategiesandarousetheirlearningmotivationandinterest.4.1.2AnalysisoftheSecondQuestionnaireTheaimofthepost-questionnaireistofindthechangesofstudents’attitudetowardstheEnglishvocabularylearning.Thedataofstudents’answerswereasfollows:-25- Table4.5AnalysisofLearningAttitudesQuestionsABCDN%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%1021.74%Note1):Asthestatisticscannotbeexactlydivided,therearetwodigitsafterthedecimalpoint.Note2):Nstandsforthequantityofthestudents.Intable4.2,thedatafromthesecondquestionnaireshowthestudents’learningattitudesandtheirpresentlearningsituationwhichareunderthescaffoldinginstruction’sguidance.Thequestiononeisaboutstudents’feelingstowardslearningEnglishvocabulary.Amongthe46students,6(13.04%)studentsthinkthatlearningEnglishvocabularyisveryinteresting.HalfofthestudentsholdtheviewthatEnglishvocabularylearningisquiteinteresting.Thereare14studentsholdtheneutralposition,theythinktheEnglishvocabularyneitherinterestingnoruninteresting.Thereareonly3(6.52%)studentsheldtheviewthatlearningEnglishvocabularyisadullandtrythingThesecondquestionisaboutstudents’attitudetowardsthepresentvocabularyteachingmethod.Therearemorethanhalfofthestudentssatisfiedwiththepresentteachingmethod.Table4.6AnalysisofLearningHabitQuestionsABCDN%N%N%N%Q32860.87%1430.43%36.52%12.17%Q41839.13%2452.17%24.35%24.35%Fromtheabovedatawecanfindthestudents’learninghabitofEnglishwordshaschanges.MostofstudentshavethehabittomakeaplanofstudyingEnglishwords.What’smore,moreandmorestudentsbegintospendtimeinrememberingEnglishwords.Forinstance,morethanhalfofstudentscanfullyusetimetolearnEnglishwords.-26- Table4.7TheAnalysisofLearningMethodsQuestionsABCDN%N%N%N%Q51941.30%2452.17%24.35%12.17%Q61532.61%2554.35%36.52%36.52%Q71328.26%919.57%715.22%1736.96%Q81430.43%1839.13%1021.74%48.70%Fromtable4.7,wecanseethatmorethanhalfofstudentscanremembernewwordsbyclassifyingnewEnglishwordsintodifferentgroups.Meanwhile,therearenearlyhalfofthestudentscanusethemethodofvocabularyassociationtolearnnewwordsbyheart.Inaddition,only13studentscanoftenmemorizethenewEnglishwordsthroughanalyzingtheaffixofthenewwords.Fromthedataresultsoftheabovequestions,wecaninferthatstudents’learningmethodsofEnglishwordarebecomingvarious.Table4.8TheAnalysisoftheApplicationoftheWordsQuestionsABCDN%N%N%N%Q92860.87%1430.43%36.52%12.17%Q111941.30%2452.17%24.35%12.17%Q121532.61%2554.35%36.52%36.52%Thereare32.61percentstudentsoftencanusenewEnglishwordstoretellthetext.Inthedailylife,morethanhalfofstudentscanusethenewEnglishwordsthattheyhavelearnedtocommunicatewiththeirteachersorclassmates.What’smore,41.30%studentsoftenthroughInternetormediaresourcestoenlargetheirEnglishvocabulary.Fromtheabovetwoanalysis,Wecanseegreatchangeshavehappenedaftertheexperiment.Beforetheexperiment,studentsshowlesslearninginterestinEnglishvocabulary.However,aftertheexperiment,studentsshowgreatlearninginterestinEnglishvocabulary.Fromthischange,wecaninferthatthescaffoldinginstructionhavethefunctiontoimprovestudents’learninginterestinEnglishvocabulary.Aftertheexperiment,moreandmorestudentswouldliketospendtimeinstudyingvocabulary.Theytrymanydifferentwaystolearnvocabulary,suchasbytheTV,theInternet.Inquestion2,theauthoraskedstudents’attitudetowardthepresentvocabularyteachingmethod.Mostofthestudentsaresatisfiedwiththeteachingmethod.Inotherwords,comparedwiththetraditionalteachingmethod,the-27- scaffoldinginstructionismorepopularamongstudents.Inconclusion,mostofthestudentshaveapositiveattitudetowardslearningwiththeapplicationwiththescaffoldingtheory.4.2AnalysisoftheTestsInthispart,theauthorusesSPSS21.0forwindowstoanalyzetheresultsofthetests.Thethesishasmean,standarddeviation,T-value