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优质论文优质论文硕博学位论文1 优质论文2分类号：——密级：——万方数据学校代码：】Q】65学号：2Ql垒12昼Q11垒曼遣掌研薤大擎．教育硕士专业学位论文②支架教学法在农村初中英语阅读教学中的应用研究AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchool作者姓名：专业方向：导师姓名：李鹏学科教学(英语)傅轶飞2016年06月 优质论文3万方数据lI[1lllllllllJ[1lrllUlIUllllIllIY3127809AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolLiPengAThesisSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMASTERoFARTSSchoolofForeignLanguagesLIAoNINGNORMALUNIVERSITY2016 优质论文4万方数据学位论文独创性声明本人承诺：所呈交的学位论文是本人在导师指导下所取得的研究成果。论文中除特别加以标注和致谢的地方外，不包含他人和其他机构已经撰写或发表过的研究成果，其他同志的研究成果对本人的启示和所提供的帮助，均已在论文中做了明确的声明并表示谢意。学位论文作者签名：蕉鹅学位论文版权的使用授权书本学位论文作者完全了解辽宁师范大学有关保留、使用学位论文的规定，及学校有权保留并向国家有关部门或机构送交复印件或磁盘，允许论文被查阅和借阅。本文授权辽宁师范大学，可以将学位论文的全部或部分内容编入有关数据库并进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文，并且本人电子文档的内容和纸质论文的内容相一致。保密的学位论文在解密后使用本授权书。学位论文作者签名：垄旦选指导教师签名：气客‰卜签名日期：>016年∥肜日 优质论文5万方数据辽宁师范大学硕士学位论文摘要目前我国农村中学英语教学普遍现状为：教学设施落后，师资严重不足，教学模式传统单调，教学材料单一无序；家长及学生对英语学习认识不足。“教”与“学”不协调。改变目前现状的根本出路在于改变教学理念和探究新的教学方法。支架式教学法以维果斯基的“最近发展区”理论及建构主义为理论依据，课堂上通过将把复杂的学习任务加以分解一一搭建支架式概念框架，使学生能沿着“支架”逐步攀升，最后完成教学任务。本研究运用支架式教学法在农村初中英语阅读教学中进行实证研究。实验围绕以下三个核心研究问题：1．教师课堂中运用支架式教学法能在多大程度上提升农村初中学生的英语阅读兴趣?2．支架式教学法能否提升农村初中学生阅读理解成绩?3．支架式教学法在改变学生英语学习态度方面能起多大作用?实验以长春市第154中学(农村初中)八年级两个班70名学生作为研究对象，笔者将其分别作为实验组和控制组，进行为期一个学期(2014年09月至2015年03月)的教学对比实验。采用定量与定性分析相结合的研究方法(包含访谈法、调查问卷法、测试法一一前测和后测)。实验期间教材相同，笔者在实验组采用支架式教学法，而在控制组沿用传统型教学法。实验后，归纳总结各项数据，通过SPSS18．0对统计数据进行分析。研究结果表明：在农村初中英语阅读教学中运用支架式教学法对丰富英语阅读教学、培养学生阅读兴趣、强化学生阅读动机与自信，提升学生阅读能力具有收益。本研究对我国农村初中英语阅读教学具有一定的实用价值。鉴于本人的时间、精力及能力有限，本研究仍存在不足之处。因此，笔者在文中最后对支架教学法及其在英语阅读教学中的应用的研究提出了相关的建议。关键词：支架式教学法；农村初中；英语阅读教学；应用研究 优质论文6万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolAbstractAtpresent，thegeneralsituationofEnglishTeachinginruralmiddleschoolsinChinaisasfollows：schoolteachingfacilitiesarebackwardandteachers’shortageisevenmorecritical；teachingmodeistraditionalaswellasmonotonouswithsingleanddisorderedteachingmaterial；single-targetedlearnerstoEnglishlearninghavetofacetheirutilitarianparents．AllthesignsshowthatthereformofEnglishteachinginruralmiddleschoolsisinevitable．Basedon“ZoneofProximalDevelopment'’(ZPD)ofVygotskyandConstructivistLearningTheory,ScaffoldingInstructionistostimulatelearners’Englishlearninginterests，tocultivatelearners’independentthinkingandtentativelearninghabitsasitsgoalaccordingtothedifferencesoflearners’personalities，meanwhile，thetheoryistodecomposecomplexlearningtaskstoconstructaconceptualframeworkforunderstanding，whichiseasiertopromotelearnerstofurtherunderstandtheknowledge．TakingScaffoldingInstructionasaguideandtakingEnglishreadingteachinginruraljuniormiddleschoolasanexample，itisakeytocreatenewtypeteachingmodes，toimprovethecurrentawkwardsituationofEnglishReadingTeachinginruraljuniormiddlesch001．Thisstudyaimstoaddressthefollowingissues：1．Willtheteacherimprovejuniormiddleschoolstudents’Englishreadinginterestsbyusingscaffoldingteachingmethodinclass?2．Towhatdegreewilltheapplicationofthescaffoldingteachingmethodhelpstudentstoimprovethekreadingcomprehension?3．WhateffectwillScaffoldingteachinghaveinalteringtheirattitudestowardsEnglishreading?Theauthortakestwoclasses，70learnersinallChangchunNo．154MiddleSchoolasresearchsubjects，whicharedividedintotwogroups，experimentalgroup(EG)(ClassOne)andcontrolgroup(CG)(ClassTwo)，andtheteachingexperimentlastedforoneterm，fromSeptember13in2014toMarch15in2015．Theresearchcombinesquantitativestudywithqualitativeanalysis，whichcontainsinterview,questionnaire，test(pre—testandpost-test)，datastatisticsandanalysis，etc．Duringthestageoftheexperiment，thethesisadoptsScaffoldingInstructionandtraditionalteachingmethodinjuniormiddleschoolEnglishreadingteachingpracticerespectivelyinEGandCGtoconcentrateonthebuildingoflearners’learninginterests，learninginitiativeandlearningstrategies．Atthelaststageoftheexperiment，thethesisconcludesandsummarizesthedata，andanalyzesallstatisticsbystatisticalsoftwareSPSS18．0．Theresultsshowthat：theuseofScaffoldingInstructionprovidedwith—TT— 优质论文7万方数据辽宁师范大学硕士学位论文effectivenessandfeasibilitymeanstoenrichEnglishreadingteaching，cultivatelearners’readinginterests，andstrengthenlearners’readingmotivationandself-confidence，improvinglearners’readingabilityandskillsinEnglishreadingteachinginruraljuniormiddlesch001．AcertainpracticalvalueforEnglishreadingteachingexistsinthisresearchinruraljuniormiddleschoolinOurcountry．Inviewofthelimitedtime，energyandability,therearestillplentyofshortcomingsinthisstudy．Therefore，theauthorputsforwardsomesuggestionsontheapplicationresearchofScaffoldingInstructionOilEnglishreadingteaching．Keywords：ScaffoldingInstruction；Ruraljuniormiddleschool；EnglishReadingTeachingApplication—III— 优质论文8万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolContents摘要⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯IAbstract⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．II1Introduction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．11．1BackgroundoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．11．2ObjectiveandSignificanceoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．41．3OutlinesoftheT11‘jsis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．52】L。iteratureReview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．72．1TheoreticalBasis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯72．1．1T11eZoneofProximalDevelopmentfZPD)⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯72．1．2ConstructivismLearningTheory⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．92．2ScaffoldingInstruction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1()2．2．1DefinitionsofScaffoldingInstruction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．102．2．2MainAffectiveFactorsinLanguageLearning⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．122．3OverviewofRelatedResearchesAbroadandatHome⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．132．3．1ResearchesAbroad⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一132．：；．2ResearchesatHome⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯143Methodology⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．16：；．1ResearchQuestions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯16：；．2Particil：Iants⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．16：；．3Instruments⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．173．3．1Tests⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一17：；．3．2Questionnaires⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯17：；．：；．3Interviews⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．183．4TheProceduresofExperiment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．193．4．1PreparationfortheExperiment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯193．4．2T11eImplementationStage⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．203．4．3T11ePost—experimentalStage⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．264ResultsandDiscussions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．：194．1DataCollection⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯：194．2TheResuitsandDiscussionsoftheQuestionnaires⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．294．2．1EffectsofScaffoldingInstructiononLearners’AttitudestoEnglishReading一304．2．2EffectsofScaffoldingInstructiononEnglishReadingTeaching⋯⋯⋯⋯⋯⋯⋯．．334．2．3Learners’A_tcitudestotheApplicationofScaffoldingInstructiontoEnglishReadingTeaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯33一IV— 优质论文9万方数据辽宁师范大学硕士学位论文4．3TheResuitsandDiscussionsoftheTests．⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．344．4TheResultsandDiscussionsoftheInterviews⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯354．5Summary．⋯．．．．．．．⋯．．⋯．．．．⋯．⋯．．．．⋯．．⋯．．．．．．．．．．．．⋯．⋯．．．．．⋯．⋯．⋯．⋯．⋯．．．．．．．．．．．⋯．．．⋯．．．．．⋯．⋯．．．⋯．385Conclusion⋯．⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．：；91；．】【MajorFindings⋯．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．⋯．．．．．⋯⋯．．．．⋯．⋯．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．⋯．⋯．．395．2ImplicationsoftheStudy⋯．⋯⋯⋯．⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯．⋯．⋯⋯⋯⋯⋯zI()5．3LimitationsoftheStudy．．．．．．．．．．．．．．．．．．．．．．，．．．．．．．⋯．⋯．．．．⋯．．⋯．，．．⋯．．，．．．．．．．．．．．．⋯．⋯，．．．．．．．．．．．．．．．⋯．．．415．4SuggestionsfortheFurtherResearchers⋯．⋯．．．．．．．．．．．．．⋯．．．．⋯．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．42References⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯．⋯．⋯⋯．⋯．⋯．⋯⋯⋯．．43AppendixAThePre-experimentalQuestionnaireforLearners⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．45AppendixBT11ePost-experimentalQuestionnaireforExperimentalClass⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯47AppendixCScoresofEGinpre—testandpos-test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．48AppendixDScoresofCGinpre-testandpos-test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯49Acknowledgments⋯⋯⋯⋯．⋯⋯⋯⋯⋯．⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯．⋯⋯⋯．．