,Sig.value.Theywereseenastheimportantinformationfortheanalysisoftheperformanceofthetwoclassesinthetests.4.2.1AnalysisofthePre-testThetwoclasseshavenoobviousdifferencesinEnglishvocabularylearning.Students’scoreswereanalyzedbytheSPSSStatistics21.0.Thefollowingtableislisted:Table4.9GroupStatisticsinthePre-testGroupNumberMeanStd.Std.ErrorDeviationMeanExperimentalclass4676.829.0421.521Controlclass4775.919.0311.496Theabovetableshowsthatthemeanoftheexperimentalclassis76.82andthemeanofthecontrolclassis75.91.Fromthesetwodatawecanknowthemeanoftheexperimentalclassisonly0.91higherthanthatofthecontrolclass.Thatmeanstheaveragescoresoftheexperimentalclassandthecontrolclassareverysimilar.What’smore,theStandardDeviationandtheStandardErrorMeanofthetwoclassesarealsoveryclose.Theabovedatashowsthattherearenoobviousdifferenceinthestudents’learningscoresofthetwoclasses.-28- Table4.10IndependentSamplesT-testofPre-testintheExperimentalClassandtheControlClassIndependentSamplesT-TestLevene’sT-testforEqualityofMeansTestforEqualityofVariances95%ConfidenceIntervaloftheDifferenceFSig.tdfSig.(2-taMeanStdErrorLowerUpperiled)DifferenceDifferenceEqual.1.879.401103.702.8252.097-3.3475.045variances39assumedEqual.401102.9.702.8252.097-3.3475.045variances8notassumedFromtable4.10,FoftheLevene’sTestforEqualityofVariancesis0.139,thesig.is0.879,whichismuchhigherthan0.05significancelevel.Itimpliesthatthevariancesofthetwoclassesareequal.TheMeanDifferenceis0.825whichislowerthan2.097.The95%ConfidenceIntervaloftheDifferenceisfrom-3.347to5.045.Thesig.(2-tailed)is0.702whichismuchhigherthan0.05.Thismeansthatinthepre-testthereisnoapparentdifferencebetweenthetwoclasses.Fromtheresultsofthedataanalysis,itindicatesthatthestudentsofthetwoclassesareatthesamelearninglevel.4.2.2AnalysisofthePost-testAftertheexperiment,theauthorcarriedoutthepost-testintheexperimentalclassandthecontrolclass.Thefollowingtableshowsthedataanalysisofthepost-test.Table4.11GroupStatisticsinthePost-testGroupNumberMeanStd.Std.ErrorDeviationMeanExperimentalclass4685.0510.8971.245Controlclass4780.4010.9761.262-29- Thedataaboveshowthatinexperimentalclasstheaveragescoreis85.05andincontrolclasstheaveragescoreis80.40.Themeanoftheexperimentalclassis5.01whichishigherthanthemeanofthecontrolclass.Thedataindicatesthatcomparedwiththecontrolclassstudentsinexperimentalclasshavemademoreprogress.Thestd.Deviationandthestd.ErrorMeanareverysimilarinbothclasses.Table4.12IndependentSamplesT-testResultsofthePost-testintheExperimentalClassandtheControlClassIndependentSamplesT-testLevene’sTestT-testforEqualityofMeansforEqualityofVariances95%ConfidenceIntervaloftheDifferenceFSig.tdfSig.MeanStdErrorLowUpper(2-tailed)DifferenceDifferenceerEqual.109.7381.897105.0373.4021.698-.0896.950variancesassumedEqual1.897104.0373.4021.698-.0896.950variances.98notassumedThesig.=0.738intheabovetable,whichismuchhigherthan0.05significancelevel.Itimpliesthevariancesofthetwoclassesareequal.Thesig.(2-tailed)is0.037whichismuchlowerthan0.05.Sowecaninferthatthereisadistinctdifferencebetweentheexperimentalclassandthecontrolledclassinthepost-test.Theresultsofthedataanalysisshowsustherearebigdifferenceinvocabularylearningscoresbetweentheexperimentalclassandthecontrolledclassaftertheexperiment.Inconclusion,thestudentsinexperimentalclassmakemoreprogressinvocabularylearning.-30- Thefollowingtableisthecomparedsamplesstatisticsoftheexperimentalclass.Thecomparisonbetweenthepre-testandthepost-testisusedtotestifthescaffoldinginstructioncanexertaninfluenceonstudents’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%ConfidenceIntervaloftheDifferenceMeanStd.LowerUppertdfSig.