50V 优质论文10万方数据辽宁师范大学硕士学位论文ChapterOneIntroductionInthischapter，theauthoroffersaStatememonthebackgroundofthestudy,whichcontainsthesignificanceandessentialityofEnglishreadinginjuniormiddleschool，currentandactualsituationofEnglishreadingteaching，especiallyinruraljuniormiddleschoolandtheauthor’Sstandpointsandinterestsintheareaofthisstudy。Inthemeantime、thischapteralsoproposesthefundamentalityandessentialityofthestudysynoptically．Attheendofthischapter．theflameconstructionofthethesiswillbeexhibitedat1ength．1．1BackgroundoftheStudy1．1．1TheSignificanceandEssentialityofEnglishReadingTeachingEnglishhasbeenpromotedtoanessentialandthemostimportantcommunicationtoolasalanguageinmodemsociety．Accordingtothestatistics，thepopulationspeakingEnglishintheglobehasbeenreached1．7billion，morethanhalfofbooksandtranslatedworksaroundtheworldareinEnglishinscienceandtechnology,onlyeightdidnotopeninternationalradiostationintheglobal86countries，itisinEnglishinmorethan80％countries’Intemetwebpage．Thatistosay，youarefamiliarwithaforeignlanguageasEnglishmeansthatyouwillhavemoreopportunitiestoenjoymorewonderfulmusic，toreadmoreinternationalfilms，tolearnmoreabouttheworld，toappreciatemorefamousreadingmaterials，andtolearnandstudydeeperandwiderindustryknowledge．Ifalearnerhasagoodabilitytolearnaforeignlanguage，itwillhelphimorheropenalearningdoortoanewworld，justasChineseforforeigners．Napoleononcesaid，“Readingispower，becausereadingCanhelptowork，canincreasethepowerofwork．’’Readingisalsooneofthemostessentialandcrucialwaytoobtainknowledgeandinformation．ReadingCanincreaseourknowledge，broadenOurhorizons，enrichourimagination，improveourthoughts，andpromoteourcreativeability；ReadingcanopenawindowtoOurmind，shapeoursoul，guideUStobepositive，andconserveOUrabilityandspirittocontrolourselves；ReadingCanenrichOUremotio玛makeUSmorehumane，andknowmoreabouttruth,goodnessandbeauty；Readingcanchangeourmood，increaseOUrtemperamentandinterestsinlife，andmakepeople’Slifemorefulfillingandmoremeaningful．Therefore，itisverynecessarytodevelopthereadingcomprehensiveabilityoflearnersinteachingcourses．EnglishCurriculumStandardforNine-year-compulsoryEducation(2011、pinpointsthat‘‘Tocultivatethebasicreadingabilityoflearnersisoneofthemostimportanttasksoflanguageteachinginjuniormiddleschool”．Inrecentyears，theproportionofcomprehensivereadinghasgraduallyincreasedinsometests，includingHighSchoolEntranceExaminationandtheCollegeEntranceExamination，CollegeEnglishTest4and6，andGraduateRecordExaminationandothersocialEnglish一1一 优质论文11万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSch001exams．Macro．speaking，teachermode—switchingisanadaptationtospecificfeaturesofEnglishreadingteaching，teachers’teachingphilosophy,andlearners’masteryofreadingmaterials．Therefore，learnersarerequkednotonlytomasterpronunciation，grammarknowledgeandacertainvocabulary,butalsotocultivatetheirlistening，speaking，readingandreadingability，especiallypaymoreattemiontotheircomprehensivereadingability．ItisgenerallyknownthatEnglishreadingteachinginjuniormiddleschoolisbuiltonanoldandtraditionalteachingapproachesandconceptascomparedwithitincity．Obviously，itisvitaltoinnovateEnglishreadingteachingnotionandteachingmodels，especiallyinjuniormiddlesch001．InaccordancewithEnglishTeachingSyllabusforNine-year-compulsoryEducationinFull．timeJuniorMiddleSchool(TrialRevisedEdition)：thepurposeofcompulsoryeducationistostimulateandcultivatelearninginterestsoflearners，establishtheirself-confidence，developgoodlearninghabffs，improvelearners’autonomouslearningability，andformeffectivelearningstrategies；makeleamersmasterbasicknowledgeandbasicskillsofacertainlanguage，establishaninstinctiveandpotentialsensetolanguage，achievesomebasicskillstouseEnglishtolayafoundationfortheircommunicationinlife；developtheirintelligence，cultivatelearners’abilitiesinobservation，memory,thinking，imaginationandcreativity；understandculturaldifferences，cultivatepatriotism，andenhancetheworldaWareneSS．TherearevariousteachingobjectivesandrequirementsinEnglishTeachingSyllabusforNine．year-compulsoryEducationinFull．timeJuniorMiddleSchool(TrialRevisedEdition)‘‘thefirstleveltargetandrequirements”ofEnglishreadingteachingareasfollows：1．Studentsareabletodoapreliminarypreviewontextandunderstandthegeneralideaofthetext；2．Studentsareabletoreadsometextualmaterialsintherangeoflinguisticknowledgeakeadylearned，thenewwordsrateofwhichiSnotmorethan2％，readingspeedis40—50wordsperminute；3．Studentsareabletoreadandcomprehendsomeothermaterials，whichdegreeofdi伍cultyiSequivalenttothatinthetext，tobeginwiththehelpofdictionaries，thentomakefurthereffortstogetrequiredinformationandtoobtainpleasurefromreading．1．1．2ActualSituationofEnglishReadingTeachinginRuralJuniorMiddleSchoolTheauthorhasbeenengagedinEnglishteachingformorethan7yearsandconsultedanumberofbooksaboutthesubject，especiallysomewritingsandworksformCNKI，thereforesumsupcurrentsituationofEnglishreadingteachingandtheproblemsinruralareasfromherownexperienceasthefollowingfouraspects：1)Theteachingstaffisnotefficientenoughandlackofthemotivationinexploringnewteachingmethods；一9一 优质论文12万方数据辽宁9币范大学硕士学位论文21Learnersarenotinterestedinlearningandhavenotyetformedthehabitofcriticalthinking；3、Teachingresourcesarelimited；4)Thereisnoconsistencyinevaluationsystem，andtestpapersaregradedwithoutarecognizedstandard．AccordingtothedatafromCNKIandtheauthor’Steachingpracticeinruralareas．insomeweakEnglish1earnerswithlowerbasicknowledge，theinfluencefromsociety,families，teachers，andmanyotherfactorsonEnglishlearners。asfarasthereislargeproportionofproportionality．TheyarelackofEnglishlearningmotivationandinterestespeciallyinEnglishreading．Learnersareafraidofreadingandquiteafewlearnerstakeanegativeattitudetoreadingexercises．Someofthemevendonotreadanywords，leavinganswersheetsblankormakingarandomanswerinreadingsectionofthetests．TheyarenotalwaysbeneficialforperformanceinEnglishteaching，however,andtheycallresultinaninefficientuseofresources—particularlyreadingmaterialsresources．Furthermore，readingteachinghasnotbeenpaidenoughattentiontoasitdeservesandsometimesEnglishreadingtraininggoesaheadinablindway．Wehavetoreappraisethekeyroleofteachersin．,thelearningprocesswhenteachersarelackofflexibleandeffectivemethodofreading“correction'’．Someteacherstakemuchtimeandenergytocorrectthelearners’vocabulary,speakingorgrammar，buttheydidn’tgetanyidealresult．Thereadingteachingrealityof“hardworkwithlower-income”hasseriouslyreducedteachers’enthusiasmforreadingteaching．Ifthiscontinuestheeducationthattheyreceivewillbeseverelyaffected．Inteachers’aspect，duetotheignoranceofthesignificanceofreadingteaching，teachersareunwillingtospendtimeinreadingtraining．Teachersalwaysarrangereadingtasks，basedonaunit，whichneglectsthebasicstrategytraininginreading．Whatismore，teachersdon’tcarryoutreadingtraininguntilthefinalexanliscoming．WhenteachersthinkaboutthelongprocessoftheirEnglishteachingandtheleveloflearners’masteryofthislanguagethattheyhavereached，weshouldsaythattheinputandoutputratioistoolow．Itsoundsobviousthattheinfluenceofinsu伍cientstudiesonreadingteachingandobsoleteteachingmethodswiUbenotcertaintoimprovelearners’readingability．Toacertaindegree，thecontentofreadingtrainingisdeterminedbytheteacherinruraljuniormiddlesch001．ItiStheactualconditionthatteachersalwaysarrangereadingtasksindailyreadingteachingclasseswithoutadequateanalysistolearner’Scognitivestatusandreadingskills．InEnglishreadingclass，theyjustgivelearnersareadingtasktofinishsomechoicesinreadingcomprehensionwithA，B，CorDwithoutexplanation，andtheyasklearnerstofinishitinlimitedtime．ThenteachersjustshOWthecorrectanswerasfeedback．Theyfailedtotakedifferentformstoorganizethereadingteaching；asaresultlearnerscannotunderstandhowtogettherightanswerand110Wtoreadwithcreativethinkingintheirreadingcomprehension．Teachersdonotpayattentiontomakingcommentsonlearners’一3一 优质论文13万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolreadingtasks．Evenwhencommentingontheircomprehension，teachersgivemoreconcernaboutlearners’mistakesinanswerandpay1essattentiontoreadingcontent，discoursestructureandreadingskillsanalysis．Learners’readingskillshavenotbeenimprovedandtheirlearningenthusiasmisgreatlyreduced，resultingintheirlessinterestinreading．For1earners’aspect，learnersinruralareasfailedtolearnEnglishsystematicallybeforetheybecomeiuniormiddleschoolleamers，atthemeantime，they1ackofsolidbasiclanguageskills．Inaddition，theyf．ailtoformlogicalthinkingtodominatetheircognitioninstructuralway．Theyf．ailtogeteffectivereadingstrategies．Learnerscannotalwaysgraspwhatthemainpointsofthereadingtopicsanddon’tknowhowtocomprehendandanalyzethereadingmaterial．MaybetheyCanunderstandsomeisolatedsentences．However，theirabilitytomakethediscourseclearispoor．Foralongtime，theydonotgethelpwhentheymeetdifficultyinreading，thentheylosetheirinterestsinreading．Intermsoffamilies’factor．Englishreading1earninginsomeruralfamiliesarenottakenintoaccountseriously．Thiskindofphenomenonalsoaffects1eamers’leamingintereststoacertaindegree．1．