(2-tailStd.ErrorDeviation)MeanPre-testand-6.0024.653.597-6.984-4.625-8.97854.000post-testTheSig.(2-tailed)is.000,whichislowerthan0.05.Itshowsthatthereisabigdifferencebetweenthepre-testandthepost-testintheexperimentalclass.Inotherwords,studentshavemadegreatprogresswiththescaffoldinginstruction.Thetis-8.978,thisindicatedthatthestudentswhomadethehigherscoresalsomadeprogress.Allthedatainthetableshowthatthestudentshavemadeaprogressinvocabularyscores.Wecandrawtheconclusionthatthescaffoldinginstructionisaneffectiveteachingmethodinimprovingseniorhighschoolstudents’Englishvocabularyscores.Thefollowingtableisthecomparedthedatabetweenpre-testandpost-testinthecontrolclass,thestatisticsisshowninTable4.15and4.16.-31- Table4.15PairedSamplesStatisticsintheControlClassMeanNumberStd.Std.ErrorDeviationMeanPre-test75.91469.0311.496Post-test80.404710.9761.262Fromthetable4.15,wecanseetheMeanofthepre-testis75.91andtheMeanofthepost-testis80.40inthecontrolclass.Themeanofpost-testis4.49higherthanthemeanofthepre-test.TheStd.Deviationis9.031inthepre-testwhileitincreasedto10.976inthepost-test.Thedataalsomeansthatwiththetraditionalteachingmethodthecontrolledclasshasmadelittleprogressinthevocabularylearningscore.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-testandthepost-testinthecontrolclass.Throughthetwocomparisonsbetweenthepre-testandthepost-testinexperimentalclassandcontrolclass,wecanseethatbothstudentsinexperimentalclassandcontrolclassgothigherscoresinEnglishvocabulary.However,theexperimentalclasshasmadeamoreobviousprogressthanthecontrolclass.TheanalysisandthecomparisonsabovecananswertheresearchquestionNo.1thatscaffoldinginstructioncanimprovestudents’vocabularyscores.-32- 4.3ResultsoftheInterviewAttheendoftheexperiment,theauthorconductedthefacetofaceinterviewintheexperimentalclass.TheinterviewtakessixstudentsrandomlyfromthedifferentlevelofEnglishproficiencyinexperimentalclass.Theinterviewhasthreequestionsintotal.Bytheinterview,somemoredetailedinformationandattitudeofthestudentscanbeacquired,whichcannotgainedfromthetestsandquestionnaires.Theinterviewcanalsohelptoconsolidatetheresultsofthepost-questionnaire.Tomakesuretheresultsoftheinterviewmorevalidandreliable,theteacherasksthesixstudentstaketurnstohavetheinterview.Theinterviewquestionsare:(1)Doyouthinkthescaffoldinginstructioncanbenefityourstudy?(2)InwhatwayscanthescaffoldinginstructionimproveyourEnglishvocabularylearning?(3)Arethereanyadvantagesordisadvantagesofthenewteachingmethod?Herearetheanswersofthesixstudents,theauthorretailedtheiranswersinEnglish.Question1:Doyouthinkthescaffoldinginstructioncanbenefityourstudy?Amongthesixinformants,mostofthethemthinkthescaffoldinginstructioncanbenefittheirstudy.StudentAthinksthescaffoldinginstructionisveryinterestingandhelikesitverymuch.Throughthisnewteachingmethod,hecanstudywithhisgroupmembersandwehavegreatlearninginterests.Theymakegreatprogresstogether.ThescaffoldinginstructionreallybenefitshisEnglishstudyandheprefersthiskindofteachingmethod.StudentEhappilysaidthathisEnglishvocabularyscorehasbeenincreasedwiththescaffoldinginstruction;therefore,helikestheteachingmethod.Hethinksthenewteachingmethodgiveshimgreathelpinlearningvocabulary.Question2:InwhatwayscanthescaffoldinginstructionimproveyourEnglishvocabularylearning?StudentCthinksthescaffoldinginstructionmakesagreatcontributiontohervocabularylearning.Themostusefulprocedureistheevaluation.Bytheevaluationsofselfandothers,shecanrecognizetheshortageandproblemsofherself.Therefore,shecancorrectthemimmediately.StudentDsaidinhispaststudy,hehasalwaysthoughtthatEnglishvocabularyissohardtolearn.Hespendsalotoftimetorecitethewordsbutstillcannotlearnthemwell.Healwaysforgetsthemquicklyandcouldnotusetheminrightplace.Butnow,hehaschangedhisattitudestovocabularylearning.HewouldliketospendtimeenlarginghisEnglishvocabulary.Student2saidthatfromherpointofview,thiskindofteachingmethodisrathersuitableforhertolearntheEnglishvocabulary.Thevividlead-incanarouseherlearninginterestinvocabulary.Duringtheclass,sheoftentakesactiveparttoanswerthequestionsbecausetheteachercangivehermoreencouragement.Question3:Arethereanyadvantagesordisadvantagesofthenewteachingmethod?Everyteachingmethodhasitsadvantagesanddisadvantages.FromstudentB’spointofview:Comparingthescaffoldinginstructionwithtraditionalteachingmethod,shethinksthe-33- scaffoldinginstructionhasmanyadvantages.Undertheteachingenvironmentandatmosphereofthescaffoldinginstruction,studentsaremoreactivethanthatinthetraditionalclass.Theycanmakeadiscussionatclassandexchangeourideas.What’smore,theteachercanofferthemsomeinterestinginformationwhichleadstudentstolearnEnglishwell.However,inthepast,theteacherjustleadthemtoreadthenewwordsandthentheymustrecitethemafterclass.Thatisverydull.Butnowwiththeteachingmethodtheycanrememberthewordsquicklyandeasily.However,studentsEsaidthatshecannotaccustomedtothiskindofnewteachingmethod.Becausesheisalwaysafraidofbeingaskedbytheteachertoanswerquestions.Shewouldratherwritetheanswersdownthanmakeadiscussionwithotherclassmates.StudentDthinkstheguidanceoftheteacherwastestoomuchtime,whichmakesstudentshavenotenoughtimetolearnmorewords.Fromtheaboveanswersofthesixstudents,wecanknowstudents’attitudestowardsthescaffoldinginstructionispositive.Mostofstudentsthinkthescaffoldinginstructionisveryinterestingandcanarisetheirlearninginterest.4.4DiscussionsFromthedataanalysisofthequestionnairesandthetestsintheexperimentalclassandthecontrolclass,wecaneasilyseethemeanscoreofexperimentalclassismuchhigherthanthatofinthecontrolclass.Sowecancometotheconclusionthatwiththescaffoldinginstructionstudents’vocabularylearningscorehasimproved.Atthelastpartofthetestisthewriting,thewordsthatstudentsusedalmostarethesimplewords.What’smore,therearemanymistakesinthecollocationofthewords.Studentsintheexperimentalclassandthecontrolclassareinthesamelearninglevel.Theirlearningresultsofthepre-testhavenoobviousdifferences.Duringtheexperiment,theauthorusedthescaffoldinginstructionintheexperimentalclasswhileinthecontrolclassstillusedthetraditionalteachingmethod.Whentheexperimentended,theauthorcarriedoutthepost-test.Theresultsofthepost-testshowedthatthereareobviousdifferencesbetweenthetwoclasses.Firstly,themeanlearningscoreoftheexperimentalclassishigherthanthatofthecontrolclass.Secondly,thestudentsintheexperimentalclasscanusemorenewwordsintheirwritingsandtherearelessmistakesinthewriting.However,thecontrolclassdonothaveobviousimprovement.Fromthecomparisonofthetwoclasses,wecanreachtheconclusionthatthescaffoldinginstructioncanimprovingstudents’vocabularylearning.ThescaffoldinginstructionismuchmoreeffectivethanthetraditionalteachingmethodinteachingstudentsEnglishvocabulary.Withthescaffoldinginstruction,theteachercreatedthelearningenvironmentforstudentsinwhichtheycanstudythenewknowledgeactively.Theteachersarenolongerthemasteroftheclass,theyarethehelperandguideofstudentstolearnnewknowledge.Theyhelpedstudentstoconstructthelearningscaffolds,oncestudentscanfinishthelearningtaskby-34- themselves,theteacherswouldtakeawaythescaffoldsinagradualway.Scaffoldinginstructionfocusesonthecommunicationsandcooperationofthestudents.Throughtheteamwork,studentscangetmoreinformationandideasfromotherswhichisalsohelpfulforthemselves.What’smore,inthescaffoldinginstruction,theteacherpaysmoreattentiontothestudents’emotionalfacts.Moststudentssaidthattheyliketheencouragementwhentheteacherhelpedthemtoprovidescaffolds.Undertheguidanceofscaffoldinginstruction,studentsarebecomingmoreandmoreinterestedinlearningvocabulary.Allinall,thescaffoldinginstructionplaysanimportantpartinimprovingstudents’vocabularylearning.ItisaneffectiveteachingmethodinseniorhighschoolEnglishvocabularyteaching.