2ObjectiveandSignificanceoftheStudyWithregardtotheobjectiveandsignificanceofthestudy，theoreticalandpracticalaspectswillbeanalyzedinthispart．1．2．1TheoreticalobjectiveandsignificanceAsanoldsayinggoes“It’Sbettertoteachamanfishingthantogivehimfish”．Properandefficientteachingstrategiescandirectlyaffectlearners’intellectualdevelopmentandtheshapeofpersonalitytoacertaindegree．Anappropriateteachingstrategywillbehelpfultothefulfillmentofteachingandlearningaims．TheapplicationofthisstructuretoruraljuniorEnglishreadingteachingtendstoenrichreadingteachingstrategiesandmethods．Nowadays，enoughstudiesaredoneonapplicationofScaffoldinginstructiontoEnglishwritingandvocabularyteachinginChina．FewstudiesaredoneontheapplicationofScaffoldinginstructiontoEnglishreading，letaloneScaffoldinginstructiontoreadinginstructioninruraljuniormiddleschoolteaching．AccordingtothestatisticsinChinaNationalKnowledgeInfrastructure(CNKI)，weCallfmdthenumberofjournalsandmaster’SthesesaboutapplicationofScaffoldinginstructiontoteachingis1262，including275master’Sthesesand49works．TheapplicationtoEnglishteachingis495，including52toEnglishreadingandonly1thesisaboutEnglishreadinginruraljuniormiddleschoolteaching．SothisempiricalstudyismeaningfulintheaspectofenrichingtheapplicationofScaffoldinginstructioninjuniormiddleschoolEnglishreadingteaching．TheauthormakessomeeffortstocontributetoresearchesinthiSarea．1．2．2Practicalobjectiveandsignificance“Apictureisworthathousandwords．’’Scaffoldinginstructionisavisualtoolwhichcan～4一 优质论文14万方数据辽宁师范大学硕士学位论文representlogicalthinkingwithstructure．Scaffoldinginstructioncanspecifyone’Sthinkingprocessandisawaytoshowone’Spersonalintellectualpotentials．Forjuniormiddleschoollearners，Englishlearningclassshouldbelively。Ifteachersonlyfocusontheexplanationofvocabularyorsyntax，thelearnerwillacceptthempassivelywithoutlearninginterests．IntheScaffoldinginstructionreadingclass，theauthorintroducesScaffoldinginstructionto1earnersfirstly．Inthisway,itcanenablethemtounderstandthesescientificconceptsofScaffoldinginstruction．Learners’betterunderstandingonScaffoldinginstructionisgoodfortheirhigherstudyefficiencyandstrongerinterestinreadingleaming．Intheprocessofapplicationofthistheoryinclass，learnersaredividedintosomegroupstodiscusssomesubjectsrelatedtothetopicandutilizesomereadingmethodsrelatedtothistheory，whichCallmake1earnersmorecooperative．ThecombinationofScaffoldinginstructionwithEnglishreadingalsowillgivethelearnersmoreautonomyandstimulatetheircreativeabilitytoachievetheaimofpersonalizedlearning．Changesintheseareaswilleventuallybringtothesuccessfultransformationfromroteleamingtomeaningfulpersonalizedandcooperativelearninginleaningstyle．Forteachers，theyCaninteractwith1eamersandpracticethisinstructionwith1earnerstogether，whichishelpfultocreateanactivereadingatmosphere．BasedonScaffoldinginstruction，aneffectivelearningtool，thestudytriestoexploreanewteachingmodelforjuniormiddleschoolteachers，especiallyintheruralareas，toimprovelearners’readingabilities．Besides，ScaffoldinginstructionCanhelpteachersmakefulluseofreadingmaterialsonthetextbooktoimprovelearners’readingskills．鼢thetraditionalreadingmethod。teachersjustassignedreadingtaskforlearnerswithoutconsideringlearners’cognitive。andEnglishknowledgelevel．ThecombinationofreadingtaskandmaterialsCansatisfylearners’learningneeds．Besides，theapplicationofsupportingstructureonEnglishreadingteach遗ishelpfulforteacherstoevaluatelearners’thinkingprocessinthereadingpaperdirectly．Itisalsoagoodwayforlearners’self-evaluation．Therefore，thisstudycanimprovethecurrentsituationofruraljuniormiddleschoolteachingofEnglishreadingtosomeextent．ItisacasestudyforteachersinruralareastotheexplorationofsomenewEnglishreadingteachingmodes．1．30utlinesoftheThesisThisthesisconsistsoffivechapters．ThefirstchapterisIntroduction．Inthischapter,firstly,thebackgroundofthestudyisexplained，whichconsistsofthesignificanceofreadingandthecurrentsituationofEnglishreadinginruraljuniormiddlesch001．Thentheobjectiveandsignificanceofthestudy,fromtheoreticalandpracticalaspects，ispresented．ThesecondchapteriSLiteratureReview．Firstly,thethesisdefinesScaffoldinginstruction，andthenthetheoreticalbasesareintroducedsuchasScaffoldingInstruction,一3一 优质论文15万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolZoneofProximalDevelopment(ZPD)，ConstructivismLearningTheory．Theaut磊rrev—iew—srelevanttheoreticalandempiricalstudiesontheapplicationofthistheorytoteachingandlearningbothathomeandabroad．Attheendofthechapter,thecurrentsituationofScaffoldinginstructionisreviewed．ThethirdchapterisMethodology,focusingontheempiricalstudyofscaffoldinginstructioninEnglishreadingteachinginruralmiddlesch001．Theauthorpresentsthewholeexperimentaldesignsimply，andthentheresearchquestions，participants，instmmemsandtheimplementationoftheexperimentareillustratedindetails．ThefourthchapteristheResultsandDiscussions．TheauthordiscussestheresuItsandgetssomefindingsbasedonthedataofquestionnaires，theinterviewandthetestsresults．ThefifthchapterisConclusion．Inthischaptegtheauthorsummarizesmainfindingsofthestudy,implicationsandlimitationsofthestudyandprovidessomesuggestionsforthefutureandfurtherresearchers．一6一 优质论文16万方数据辽宁师范大学硕士学位论文ChapterTwoLiteratureReviewInthischapter,，thetheoreticalbasesofScaffoldhaginstructionwillbepresentedatfirstastheoreticalbasis：ZoneofProximalDevelopment(ZPD)．ConstructivismLearning乃eory．Andthenthedefinitionofthisstudy--ScaffoldinginstructionwillbeintroducedbytheauthorMeanwhile，thepreviousrelevantstudiesofScaffoldinginstructioninEnglishteachingathomeandabroadwillbereviewed．BasedonthecurrentsituationsofruraljuniormiddleschoolEnglishreadingteaching，thestrategiesontheapplicationofScaffoldinginstructiontoEnglishreadingisintroducedtothereadingteachingclass．2．1TheoreticalBasisBasedonLevVygotsky’SZoneofProximalDevelopment(ZPD)(2009)，theremaybedifferencesbetweentheoriginalabilityinchildren’Smentalactivities．fortheproblemtobeSOlved，someofthesedifferencescarlbeeliminatewithteachers’help．Thedifferenceismeanto“ZoneofProximalDevelopment(ZPD)”．ScaffoldingInstructionisbasedontheConstructivismLeamingTheorywhichputforwardakindoflearningmethodtokeeDthelearnersasthecenter,inordertocultivatelearners’problemSOlvingabilityandautonomouslearningabilityasthegoalofteaching．2．1．1TheZoneofProximalDevelopment(ZPD)Vygotsky,considersthatthedevelopmentoflearnershastwolevels：oneisthelearner’Savailablelevel，referstothepossibledegreeofsolvingtheproblemsinindependentactivities．Theotherconceivabledevelopmentlevelisapotentialtobeacquiredthroughteaching．Thedifferencebetweenthetwoisthezoneofproximaldevelopment(ZDP)(ZoneofProximalDevelopment，2009)．Possibilityitpaysattentiontoisthedevelopmentofthelearners，educatorsshouldnotonlyfocusonitssignificancelearners’levelofdevelopmenttheyhavereachedtoday,butstillobserveitsformationofteachingandlearningstatus，whichisthedevelopmentoftheprocess．So，Vygotsky,emphasizesteachingcannotonlyadapttotheexistinglevelofdevelopment，andshouldadaptto‘‘thezoneofproximaldevelopment”，thenshouldopenanewwayatthebeginningofdevelopment，finallycrossthedifficultiesandthenreachanewlevelofdevelopmentofthezoneofproximaldevelopment．Revelationofteachingfromthetheoryofthezoneofproximaldevelopmentcanbesummarizedsimplyasfollows：1、Thedevelopmentofthe“dynamicteaching”：inviewofthedynamicdevelopmentoflearners，thelearnerasadynamicdevelopmentoftheindividualsrecognizesthateachlearnerhasdifferentpossibilitiesofdevelopment．2、Thedevelopmentof“theadvancedteachingtheory”arguesthattheroleofteachingistocreate‘‘thezoneofproximaldevelopment”，promoteoracceleratethedevelopmentoflearners’internalprocess，tocreateconditionsforlearners’psychologicaldevelopment．一7一 优质论文17万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolTherefore，thepaceofteachingshouldbeaheadoflearners’mentaldevelopment．Educatorsshouldnotomyknowlearners’presentsituation．butalsodeterminetheleamers’dynamicdevelopment，speculatethatlearners’future．3)“Teaching1earnersaccordingtotheiraptitude”：“differentlearnershavedif瓷rentpsychologicaldevelopmentlevel,thereforethepotentialisalsodifferent，whichbelongstothemselves”，“thezoneofproximaldevelopment．Howtocreatedifferent'’．‘'thezoneofproximaldevelopment，makeseachlearnergetthemaximumdevelopmentpotential，SOdif-ferentkindsofthoughtswillbereflectedbytheiraptitudeactually”Vvgotsky'sZoneofProximalDevelopmentWhafehejearnercandowithguidedassistancefZoneofProx'imgtDe#,elopment)Whallhe|earnercannotdoFigure2．1TheZoneofProximalDevelopment(ZPD)(ZoneofProximalDevelopment，2009)．TheZoneofProximalDevelopment(ZPD)canbeappliedtoeveryaspectoflife，whereimprovedlearningandclearerthinkingwillenhancehumanperformance．AsthewideuseofTheZoneofProximalDevelopment(ZPD)indifferentfields，manyotherscholarshavetheirOWnunderstandingsofitsdefinition．ZoneofProximalDevelopment，putforwardbyVygotsky,isalsoanimportantsourceforScaffoldinginstruction．Theimplementationof一8一 优质论文18万方数据辽宁师范大学硕士学位论文ScaffoldingInstructionisinthescopeofZPD．Accordingtothetheory,teachersandlearnerscancompletethesametask，whichcan’tbefinishedbyleamersthemselves．