-35- 5ConclusionInthischapter,wemainlyintroducethemajorfindings,theimplicationsforvocabularyteaching,thelimitationsoandthesuggestionsforfuturestudy..5.1MajorFindingsFromwhathavebeenanalyzedanddiscussed,wecanseethatthereisindeedsignificantmeaningsoftheapplicationofthescaffoldinginstruction.Aftertheexperimentfinished,theauthorobtainedtheimportantinformationfromthetests,questionnairesandtheinterviewItprovesthevalidnessofnewteachingmethods.Onthebasisoftheinformationthethreemajorfindingsareobtainedasfollows:Firstofall,theresultsoftheinterviewhasshowedthatstudentsarefondofthescaffoldinginstruction.Allofthemthoughtthescaffoldinginstructionismoreinteresting.Thescaffoldinginstructioncansatisfystudents’learningneed,aswellascandeveloptheirlearninginterest.Duringthestepthreeandfour,students’independentlearningabilitycanbeimprovedandthecollaborativeawarenesscanbeenhanced.Mostimportantly,studentsstudiedinanrelaxandinterestingatmosphere,sothatstudentsenjoythiskindofteachingmethod.Secondly,comparedwiththetraditionalteachingmethod,thescaffoldinginstructionstimulatedstudents’vocabularylearninginterestgreatlyandimprovedstudents’motivationinvocabularylearning.Theresults’ofthepost-questionnaireindicatedthatstudents’learningattitudestowardthevocabularyhavechanged.MostofthestudentsthinkitisveryinterestingtolearnEnglishandtheyarefondofthescaffoldingteachingmethod.Withthescaffoldinginstruction,theteachercreatedthelearningenvironmentforstudentsinwhichtheycanstudythenewknowledgeactively.Theteachersarenolongerthemasteroftheclass,theyarethehelperandguideofstudentstolearnnewknowledge.Theyhelpedstudentstoconstructthelearningscaffolds,oncestudentscanfinishthelearningtaskbythemselves,theteacherswouldtakeawaythescaffoldsinagradualway.Undertheguidanceofscaffoldinginstruction,studentsarebecomingmoreandmoreinterestedinlearningvocabulary.Thirdly,thescaffoldinginstructionhasapositiveinfluenceonstudents’vocabularylearning.Ithasbeenprovedtobemorevalidthanthetraditionalteachingmethodinvocabularyteachingclass.Thetest’sresultsindicatedthatthestudentsintheexperimentalclassandthecontrolclassareinthesamelearninglevelbeforetheexperiment.Thepost-testistodetectwhetherthetwoclasseshavemadeprogressaftertheexperiment.Theresultsofthepost-testshowedthatthemeanscoresoftheexperimentalclassarehigherthanthatinthecontrolclass.Comparedwiththecontrolclasswhichusedthetraditionalteachingmethod,the-36- experimentalclasswhichusedthescaffoldinginstructiongainedhigherscoresinvocabularylearning.5.2ImplicationsThescaffoldinginstructionhasbeentestedtobemoreeffectivethanthetraditionalteachingmethodinimprovingstudents’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,andthestudentsarethemainbodyoflearning.(2)Forstudents,herearealsosomeimplicationsforvocabularylearning.Firstly,withtheguideofteachers,studentscanlearnnewknowledgebythemselves.Theyarethemasteroflearning.Theyshouldformthehabitoflearningindependently.Inthescaffoldinginstruction,stepthreehaspointedoutstudentscanexplorebythemselves.Thisisveryimportantforthemtodevelopthehabitofstudyingonthemselves.Secondly,intheprocessofscaffoldinginstruction,thestudentsareaskedtoworkwiththeirpartners.Asaresult,studentssetupthemutualtrustandmakejointeffortstostudywell.What’smore,studentsmusthavethespiritofcooperation.Duringthestudyprocess,theycansharetheirdifferentideasanddiscusstherelatedlearningtopic.Bythisway,studentsalltakeanactivepartinthelearning.Atlast,studentsshouldformthehabitofevaluatingthemselves.Onlybyjudgingthemselves,canstudentsknowtheirlearningsituationwellandimprovetheirstudying.5.3LimitationsThisstudyhasprovedtobeeffective,itstillhasseverallimitations.Firstofall,thenumberoftheparticipatesintheresearchexperimentis93anditisaverysmallsampleinthefieldoftheresearch.However,theycannotrepresentallthestudents-37- fromseniorhighschoolgradeone.Usually,theresultsoftheexperimentcouldbeinfluencedbythelimitednumberoftheexperimentalsamples.Ifmorestudentswereaskedtotakepartintheexperiment,theresultsoftheexperimentwouldbemoreaccurate.Secondly,thetimeoftheresearchexperimentislimited.Studentsonlygetstartedtofamiliarwiththescaffoldinginstruction.Ifforalongtermteachingwiththescaffoldinginstruction,thedataoftheexperimentwouldbemorepersuasive.Thoughthereareseverallimitationsoftheresearch,thescaffoldinginstructionisstilleffectivetoimproveseniorhighschoolstudents’vocabularylearning.Thescaffoldinginstructionisworthwhiletoapplyintotheteachingclass.5.4SuggestionsforFutureStudyEnglishvocabularyplaysanimportantroleintheprocessofEnglishlearning.Atlast,herearesomesuggestionsforfuturestudy.Firstofall,theresearchesofthescaffoldinginstructioninvocabularylearningareverylimited.Mostoftheresearchesarethetheoreticalresearch.Itishightimethattheresearchersshoulddomoreempiricalstudyaboutthescaffoldinginstruction.Bythisway,thescaffoldinginstructionwillbeimpliedintheclassforbetteruse.However,thescaffoldinginstructiontakesstudentsasthecenteroflearningwhichcanstimulatestudents’learninginEnglishvocabulary.Theteachershouldnotcompletelygivethelearningtasktostudentsthemselves.Theyshouldpayattentiontostudents’learningdevelopmentaswellastheirfeelings.Asateacher,theproperencouragementandthecareforstudentsareverynecessary.Secondly,thescaffoldinginstructionisanewteachingmethodwhichhasbothadvantagesanddisadvantages.Asateacher,weshouldtakegoodadvantageofthemeritsofthescaffoldinginstruction.Atthesametime,thetraditionalteachingmethodalsohasitsmerits,andweshouldnotthrowawayitcompletely.Wecancombinethenewteachingmethodwiththeadvantagesoftraditionalteachingmethod.-38- 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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！1.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.很少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.很少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.很少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.很少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.很少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.很少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.很少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.很少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.很少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。-41- A.经常B.有时C.很少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.很少D.从未-42- AppendixBPre-testPaperforVocabulary一、单词拼写(20分，每空2分)1.Withthedevelopmentofscienceand______(科技),bothourcitylifeandcountrylifearebecomingbetter.2.Theoldwomanissoactiveand______(热心的)aboutneighborhoodaffairsthateveryonecannothelplikingher.3.Iis_______(惊讶的),toseewhatshehaddoneinsuchashorttime.4.Youshouldtakeacorrecta_______toEnglishstudy,especiallylisteningcomprehensionandspeakinginordertospeakitfluently.5.IfIwereyou,Iwouldhavefelt______(尴尬的)atsuchbadbehavior.6.Consideringhisrightattitudetodealingwiththecorrectiontothestudents’homework,heisab_____teacher.7.Wearedeeplyimpressedwithherscientificm______ofsolvingtheproblem.8.Hisparentsgavehimgreat______(鼓励)tofacethedifficultiesinhislife.9.Themanmanagedtoclearupthem______betweenthetwoteenagers.10.Followthei______ofyourteachers,andyouwillcertainlyreceiveyouracademicdegreesuccessfully.