Atthesametime，theactivitiesinZPDneedteachers’guidanceandparticipation．2．1．2ConstructivismLearningTheoryWhenwediscussScaffoldinginstruction,anotherconcept。·—‘ConstructivismLearningTheory--shouldnaturallygohandinhand．胁afisConstructivismLearningTheory?彬西afistherelationshipanddifferencesbetweenScaffoldinginstructionandConstructivismLearning弛eory?乃etwoquestionsinthispartneedtobeansweredjSOthatwecanclassifythemandmake“luseofthetwolaterintheexperiment．Constructivismleamingtheory,alsoknownasstructuralism，iSanimportantbranchofcognitivelearningtheory．J．Piaget，aSwissphilosopherandpsychologist，isthefirstonetoputforwardtheviewofconstructivism(Tobias，S．；Du母，T．M．，2009)．J．Piagetisthemostpopularandinfluentialpsychologistintheareaofcognition．Piagetopposedtothe“stimulus．response”theoryofbehaviorism．HethinksthatthecognitivestructureofindividualiSbuiltupintheprocessofinteractionwiththesurroundingenvironment．．Anindividualinteractswiththesurroundingenvironmentthroughtwoprocesses’of“assimilation”and“conformation，’．Assimilationreferstotheprocessinwhichtheindividualintegratetheinformationprovidedbyexternalstimuliintotheiroriginalcognitivestructure．ConformationiStheprocessthatanindividual’ScognitivestructureiSchangedduetotheeffectsofextemalstimuli．AssimilationiStheexpansionofnumberofcognitivestructure，whileconformationisthechangeofthenatureofcognitivestructure．Individual’Scognitivestructureisconstantlyenrichedanddevelopedthroughfollowingthecycleofassimila～fi、。on，conformation．Constructivismsuggeststhatlearnersarenotpassiverecipientsofext苔malinformationstimulus．Theprocessoflearningistheprocessofactiveselection，processingandhandlingoftheexternalinformation．Duringthisprocess．the1eamersmake砌1useoftheoriginalcognitivestructure，thatis，knowledgeandexperienceaccordingtotheirownneeds。hobbiesandinterests．ThecontentofconstructivismtheoryiSveryrich，butthebasicideaisthatthe1earningprocessislearner-centered，itemphasizesthelearnersneedtoexploretheknowledgeactivelyandactivelyconstructthesignificanceofknowledge．UnderConstructivismLearningT11eory,Englishreadingcanbeillustratedasfollows：9一 优质论文19万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolFigure2．2EnglishreadingteachingguidedbyConstructivismLearningTheory(Tobias，S．；Duffy,T．M．，2009)．AsConstructivismTheorysaid，theprocessandstructureofcognitionisformedthroughastateofabsorbingsomeknowledgeintoharmonywithanotheratfirstandthenactingaccordingtocertainacceptedstandards．LevVygotskydidfurtherresearchonthebasisofPiaget’Stheoryandhadatrytocreatesomeconditionsfortheapplicationofconstructivismintheprocessofteaching．ConstructivismholdsthatthebestwaylearnersCangainknowledgeisfromtheaidofothers(teachersandlearningpartners)incertainsituationandsocialculturalbackgroundexceptlearnersthemselves．Absolutely,itisnecessarytousesomelearningresourcestoconstructthemeaninginthelearningprocess．Intheprocessoftheinteractionandcommunicationbetweenlearnersandteachers，teachershelplearnersformtheirownunderstanding．Andfmally，learnersconstructtheirownlearningandcognitivemodebycombiningtheirownunderstandingandexperience．2．2ScaffoldingInstruction’I’hemaininformationofScaffoldinginstruction、viUbeintroducedinthispart：definitionsandmainaffectivefactorsinlanguagelearningguidedbyScaffoldinginstructiontheory．2．2．1DefinitionsofScaffoldingInstructionThewordinthedictionary,LongmanAdvancedAmericanDictionary(2003：1279)“scaffolding’’meansthatitconsistsofpolesandboardsthatarebuiltintoastructureforworkerstostandonwhentheyareworkingontheoutsideofabuildingornexttoahighwall．Scaffoldssupplyworkerswithbothaplacetoworkandthemeanstoreachworksitesthattheycouldnotaccessontheirown(Herber&Herberl993：138)．ScaffoldingInstructionisartimportantandpracticaltheoryderivedfromZPDandconstructivismlearningtheory．Butthetheorycanbeshownasadeeperlearningprocess，whichwillsupportsomeadjustmentswiththeintentiontohelpinglearnersandlearninggoals．Scaffoldinginstructiondescribes—10一 优质论文20万方数据辽宁师范大学硕士学位论文specializedteachingstrategiesgearedtofacilitatelearningwhenlearnersarefirstintroducedtoanewsubject．(Wood，Brunet&Ross1976：90)Theteachingmodelcanshowacontext，motivation,orfoundationtohelplearnersunderstandwhatevernewinformationtheywillchallengeinthefollowinglearning．Theteachingmethodreferstolearningshouldbeprovidedwithappropriatepace，smallcluesorhints(stent)stepbystepforthelearners，letthelearnersclimbstepbystepthroughthesestems，graduallyfendoutandsolveproblemsinlearning，tomastertheknowledgeandeventuallyimprovetheirabilitytosolveproblemsandgrowuptobeanindependent1earner．Soaffol翻孽lnstmotion￡Gmd81108。Stdpp011ande馥aboration)Figure2．3EnglishreadingteachingguidedbyZDP(Vygotsky，2009)Today,therearemanyteachingmethodsbeingappliedtoEnglishclassteachingtohelpteachersmaketheirclassmoreinterestingandeffectiveandtosupportlearnerstobemoreactiveandfruitful．T11eapplicationofScaffolding，themosthelpfultheoryinthecontextteaching，istosupportlearnersintheirearlylearningphaseandthengraduallyremovethatseriesoflearningsupportaslearnersmastertheirlessons．Withasimpleexample，intheprocessofreading，it’Sagoodwaytogetthemainideafromthefirstandthelastparagraphnormally，justasit’Sthebestwaytoknoweachparagraphbythetopicsentencewhichusuallyliesinatthefirstorattheend．Ifyouwanttoknoweachsentencequicklyandexactly，it’Sbetterwaytocatchthekeywords，somesignificantwordsorphrasesinindexingorcataloging．Teachershadbetterguidelearnerstojudgethemselves，suchassomeinformationtheyhaveknownortheirownabilitywhethertheyCangettoknow,whichisbettertohelplearnerstomakesuretheirZoneofProximalDevelopment．Concerningalongerperiodinthefuture，leamerscanbewakenedfromtheoriginalknowledgeframeworkandlearners’potentialintelligenceCanbefurtherimprovedtothegreatestdegree．Inthereadingpreparationstage，一11— 优质论文21万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolleamersaredividedintoseveralgroupsaccordingtolearners’currentknowledgeandreadinglevels．Teacherslayoutsomedifferentpreparationworkrelatedtothereadingmaterialsandrequire1earnerstofinisha11ofthemfromtwoaspects：1)somebasicassignmentssuchassomekeywordsandphrases，practicingreadingofthewholetext,learnershavetofinishthesepartsthroughself-learning；2)Someassignmentsrelatedtoabilityenhancement，suchasreadingsteps’andreadingmethodsconclusions，1earnershavetoanalyzeandconcludethesepartsaftercommunicatingwiththeirpartnersorwiththehelpofteachersguidance．Forinformationalandefficientpurposes，teachersdisplaysthatinformationbeforetheyentersthereadingprocess．Undernormalconditions，teacherswillarrangesomepreviewtasks，suchasvocabulary,grammarandculturalbackgroundknowledgethetextmaybeinvolved．Thoseassignmentsrequire1earnerstoholdmoreinformationandpreparationtodefe!ndagainstacrisisintheclassmeanslearnerswon’thavetofollowteachersstepbystep．anetpositiveforlearnersthemselves．2．2．2MainAffeetiveFactorsinLanguageLearningEnteringthesituationOneofthebigproblemswithstudyingEnglishreadingclassisthatyoucanstudyhowtheyOCCurinlearners，butthere’SonlyalimitedamountthatyouCan1earnfromreadingmaterials．Learnershavetostartofwithatransitionperiodwhentheyknownothingaboutreadingassignments．Wecallthatstageenteringthesituation,whichisessentialtoguidelearnerstoexploreknowledgeindependently．AccordingtoConstructivistlearningtheory,itisbetterforbothteachersandlearnerstoconstructsomesimilarorsuitablebackgroundastheirteachingandlearningactivities．砀estepofbuildingrelatedthemeforteachersshouldberealandappropriateasmuchaspossibleandfor1earnersshouldbeconnectedwiththeiroriginalknowledgeandcognitivecharacteristics．Itisimportantforbothcreatorsandperformerstoknowthatthissituationshouldbereasonableandpractical，correlatedandclear，dynamicandoperational．ButequallyimportantisthatwealsohavethetooltoworktogethertoforgethiscommonapproachtothesecommonproblemsinEnglishclass，thatiSinterests．Inaddition，thesituationteachersdesignedmustmeetlearners’intereststostimulateandpractice／earners，morelearningresponsibility．IndependentexplorationsT11econstructivismlearningtheoryholdsthatlearningdoesnotmeanofferingtheknowledgebyteachers，orknowledgesimplytransferredtolearners，buttheprocessofconstructingknowledgebyleamersthemselves．Inthisprocess，learnersactivelyacceptinformationandtaketheirownoriginalknowledgeandexperienceasthefoundationtoknowandcodetheinformationandconstructtheirownunderstandinginatotalnewway．Thisisaprocessofthe1earners’self-processinginformation．Thebestwayfor1earnerstosolveproblemsandexchangeexperiencesistoactivelyparticipateinlearningactivities．Therefore，一12— 优质论文22万方数据辽宁师范大学硕士学位论文independentexplorationisthecentrallinkofthescaffoldingteachingmodel．Inthisprocess，teachersshoulddothefollowingfivepoints：First，leaveenoughtimetoleamersandencouragethemtojustdoit．Second，allowlearnerstomakemistakesinstandardpermissionscope．Third，trainlearners’problemsolvingmethodstocatchkeywordsandcapturerelevantinformation．Fourth，makethepositivetransferringtoknowledge．Thekeytoteachingisthebalancebetweensituationalandnon-situationalreading．