二、完成句子（20分）1.Ican’t__________________(全神贯注于我所做的事情)whilethenoiseisgoingon.2.Whetherwe’llgocampingtomorrow___________________(取决于天气).3.Inthecourttheoldlady____________________(控告他杀害)herdaughter.4.On_________(被通知)theflightwouldbedelayed,wemadeotherarrangements.5.Theoldman___________________________(要求见经理).6.Twentyyearslaterwemetattheairport__________(偶然).7.He_______________(专心致志于)hisbook,sohedidn’thearthedoorbell.8.Inthestreetheranoverand___________________(保护我免遭)therobbery.9._________________(被这个故事所感动),hedecidedtoworkharderthanever.10.Havingbeenoutofworkforafewmonths,Mum_____________(开始从事)thejobofattendingpatientsinhospitals.四、完型填空(30分ChoosethecorrectanswerfromA,B,CandD)Benwoodwasanormalteenageboy.He___1___playingbasketball,ridinghisbicycleandplayingvideogames.Butinoneway,Benwas___2___tomostotherteenagers—hewasblind.___3___,Benhadaspecialtalent.Hedidn’thaveanyeyes,buthecould___4___see.Benwasbornin1992,andhewasahappyandhewasahappyandhealthybaby.However,whenhewastwoyearsold,hislife___5___.Benhadcancerandhehadtohavean-43- operation.Theoperationwas___6___,andBenwasfine.However,thedoctorshadtoremove（移除）hiseyesandBenbecame___7___.Afterhisoperation,Ben___8___aspecialtalent.Whenhewasthree,helearnedhowto“see”buildingswillhis___9___.Helistenedverycarefully,andhecould___10___noisesbounceoff（反弹）buildings.Thenoisestoldhimwherethe___11___were.The,whenBenwasseven,he___12___to“click（发出咔哒声）”.Hemadeclickingnoiseswithhismouth,andlistenedfor___13___thatbouncedbackformthings.Inthisway,Bencould“see”wherehewasandwhatwasaroundhim.Thisisthesame___14___inwhichdolphinsseethingsunderwater.Scientistsanddoctorswere___15___Ben’stalent.Thereareonlyafewblindpeopleintheworldwhocan___16___likeBen.Hebecame___17___.HewasonTV,andhetraveledtodifferentcountriesandtalkedtopeopleabouthislife.___18___,whenBenwas16,hiscancercameback.Hediedsoonafter.However,duringBen’slife,he___19___peopleadmiredhimbecauseheencouragedthemandhelpedthemfeel___20___.Whenhediedin2009,over2000peoplewenttohisfuneral（葬礼）.1.A.stoppedB.lovedC.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.lucky8.A.usedB.developedC.knewD.discovered9.A.eyesB.handsC.earsD.feet10.A.makeB.hearC.watchD.help11.A.teenagersB.dolphinsC.doctorsD.buildings12.A.learnedB.failedC.rememberedD.decided13.A.voicesB.noisesC.songsD.shouts14.A.timeB.studyC.wayD.problem15.A.worriedaboutB.experiencedC.annoyedbyD.amazedat16.A.talkB.seeC.finishD.understand17.A.tiredB.seriousC.nervousD.famous18.A.SadlyB.QuietlyC.CarelesslyD.Immediately19.A.promisedB.advisedC.taughtD.warned-44- 20.A.comfortableB.strongC.popularD.happy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。_____________________________________________________________________2.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-45- AppendixCPost-testPaperforVocabulary一、单词拼写（20分，每空2分）1.Nowadays,moreandmoreanimalsareind________.2.Manyfarmerslefttheirvillagesandmovedtothebigcitytoe______money.3.Thepolicemantriedtor_________thetrappedpeople.4.TheChristmastreesared________withbellsandflowers5.ManyyoungmenusetheI_______tosearchforinformation.6.Iboughtaphoneforonly100yuanwhichisreallyc________.7.Parentsarealways_______（担忧）muchabouttheirchildren.8.Heisalovelyboy,weall__________him.9.Courageisoneoftheq________ofagoodsoldier.10.Thoughwehavenotseeneachotherformanyyears,Ican__________（认出）himimmediately.二、完成句子（20分）1.She_______________________(发现读书越来越困难了).2.Ourparentsalways__________________（严格要求）us.3.Thissickness___________(导致)badillness..4.Doesit_____________(有意义)tochatontheQQ?5.Pleaseworkhard_____________________(你能得到你所期望的).6.Withtherapiddevelopmentofthesociety,__________________(越来越多的环境问题出现了)。