Learnersinacertainsituationshouldbeabletolearnhowtopulloutofthisparticularsituationandtransfertoothersituations．ItCanbesaidthatthescaffoldinginstructionallowslearnerstosolveproblemsinspecificornewsituations．Finally,teachers’guidanceshouldbegraduallyreducedinordertoenablelearnerstoformtheirownabilitytoleam．CooperationstudyScaffoldingTheoryemphasizesthekeyroleofcooperativelearninginthemeaningconstruction．Coopermionshouldbethroughoutthewholeteachingofreadingactivities．Thecooperationbetweenlearnersandteachersplaysanimportantroleingatheringdiscourseinformation,evaluatinglearningresults，constructingfinalmeaningandenhancingtheefficiencyoflearning．Theresultofthecooperationmightbedeviation，butcomplexissuesCanbeclarifiedandatthesametimelearners’divergentthinkingCanbedeveloped．EvaluatingTheevaluationisanimportantpartoftheEnglishreadingteaching．Itisthebestwaytotestlearners’understandingdegreetoknowledgeandtheirreading，andtodobetterforteachingreflection．InScaffoldingTheoryModelofseniorhighschool，Englishreadingteachersshouldguidelearnerstobuildconceptualframeworkafterknowinglearners’ZoneofProximalDevelopment．一wiEvaluationincludeslearners’self-evaluationandgroup—evaluation．Thecontenfgofevaluationinclude：1)theautonomouslearningability2)contributionsofthegroupcooperativelearning3)Howtocompletetheconstructionoftheknowledge．Iflearnerswanttobeactiveconstructorsoftheknowledgeinthelearningprocess，learnersshouldactivelycollectandanalyzerelevantinformationandmaterial．Thisnotonlyneedstostimulatelearners’studyinterestsandhelplearnerstoformthelearningmotivationbutalsoneedstohelplearnersconstructthemeaningofthenewlylearnedknowledgethroughthesettingofsituation．Finally，thebestwayforthistheoryistoitwillmeettheteachingcontentrequirementsandlinktheoldknowledgewiththenew．Atthemeantime，intheprocessofevaluatinglearningeffect，itiseasierforteacherstocatchsomeproblemsforteachingandlearningandthenitiShelpfultoSOlvethemtimely．2．3OverviewofRelatedResearchesAbroadandatHome2．3．1ResearchesAbroadScaffoldinginstructionhasbeenresearchedbymanyeducatorsandscholarsabroadboth一13— 优质论文23万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolfromthepracticalandtheoreticalperspectives．Basedonsomeprecedingempiricalresearches，ScaffoldingTheorycouldnotonlyimprovelearners’linguisticknowledgeability,butalsostimulatelearners’linguisticlearningability．ScaffoldinginstructionasateachingstrategyoriginatesfromZPDwhichcanbeunderstoodasthepracticalandefficientteachingandlearningdevelopmentareaforEnglishreadingteaching．Itpointstothedifferencebetweenwhatasindividualisabletofunctionallyaccomplishalone(i．e．actuallevelofdevelopment)andwhatthatpersoniscapableofdoingunderthehelpofothers，suchasexperts，individuals(i．e．potentiallevelofdevelopment)(Vygotsky,1978：86)．Vygotskydefinedscaffoldinginstructionasthe“⋯roleofteachersandothersinsupportingthelearners’developmentandprovidinglearningsupporttogettothatnextstageorlevel”．Raymond(2000：176)manifeststhat“thescaffoldinginstructionisthesupportprovidedbytheteacherbasedonthelearners’ZPD”．Thezoneofproximaldevelopmentisthedistancebetweenwhatchildrencandobythemselvesandthenextlearningthattheycanbehelpedtoachievewithcompetentassistance．OtherscholarssuchasBransford，Brown。&Cocking(2000：26)consideritas“ThemorecapableotherprovidesthescaffoldsSOthatthelearnercanaccomplish(withassistance)thetasksthatheorshecouldotherwisenotcomplete，thushelpingthelearnerthroughtheZPD”．ScaffoldingInstructionisas“thesupportprovidedbytheteacher．’’Thesupportwhichisprovidedbyteachersishelpfultothelearners’efficientlearning．InconnectiontotheZPD，Wertsh(1979)hasproposedit“inthetransitionfrominterpsychologicaltointrapsychologicalfunctioning，thelearnermovesthroughstagesofother—regulationtocompleteself-regulation，thestagewhenheorsheiscapableofindependentproblemsolving．’’AconceptassociatedwiththeZPDis‘‘scaffolding”，whichwasusedbyVygotsyandLuriaatfirstinreferencetohowaduRsintroducechildrentoculturalmeans(citedinVanderveer&Valsiner,1991：226)andwasfirstlaterpopularizedbyBruner(1978)asametaphorforamother’Sverbaleffortstomaintainconversationwithachildand，indirectlytopromotelanguageacquisition．AccordingtoBruner(1978)，themother’Sscaffoldingbehaviorischaracterizedbyfiveimportantfeatures：(a)reducingthecomplexityofthetask，(b)geRingthechild’Sattentionandkeepingitfocused，(c)offeringmodels，(d)extendingthescopeoftheimmediatesituation,and(e)providingsupportSOthatthechildmovesforwardanddoesnotshipback．jz’3：ZResearchesatHomeAtthebeginningof21stcentury,scaffoldinginstructionappearedintheareaofEnglishteachinginChina．Somehasestimatedthatscaffoldinginstructionhadbeenproduceditsfruitsinmerely10areassinceitcametoChina，andallpartsoftheapplicationofthistheorycanbepracticedinteachingfields．Thetheoryofferedanunprecedentedopportunitytomakeinformationtrulyubiquitous．ItisnowwidelyrecognizedthatthecurrentdomesticEnglish一14— 优质论文24万方数据辽宁师范大学硕士学位论文teachingundertheguidanceofscaffoldinginstructionhasbecomeahotfoCUSanddifficultproblem，itspopularapplicationhasreachedanunprecedentedlevel．FromtheQqⅪstatisticsin2014and2015，thethesesoftheapplicationofScaffoldingtheoryinEnglishteachingare91iIlall，involveseveryaspectofEnglishteaching，suchasvocabulary,reading，writ吨，listening，oralEnglishandSOon．Besides，ScaffoldingTheoryalsowasappliedintodifferentlevelssuchasprimaryschool，juniormiddleschool，seniorhighschool，vocationalschoolandevenuniversity．Judgingfromthese，thedevelopmentofScaffoldingTheoryinChinaisveryquicklyandcomprehensive．ButScaffoldingTheoryinEnglishteachingstillneedstostudyanddebate．Someresearchesstayatthestageoftheoryintroduction(ZhengXinmin，2005；NiuRuiying，2007；LiXiaandLanYing，2007)whilesomeotherstudieshavestudiedanddiscussedtheapplicationofScaffoldingTheoryinEnglishteaching(ZhangXumei，2005；ZhangGuorong，2004；Y证Qingmei，2007)．Ofcourse，therearealsoempiricalresearchesbasedonScaffoldingTheoryinEnglishteaching．ZhangGuorongintroducestheconceptionofthescaffoldinginstructionalmodel，inwhichScaffoldingInstructionisundertheconstructiveteachingmethodologywhichprovidesanewconceptineducation．Furthermore，thelinguisticabilityoflearners觋uIo—behigherandhighergraduallywiththeirteachers’help．ZhouLian(2009)conductsstudyonapplyingScaffoldingintoEnglishreadingteachinginseniorhighsch001．HecombineswithexamplestoprovetheeffectivenessoftheapplicationofScaffoldingTheoryinreading．Inhisthesis，healsoanalysestheproblemsinChineseSeniorSchoolLearners’Reading(1ackingofvocabulary,interest，motivation,priorculturalknowledgeandtheusingofreadingstrategies)．Hisinnovationisthathisthesisalsocombinesthecooperativelearningwithautonomouslearning．母n一15— 优质论文25万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolChapterThreeMethodologyInthischapter，themethodologyofthestudyismainlydescribedwhichincludesfouraspects，includingresearchquestions，participants，instrumentsandtheparticularproceduresoftheexperiment．3．1ResearchQuestionsThestudyintroducestheapplicationofScaffoldingInstruction,aneffectivethinkingtooltoEnglishreadingteachinginruraljuniormiddlesch001．ItaimstoprovideanaltemativereadingteachingstrategyandtestifytheeffectivenessofScaffoldingInstructioninstimulatinglearners’readinginterestsandimprovingtheirreadingscoresandreadingabilities．Inordertocarryoutthestudypurposely,theauthortendstoimplementtheexperimentbasedonthefollowingthreequestions．1．Willtheteacherimprovejuniormiddleschoolstudents’Englishreadinginterestsbyusingscaffoldingteachingmethodinclass?2．Towhatdegreewilltheapplicationofthescaffoldingteachingmethodhelpstudentstoimprovetheirreadingcomprehension?3．WhateffectwillScaffoldingteachinghaveinalteringtheirattitudestowardsEnglishreading?3．2ParticipantsTheauthorhascarriedouttheexperiment，inwhichScaffoldingInstructionwasappliedtolearners’Englishreading，inChangchunNo．154MiddleSch001．Tmsschoolisanordinaryjuniormiddleschool，usedasatypicalexampleforthestudyofruralmiddlesch001．Thesubjectsofthestudyare70learnersofGradeEight，whocomefromtwoparallelclassesofthesch001．Thesubjectsarethelearnersintwoclasses。class1andclass2．Accordingtothefinalexaminationperformancesoflastterm，theaveragescoresinEnglishtestoftwoclassesareclosest．Theauthorselectclass1asexperimentalclass(EC)randomly，class2ischosenascontrolledclass(CC)．Theexperimentalclasshas35learnersandcontrolledclasshas35learnersaswell．Theaverageageofthemis14．Thesetwoclassesaretaughtbytheauthor．Theexperimentlastedforonesemester,whichwasfromSeptember13in2014toMarch19in2015．AstothechoiceofthelearnersinGrade8．itiSbasedonthereasontheycanunderstandbetterforlearningsituationandcooperationthanGrade7orGrade9．Forexample，learnersinGrade7werejustgraduatedfromprimarysch001．Theyareinastageoftransitionwithunsteadycharacteristics．Theycamefromdifferentruralprimaryschools．Theallocationofteachersandteachingfacilitiesisunbalancedandteachingconditionsarepoor，whichleadstothehugedifferenceandtheweaknessoftheirEnglishfoundation．ThelearnersofGrade9arefacingthepressureoftheHighSchoolEntranceExaminationforEnglishforseniormiddle一16— 优质论文26万方数据辽宁师范大学硕士学位论文sch001．