7._____________(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ChoosethecorrectanswerfromA,B,CandD)Ateacherletherclassplayagame.Theteachertoldeach___1___tobringabag___2___afewpotatoes.Eachpotatowillbegivenanameofa___3___thatthechildhates,sothenumberofpotatoes___4___his/herbagwilldependonthenumberofpeoplethechild___5___.-46- Somechildrenhadtwopotatoes;somehadthreeandothershad___6___fivepotatoes.Theteacherthentoldthechildrento___7___thebangwherevertheygoforaweek.Asthedaywent___8___,thechildrenstartedtocomplain（抱怨）becauseoftheunpleasant___9___comingformtherotten（腐烂的）potatoes.Andthestudentswithfivepotatoesalsohadtocarry___10___bags.___11___aweek,theteacherasked,“Howdidyoufeel?”Thechildrenstartedcomplainingaboutthe___12___theyhadtogothrough,whentheyhadtocarrytheheavyand___13___potatoeseverywheretheywent.And___14___theteachersaid,“Thisiswhatyouhavetosuffer___15___youcarryyourhatefor___16___insideyourheart.Thesmellofhatewill___17___yourheartandyouwillcarry___18___withyouwhereveryougo.Ifyoucannot___19___thesmellofrottenpotatoesfor___20___oneweek,canyouimaginewhatitisliketohavethesmellofhateinyourheartforyourlifetime?”1.A.teacherB.headmasterC.childD.officer2.A.containingB.takingC.growingD.providing3.A.plantB.toyC.bookD.person4.A.brokendownB.putintoC.carriedoutD.broughtup5.A.spotsB.hatesC.lovesD.misses6.A.uptoB.asforC.otherthanD.insteadof7.A.sellB.offerC.carryD.buy8.A.inB.byC.upD.down9.A.shapeB.soundC.colorD.smell10.A.smallerB.lighterC.brighterD.heavier11.A.OnB.AfterC.BeforeD.At12.A.successB.quarrelC.troubleD.pleasure13.A.smellyB.pleasantC.freshD.lively14.A.thenB.otherwiseC.anyhowD.however15.A.untilB.UnlessC.throughD.when16.A.somebodyB.somethingC.everybodyD.everything17.A.promiseB.protectC.produceD.pollute18.A.herB.itC.usD.him19.A.tellB.tasteC.bearD.see20.A.yetB.stillC.justD.once-47- 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。（5）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___”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-48- AppendixDInterviewOutlines(1)Doyouthinkthescaffoldinginstructioncanbenefityourstudy?(2)InwhatwayscanthescaffoldinginstructionimproveyourEnglishvocabularylearning?(3)Arethereanyadvantagesordisadvantagesofthenewteachingmethod?-49- AcknowledgementsDuringtheprocessofcompletionofthisthesisihavegotwarmhelpandstrongsupportofmanypeople.Ifeelitisverynecessarytoacknowledgeallthosewhohavecontributedalotduringtheendeavor.Firstly,Iwouldliketoexpressmysincereanddeepestgratitudetomysupervisor,whogivesmeinvaluableguidanceandconstantencouragement.Iespeciallyadmireherseriousprofessionalattitudeandresponsibility,becausesheisaverycaringandhelpfuladvisorthroughoutmyprocessofmakingthestudyandwritingthisthesis.Hergenerosityandgentleconsideratenesshavegivenmeapowerfulimpetustoengagemyselfinacademicresearches.Secondly,IwouldliketothanktheLvshunSeniorHighSchool.Becauseitofferedmethechancetoimplementmyresearchexperiments.Theteachersintheschoolarekindandtheyarewillingtooffermeanyhelpformyresearch.Theirsufficientteachingexperiencegivemealotofinspirationformyresearch.Finally,Iamgratefultomybelovedparents,friendsandmyroommatesfortheirunderstandingandencouragements.Withouttheirsupporticouldnotaccomplishmythesissmoothly.-50- 阔瓣議鶴片據．满購弊苗顆鑽．＇＂：‘．＇＇Ｖ如‘、、ｖ｜ｖ；－．ｖ．：．Ｖｖ：－：ｒ辦＞、吗诗Ｋ呼随＞；＞：－表祇＇＇■■－－－＾－■■■■ｃ－＾■－＾ｖＶ．：．：＾：，ｖ：：：：－－、’－－’－’ｔ－■＂Ｉ‘．？：－一．．：！’４Ｐ■＇．－，Ｖ＂？－＊＇＇？－，．，＇ｉｉｉＰｆｔＳｉＪＢＨ‘‘’＇’＇‘；、’＾：户‘之：’＇．：、、＾和＇／：：；＾、規纖終‘＼、；．默鱗心片．－．‘．．？．扭．‘一々．’１．．．、’：、－－、‘，、Ｌ？’‘苗．．、－．－，、．，＾．１心．、ｒ々．．、‘．．ｖ＼气｜孔＂？ｉ；，，－：，＼＼＼、、ｖｔ＼、、皆、谭诉鑛诲皆尽％範囑磯＾；二从狂诚爲賴常巧艾早龜＾
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