Inordertogotoabetterseniormiddleschool，theirlearningtasksaresoheavythattheydon’thaveenoughtimetodothisexperiment．However，learnersofGrade8areinarelativelystablestageandhavenomuchpressureofenteringagoodseniorhighsch001．TheirEnglishvocabularyisincreasing．Theyareinaperiodofdevelopingtheirlogicalthinkinganddivergentthinking．Theyarereadytolearnanewlearningmethodandfullofcuriosityfornewthings．TheauthorwilluseScaffoldinginstructiontoguidelearners’Englishreadinginexperimentalclass(class1)．Atthesametime，traditionalreadingteachingmethodswillbeusedinthecontrolledclass(class2)．Thetwoclassessharethesamelearningmaterials—NewTargetEnglishforGrade8ofPEP(People’SEducationPress)edition．Thetwoclassesarenotonthesamefloorandthelearnersareallcomingfromdifferentareas，SOthecommunicationbetweentwoclassesisnottoomuch．Inthisway,wecanminimizethefactorswhichwillinterferewiththeeffectsofexperimentandguaranteeobjectivityofexperimentalresult．3．3InstrumentsInthisexperiment，threemaininstrumentsareadoptedwhichincludeinterviews，questionnairesandtestsforlearners．3．3．1Tests砀eauthordesignedtwotests(pre—testandpost—test)forthelearnersinexperimentalandcontrolledclasses．Theauthorheldthepre—testonSeptember13，2014，thepost-testwasheldonMarch19，2015．Inordertomakesurethetwotestsarevalidandreliable，theauthorchoosesthereadingmaterialsfromtheentranceEnglishexaminationforseniormiddlesch001．Thepre-testusedsomereadingcomprehensionpartsintheexaminationpaperofYe新2013．whilepost-testadoptedsomeofYear2014．Thelearnersareaskedtofinishthetestin30minutes．Tomakesuretheresultsobjective，learners’readingtestwereanonymousandtheauthorgradedlearners’readingaccordingtomarkingcriterionofthatexamination．Theresultsofpre—testtendtoprovetheEnglishperformanceofthetwoselectedclassesisatthesamelevel．Thecontrastofthepost-testscoreresultsbetweencontrolledclassandexperimentalclassshowsthedifferenceandchangesfortwodifferentEnglishreadingteachingmethods．Meanwhile，bythescorecontrastbetweenpre—testandpost-testofexperimentalclass，wealsocanseetheeffectofScaffoldinginstructioninimprovinglearners’readingperformancetosomedegree．3．3．2QuestionnairesTwoquestionnairesaredesignedforlearnerswhichincludepre—experimentalquestionnaireandpost—experimentalquestionnaire．Questionsaredesignedreferringtothecurrentproblemsinlearners’reading，learners’readingattitudes，interestsandtheirviewpointsonreadingteachingandScaffoldinginstruction．Thepre—experimental 优质论文27万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolquestionnaireisconductedintheexperimentalclass(35learners)andcontrolledclass(35learners)atthebeginningofthesemester．Thepost-experimentalquestionnaireisconductedattheendofthesemesterinEC．Therateofthesurveyrecoveryis100％，thatistosay,allthequestionnairescollectedarevalid．Theaimofthepre—experimentalquestionnaire(seeninAppendix1)istofindoutlearners’attitudestoEnglishreadingandEnglishreadingteachingandthecurrentproblemsofrurallearners’reading．Sothe15questionsinthepre—experimentalquestionnairerefertothesethreeaspects．Allthe15questionsareclosedquestions．Tomakesureeveryoneinbothclassescantotallyunderstandthequestions，theauthordesignthequestionnaireinChinese．ThefollowingTable3．1showsthetypesofquestions．Table3．1Typesofquestionsinpre—experimentalquestionnaireTypesLearners’attitudestoReadingproblemsofLearners’perspectivesEnglishreadinglearnersaboutEnglishreadingteachingQuestionsNo．1．5No．6．11No．12—15Thepost—experimentalquestionnaireisdesignedfortheexperimentalclass，whichaimstofindthechangeoflearners’attitudestowardsEnglishreadingandtheirperspectivesofScaffoldinginstructioninimprovingEnglishreadingperformance．Itcanreflectimprovementoflearners’readingability．ItisalsodesignedinChinesevision．Theauthordesignsquestionsinthepost—experimentalquestionnaireincluding11closedquestions．Thequestionnairesaregiventolearnersattheendofthesemester．ThetypesofquestionsareshowninTable3．2asfollows．Table3．2Typesofquestionsinpost-experimentalquestionnaireTypesChangesofImprovementsinEnglishAttitudestoScaffoldinglearners’attitudesreadingperformanceinstructioninEnglishtoEnglishreadingteachingQuestionsNo．1．3No．4．7No．8．11Eachitemofthequestionnairesisexpressedintheformofaquestion，notastatement．Learnersaregiventhreechoicesinonequestion：AstandsforNO；BstandsforHavenoidea；CstandsforYES．Andtheycanchooseonlyoneasanswertoeachquestion，exceptthemultiplechoicequestion(AtoE)inthepre—experimentalquestionnaire．Afterthequestionnairesaredistributedtolearners，theyaregiven15minutestofinishthem．3．3．3InterviewsTwointerviewsareconductedforlearnersintheexperimentalclass．Thefirstinterview一18— 优质论文28万方数据辽宁师范大学硕士学位论文occursbeforetheexperimentandtheotheroneiscarriedoutattheendoftheexperiment．Theinterviewstendtofindmoredetailedinformationabouttheexperimentasasupplementforquestionnaires．T11efirstinterviewiSdoneonSeptember15th，2014．Theinterviewincludesfivequestions，aimingtoknowaboutlearners’attitudestoEnglishreadingandwhethertheyacceptScaffoldinginstructionasanewauxiliaryteachingt001．Theauthorinterviewed10learnersintheclassrandomly．Beforetheinterview,theauthorexplainedthepurposeoftheinterviewandremovedtheirdoubts．Learnerswereasked5questionsasfollows．1．HowdoyouusuallyreadEnglishcomprehensivereading?2．珊1atdoyouthinkisthemostdifficultpartinEnglishreadingforyou?3．Doyoulikeyourteacher’SteachingmethodsofEnglishreadingatpresent?4．Ⅵ，ouldyouliketolearnsomenewEnglishreadingmethods?5．HaveyoueverheardofScaffoldinginstructionbefore?ThesecondinterviewiScarriedoutonMarch19th，2015一attheendoftheexperiment．ItaimstofindoutwhetherlearnersbecomeinterestedinEnglishreadingornot．Learners’opinionsabouttheapplicationofScaffoldinginstructioninEnglishreading，teachingisthefoCUSpointinthepost．experimentalinterview．Theauthorchooses101eamersintheclassrandomlytoaskthefollowing4questions．1．DoyouthinkScaffoldinginstructionusefultoEnglishreadinglearning?2．DoyouliketheteachertoutilizeScaffoldinginstructioninreading?3．DoyouhopethatyourteacherwillcontinueusingScaffoldinginstructiontoguideyourEnglishreadinglearning?4．Ⅵmatkindofadvicewillyougiveyourteacherabouttheapplication’ofScaffoldinginstructiontoEnglishreadingteaching?3．4TheProceduresofExperimentTheexperimentstartedfromearlySeptember13m，2014toearlyMarch19m，2015lastedforalmostonesemester．T11eproceduresoftheexperimentarecarriedoutthroughthreestagesasfollows：thepreparationstageoftheexperiment，theexperimentalstageandpost．experimentalstage．Duringthefirststage，thatisthepreparationstage，thepre—testsandpre．questionnaireforlearnersincontrolledandexperimentalclassesareusedtoensuretheirEnglishreadinglevelsarealmostthesame．Interviewsforlearnersinexperimentalclasswillbepresented．Infact，theexperimentalstageisthereadingteachingpracticestageofusingScaffoldinginstructioninclass．Andthepost-experimentalstagecoversthepost．questionnairesandinterviewsforexperimentalclasslearnersandpost-testsforlearnersinbothclasses．3．4．1PreparationfortheExperimentIttooktwoweeksfortheauthortopreparefortheexperimentatthebeginningofthe一19— 优质论文29万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSch001semester．Inthisstage，theauthorneedstodoapretestofEnglishreadinginexperimentalandcontrolledclass；35copiesofquestionnairesaregivenouttolearnersoftheexperimentalclass；theauthorneedstorandomlyinterviewwithsomelearnersofexperimentalclass；thetrainingonScaffoldinginstructionforsubjectsneedtobedone．Firstly,thepre-testwasheldinthetwoselectedclassatthesametimeinorderthattheinformationabouttestitemscouldn’tbeleakedout．ThetestpapersweremarkedbyanotherexperiencedEnglishteacherofGrade8accordingtothesamecriterion．ItaimedtoprovetheEnglishperformanceoftwoclassesisatthesamelevel．Secondly，questionnairesweregivenoutandthenwerecollectedbytheauthor．Itmainlytendedtofendoutcurrentproblemsofleamers’reading．Tllirdly，interviews(giveninChinese)，asasupplementforquestionnaire，weretotestifyleamers’attitudestoanewreadingmethod．Theauthorchattedwithleamersabouttheitemsoftheinterview1istedbefore．Theinterviewanswerswererecordedandtranscriptedindetailinorderthattheauthorcouldanalyzethemintimeafterresearch．Atlast，thetrainingfortheapplicationofScaffoldinginstructionwasprocessedintheexperimentalclass．Theteacherintroducedthebackground．definitionandcharacteristicsofScaffoldinginstructiontomakelearnershaveabetterunderstandingofit．ThentheteacherintroduceditsapplicationtoEnglishreading．Tomakelearnersquicklymasterthemainpointsofutilizing，theteacherwouldshowsomepicturesofScaffoldinginstructionandutilizeScaffoldinginstructionintheblackboardwithexplanation．ThenlearnersstartedtotryutilizingScaffoldinginstructiontopracticereadingwiththeguidanceoftheauthor．Ⅵmenlearnerscouldutilizeandexplainitorally,thetrainingwascomplete．Thepreparationfinishedintwoweeks．3．4．2TheImplementationStageTheauthorselectedclass1andclass2inGrade8assubjects．Thetwoclassesweretaughtbythesameteacherandusedthesamelearningmaterial，Unit2Howoftendoyouexercise?frompage9to16一thetextbookGoforR!publishedbyPEP(People’SEducationPress)in2013．Thereare2sectionsineachunit．Andthesecondpartofeachunitisreadingtask．SothetrainingofapplicationofScaffoldinginstructioninreadingwascompliantwiththecurriculumscheduleofEnglish．T11atiStosay．when1earnershavelearntandaccumulatedmuchknowledgeofthemodule，itcan'letothereadingtrainingpart．Thetrainingclasswasusuallyarrangedonceaweek．Tlleteacherarrangedthereadingtaskaccordingtothereadingtaskineachunit．Ⅵ71lenthetaskwasnotSOsuitableforlearners．theteachercouldselectamoresuitabletopicaccordingtothethemeoftheModule．Intheexperiment，class1wasexperimentalclass(EC)inwhichtheteacherappliedScaffoldinginstructiontoEnglishreadingteaching．However，theteacherstillusedthetraditionalmethodinthecontrolledclass(class2、．一夕0一 优质论文30万方数据辽宁师范大学硕士学位论文TheauthorexplainstheapplicationofScaffoldinginstructiontoEnglishreadingindetailbyanexample．TheexampleisbasedontheUnit2SectionBofNewTargetEnglishforGrade8，publishedbyPEP．Thetopicofthisunitis“Howoftendoyouexercise?’’andthissectionreadingtaskinU血2is“WhatDoNo．5HighSchoolLearnersDoinTheirFreeTime?”．Oncethereadingtopicisgiven，learnersconstructtheirreadingframeworkwiththetopicsentenceandkeywords．AtthebeginningphaseofusingScaffoldinginstruction，learnersneedteachers’guidance．Atthebeginningofthetopic“WhatDoNo．5HighSchoolLearnersDoinTheirFreeTime?”，theauthoraskslearnerstoanalyzethereadingtaskindividually。Afterthattheauthorinstructslearnerstothinkthathowmanypartsareincludedandwhattheyareinthismaterial．Theteacherenlightenslearnerstothinkabouttheframeworkaccordingtorequkememsofthetopic．Thecomprehensionconsistsof4parts：whatyourfavoriteframeworkcanbebuiltup?ItcanbeillustratedasinthefollowingFigure3。1。WhatarethelHowdoyougetthe锄；uItandimportant．k，形Wh—atDoN≥o．、mainideaofthe⋯Ⅶ哪砌N脚s№。5＼＼嚣wholetext?phrases?lLea。rnersDoin∥l／式¨黧坩!∞久ure3．1Thefraeworkofhereaingtas(fromtheautor’Sperpective)Scaffoldintheorwaconducteiexperimentaclass(EC)ithprocesoEnglisreadinteachinithiempiricastudy,whiltraditionateachinuseicontrolleclas(cc)．nlauthocarrieouthitheoriEnglisreadinteachiniEathfollowefouprocedures：1)Enterinthsituation；2)IndependenExplorations；3)CooperativStudy4、EvMuating．T11samplunifoEnglisreadinteachinipresenteafollowsThsampllesson(foexperimentaclass1)Teachinmaterial：砌刃DNo．HigSchooLearnerDiTheiFreTime?(Grad8)Uni2，Hooftedyoexercise?froEnglistextbooGFoIt，publishebPeople’EducatioPresEnglisSectioReatharticlancompletthpichartothnexphase2)Subjects：RuraJunioMiddlSchooLearners，GradEight，Clasl(EC3)Teachinaims，1、LanguaggoalsWordanphrases：housework，junfood，hardlever，once，twice，usthIntemet，gonline，sucas，morthan，lesthan，aleast一≯1 优质论文31万方数据AStudyOiltheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchool_—————-_-————_———’—_————--—————_——_—_——————。———‘—。—————。——————————————————：—————一—=—一。Grammar：Usingpresentcontinuoustensetoexpressmtureactions．@Readingskills：Enablelearnerstopracticetworeadingskills，skimmingandscanning．Enablelearnerslearnsomethingaboutsomefreetimeactivitiesandlearnerscanusewhattheyhavelearnedinthereadingtodescribetheirexercises，useoftheInternetandsomeactivities．@Others：Letlearnersknowhowtoexpresstheirinterestsandexercisesduringtheirfreetime，andenlargetheirhorizononwatchingTV,exercisesanduseoftheInternet，andSOon．41Teachingkeysanddifficultpoints：Fullyunderstandthereadingtextandthestepsofpracticingreadingdependingonscaffoldinginstruction．Mostofstudentscanapplythistheorytothematerialreadingaccordingtodifferenttasks．5)Teachingaids：Computer,Electronicscreenandblackboard6、lTeachingandlearningmethods：ScaffoldingTheory,ConstructivismlearningtheoryApproach7)Teachingsteps(45minutes)：Whateverdifferentteachingcontent，it’11stillmostlycheckoutclassattendanceandgreetingtolearnersasusual．Step1：Reviewsomeproverbsandoldsayingsincludingsomewordsandphrasesrelatedtoexercisesandinterestsforlearners．(1minute)a．“Ifyounoticethisnoticeyouwillnoticethatthisnoticeisnotworthnoticing’’b．“Ithoughtthisthought．ButthethoughtIthoughtwasn’tthethoughtIthoughtIthought'’’Step2：Leading—in(5minutes)Task1：Leading-inbythinkinganddiscussingTeacher：Goodmorning，boysandgirls．Whatdoyouliketododuringyourfreetime?Whyareyoufondofitorwhynot?Canyourememberhowmanyexerciseshaveyouheardoforknown?Andwhatcanyougetfromtheexercisesandinterestsyouchoose?Ifyouownachanceortimetochooseanotherexerciseorinterest，whatkindofexerciseswillyouchooseandwhy?NowpleasepayattentiontothefollowingpicturesanddiscusswithyourpartnershowtoexpresstheseexercisesmeansinEnglish．Learners：gotothemovies，reading，learning，watchingTV,shopping，dance，musicalinstruments，cooking，Englishlearning，science，computergames，usetheIntemet，playsports，exercise．．．Task2：Leading-inbyimaginingandspeakingTeacher：Okclass，ifyouchooseoneortwoexercisesorinterestsandyoucanonlyget一22— 优质论文32万方数据辽宁师范大学硕士学位论文somethingfromitorthem，howshouldyoukeepdoingitandwhatyouwanttoget?Now,IfllTlwillingtogiveyouoneminutetothinkandlatergiveyouranswerandreasontothewholeclass．Learners：dance，musicalinstruments，cooking，Englishlearning，science，computergames，usetheIntemet，playsports，exerciseStep3．Pre-reading(3minutes)Task1：KnowingandmatchingTeacher：DoyouknowwhatexercisesthelearnersusuallychooseinNo．5Highschoollearnersintheirfreetime?Nowlookatthefollowingchart．Someactivitiesnamesaregivenintheleft．Tlletimethelearnersusuallyspendintheright．Pleasematchthemcarefully．AndyouCandiscusswithyourpeers．Learners：Finishtheirexercisesonpage14accordingtothecontentofthetextintheirfreetimeasthefollows．ExerciseUseoftheIntemetWatchingTV——％．1．3融eSa瞄——％——髫}6limesaweek——％Wlimesaweek——％事石髓翔eS鑫掰eek一23一——％秘exer壤se——％everyday——％l-3timesaWeek——％毅0瞪day 优质论文33万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolStep4：Ⅵmile—reading(25minutes)Task1：SkimmingTeacher：Nowpleaselookatthepicturesofsomeactivitiesyoucandoduringsparetimeontheelectronicscreen。Doyouknowhowlongthelearnerswillspend?册拾fkindsofexerciseslearnersusuallydointheirdailylife?Inyouropinion，whatisthemostimportantreasonforyoutomakeachoiceasyouractivitiesinyourfreetime?Ifyoureallywanttoknowtheanswer，practiceyourownreadingabilityfromthetext．Firstofall，trytoexerciseyourlisteningabilitythroughanaudioclipentitled“WhatDoNo．5HighSchoolLearnersDoinTheirFreeTime?”Whenyouarepracticing，payattentiontomakepausesinreadingunpunctuatedancientmaterials．Trytoimitatethepronunciationofthepassageloudlyandmatchthegeneralideaofeachparagraph．DoyouknowhowmanyactivitiesNo．5highschoollearnerschooseintheirfreetime，whattheyareandwhytheywillchoosethisastheiractivities?Nowlookatthepicturesofsomeactivitiesyoucandoduringsparetimeontheelectronicscreen．Ok，todaywe’regoingtoreadapassageaboutWhatDoNo．5HighSchoolLearnersDoinTheirFreeTime?PleaselistenandreadaloudaboutthetextWhatDoNo．5HighSchoolLearnersDoin砀P护FreeTime?Payattentiontothepronunciationofeachwordandthepauseswithineachsentence．It’Stimetoreadthewholepassageandhaveatrytomatchthegeneralideaofeachparagraphquickly．Paragraphone1．ItisawarmupactivityforthispassagetoshowUSthemaintopicandsomestructurecluesofthewholetext．ParagraphtwoParagraphthreeParagraphfourParagraphfive2．IttellsUSsomethingaboutthesituationandstatusofthefirstactivityexerciseintheirfreetime．3．ItintroducestoUSsomebasicknowledgeaboutthesecondimportantactivitygoonline．4．ItshowssomethingrelatedtothethirdpopularactivitywatchingTVforlearnerstodoeveryday．5．Itmakesaconclusionaboutthewholepassagetoexplainthebenefitsofeachactivitvthepassagementionedabove．ThroughSkimmingreading，it’Sbettertograspthearticlestructureeffectivelywithsomeessentialskills．Normally，discoursestructuremaybedividedintothetotal—points—total，total-points，points-total，etc．Intheprocessofskimming，weusuallytaketomastertheparagraphbymeansofthetopicsentencequickly．Usuallythetopicsentenceiseitheratthebeginningortheendofthewholeparagraph，seldominthecenter．About80percentofthetopicsentenceisinthefirstparagraph,20％isattheend．IfalearnerCanfindatopicsentence，itwillhelphimorhergetthegeneralideaoftheparagraph．Anotherwaytogettoknowthemaincontentfastandefficientlyistobegoodatspottingthekeywordsofeachparagraph．Hence，tohelplearnerstofmdthesekeywordsinthepassageisnecessary,anditwillhelplearnersimprove 优质论文34万方数据辽宁师范大学硕士学位论文theirspeedinreading．Normally，itisalleffectivewayforalearnertotrytospotoutthekeywords，ifheorshecannotreadthewholesentence，butheorshemustknowthekeywordsclearlyandcorrectly．Itisconvenientforlearnerstograspthearticlecontentquicklybytopicsentenceandkeywordsinthereadingprocessinanefficientway．Task2：CarefulreadingTeacher：Nowitistimeyoupracticeyourcarefulreading．1willdivideallofyouinto8groupsandeverylearnerreadthepassagecarefullyandunderlinetheimportantandusefulwords，phrasesandexpressionsasmanyaspossible，andmarkdownthestructureofthewholepassageandsomethingasthetopicsentenceofeachparagraphandsomekeywordscanhelpthelearnerscomprehendthetextineachparagraph．Then，eachgroupmustsummarizeyourfinalanswersthroughthediscussion．Last，selecttwoorthreefromyourteammatesineachgroupcometothefronttogiveyourgroup’Sconclusion．Learners：words，phrasesandexpressionsfromWhatDoNo．5HighSchoolLearnersDoinTheirFreeTime?Thestructureofthispassageshouldbetotal-points—totalstructure．Thetopicsentenceforeachpartisrespectively“LastmonthweaskedOurleamersabouttheirfreetimeactivities．”forthefirstparagraph．“ItisgoodtorelaxbyusingtheInternetor，watchinggameshows，butwethinkthebestwaytorelaxisthroughexercise．”fromthelastparagraph．Thekeywordsarerespectivelyexerciseinthe2册paragraph，goonlineinthe3一paragraph，andwatchingtelevisioninthe4t“paragraph．Alltheimportantwordsare：activity，exercise，intemet，result，percent，times，online，surprise，atleast，forfun，although，popular，itisgoodtodo⋯，relax，gameshow,through,healthy，suchas，spend，oldhabitsdiehard，too．Task3：Readthearticleagainandanswerthequestions．1．Whatpercentofthelearnersdonotexerciseatall?2．WhatpercentofthelearnersusetheIntemeteveryday?3．HowoftendomostlearnerswatchTV?Whatdotheyusuallywatch?4．Whatdoesthewriterthinkisthebestwaytorelax?Why?5．DoyouthinkthelearnersatNo．5arehealthy?Whyorwhynot?Task4：Accordingtothearticleandthepiecharts，writesentenceswiththepercentagesusingalways，usuallyorsometimes．】．90％：2．85％：3．45％：4．10％：5．13％：6．2％：Task5：Dependingonyourownsituation，trytochooseoneasyourfreetimeactivityandtoexplainthereasonwhyyoulikeit，howoftenyoudotheactivity,andSOon．Thencommunicateyouropinionswithyourclassmates．Atlast，trytomakeapiechartandshow25— 优质论文35万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolthepiecharttoyourclass．Howoftendoyou⋯?Namesofclassmates1．Playcomputergames1．3timesaweek2．Readbooks3．Goshopping4．6timesaweek4．DrawpicturesEveryday5．PlaysportsStep5：Post—reading(5minutes)Teacher：Imagineyouandyourpartnerarehungryforsomeactivitiesinyourfreetime，howwillyouprepareandarrangeforit?Whatwillyougetfromit?Step6：Evaluationandreflection(4minutes)Teacher：evaluateyourownperformanceintheclassroomobjectivelyandyourpartnersandgroups’performance．Andconcludewhatyoulearnedandgainedintheclass．Step7：Homework(2minutes)1．DiscussorsurftheInternetformoreinformationaboutactivities．2．眦eashortessayaboutyouractivitieswithin100words．3．4．3ThePost-experimentalStageT11epost-experimentwascarriedoutattheendofthesemester．Inthisstagetheauthorneedstocompletethefollowingtasks：interviewwithlearnersinexperimentalclass，distributeandcollectquestionnairesforexperimentalclassanddopost—testofEnglishreadinginexperimentalandcontrolledclass．Thepost-testwereheldatthesametimeinbothclasses，ECandCC，inMarch19t11，2015．Andjustaspre—test，themarkingofreadingpaperswasdonebythesameEnglishteacher．Theauthorinterviewed10learnersinexperimentalclass．TheinterviewaimedtofindouttheresultsofapplicationofScaffoldinginstructioninEnglishreadingteaching．Theinterviewwasdoneinlearners’sparetime．Theprocedurefordistributionandcollectionofpost-questionnaireswouldbethesameasthatinthepre-questionnaires．Itaimedtofundthechangeoflearners’attkudestoEnglishreadingandtheirperspectiveofScaffoldinginstructioninimprovingEnglishreadingperformance．Thedatawouldbecollectedforfurtheranalysis．ItispossibletogleanfromtheavailableresearchfindingsanumberofcluestoexplainsomeofthedifferencesinattRudetowardsEnglishreadingteaching，thoughtheconclusionsarealwaysinconsistent．Intermsofwhathasbeenlearntfromthisstudyinthe一26— 优质论文36万方数据辽宁师范大学硕士学位论文post—experimentalstage，therearethreequestionsasdescribedbelowthisresearchfindingsmainlyaimtoanswer：1．Willtheteacherimprovejuniormiddleschoolstudents’Englishreadinginterestsbyusingscaffoldingteachingmethodinclass?2。Towhatdegreewilltheapplicationofthescaffoldingteachingmethodhelpstudentstoimprovetheirreadingcomprehension?3．WhateffectwillScaffoldingteachinghaveinalteringtheirattitudestowardsEnglishreading?Thefirstfmdingregardinglearners’readinginterestsfromthequestionnairesisthatitcanbedescribedinthreeways．First，fromtheoutcomesofpost—questionnaires，thenumberofthelearnerswholiketoreadisincreased．Mostofthelearnersexpresstheiraffectationforextracurricularreadingmaterials．Morethanhalfofthelearnersthinkthatreadingcanmakethemlearnalotofinterestingknowledge．Additionally，thedataofthequestionnaireprovidetheevidencethatlearnerstendtomakenotes．Second，theanalysesofinterviewsalsodenotesomechangesaboutlearners’interestinreading．Learnersbecomemoreinterestedinreadingafteraperiodofthree—monthteachingandlearning．Mostofthelearnersconveytheideasthatreadingisnottediousanymore，becausetherearemanyinterestingactivitiesinclassroomteaching．Third，theresearcheralsonoticesthelearners’changes．Forexample，theresearcherpresentsalotofpicturesaboutAustraliainthebeginningofreadingclass，andatthesametime，sheprovidesscaffoldinginordertohelplearnersbetterunderstandculturalknowledgethroughslidesandvideo．Slidesandvideonotonlyactivaterelevantbackgroundschema，butalsocultivatelearners’interestinreading．Asakindofpre-readingactivities，itisreasonablefortheteachertousepictures，slides，andvideo．Inclassroomteaching，the．researcheralsofindsthatmorelearnerswanttoexpresstheirideasaboutherquestionsandthe、atmosphereinclassislively．Mostimportantofall，learners’answersareextremelywell。Thesecondfundingconcernslearners’awarenessofautonomouslearningandcooperativelearning．Itisapparentthatlearners’awarenessofcooperativelearningandautonomouslearninghasbeendevelopedbasedontheresultsofpost—questionnairesandinterviews。Ontheonehand，withrespecttolearners’cooperativelearning，morelearnerswanttojoininavarietyofgroupactivities．Intheprocessofcooperation，learnersfeelthattheycarlbenefitfromdiscussingreadingmaterialswiththeirpartners．Throughcooperativelearning，theyhelpeachotherinordertoperformthetaskssuccessfully．Cooperativelearningcangreatlystrengthenthecooperationbetweenlearnersandlearnersorlearnersandteachers．Inaword，cooperativelearningmaybringahostofpositiveeffectsforbothteachersandlearners．Forteachers，theycanknowexplicitlylearners’readingeffectbasedontheirperformance．Forlearners，theycanexperienceasenseofachievementfromcooperativestudy．Ontheotherhand，asforlearners’autonomouslearning，morelearnersdevelopthehabitofpreparingandreviewing．Duringclass，researcherfindsthatmorelearnersCanperformthe27— 优质论文37万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchooltaskalonebecausedimcultpointscanbebrokendownintoeasyonesthroughthepresentinstruction．Forexample，more1earnerscanperformthetaskbyusingreadingstrategies．Inparticular，thekeyistopolitelydemandself-assessmentandreview．Similarly，thereisverylittlecorrelationbetweenexperts’assessmentandtheirperformance．Itgivesthestudentsanopportunitytowakeupthemselvesintheprocessoflearning．Thefinalsetoffindingisthatthepresentinstructionactuallydevelopslearners’readingability．Asstatedintheprecedingchapter，themaintaskofreadingpurposesofseniorhighschoolistohelplearnersdevelopreadingstrategies．Theresultsofpost-testandpost—questionnaireshowsomechangesaboutlearners’readingability．First，learnersgraduallyknowtheimportanceofculturalknowledgeintheirreadinglearning．Inreadingclasses，learnerscantalkaboutAustralia’SculturalbackgroundinModule3．Second，accordingtoquestionnairesandtests，learnersareabletousesomereadingstrategiessuchas，readingformainideas，guessingthemeaning，makinginferences，skimming，scanning，writingmindmapandSOon．Third，astheteacherincreasinglytransfersresponsibilityfortheirreadingduringthisexperiment，learnersbecomeawareoftheiractiveroleintheirreadinglearning．Inreadingclass．theycanfulfillthetasksalone、析ththehelpofscaffoldinginstruction．Inbrief,scaffoldinginstructionoffersabetterlearningcontextfordevelopmentof1earners’readingcomparedtothoseoftraditionalmode．Thefindingsofthisresearchprovethatscaffoldinginstructionishelpfulforlearners’readinglearning．一28— 优质论文38万方数据辽宁师范大学硕士学位论文ChapterFourResultsandDiscussions4．1DataCollectionBeforetheauthoranalyzedthedata，allthedataincludingquantitativeandqualitativedatawerecoUected．Theproceduresofthedatacollectionwerecarriedoutasf01lows．Firstly，theauthordistributed70copiesofpre-experimentalquestionnaireinthetwoclassesonSeptember13，2014．Learnerswereaskedtoanswerthequestionnairesin15minutes．Whilelearnerswereansweringquestions，theirclassteacherwasn’tallowedtogototheclassroom．Inthatway,learnerswouldnotfeelthepressurefromtheirownteachers．Allthequestionnaireswerecollectedafter15minutes．Sotherecoveryrateofpre．experimentalquestionnaireswas1OO％．Thepre-testofEnglishreadingwasalsoheldinSeptember13，2014．pdlthe70learnerstookpartinthetest．Thescoresofallthereadingpapersinpre．testaswellastheanswersofpre—experimentalquestionnaireswerecollectedonSeptember16．2014．Secondly，thepre-experimentalinterviewwithexperimentallearnerswasconducted．Theauthorinterviewed10learnersintheclassrandomly．Beforetheintervig_w,theauthorexplainedthepurposeoftheinterviewandremovedtheirdoubts．ThefirstinterviewwascarriedoutonSeptember15，2014．Theauthorrecordedandcollected1earners’answersinthelasttwoweeksinSeptember．Aftertheexperimentofonesemester，the35copiesofpost-experimentalquestionnairesweredistributedintheexperimentclassonMarch15，2015．Theywereaskedtoanswerthequestionsin15minutes．Andthentheanswersofthequestionnaireswerecollected．AfeWdays1ater,theinterviewwithlearnersintheexperimentalclasswasconductedonMarch19．2015．TheiranswerstothequestionswererecordedandcoHectedbytheauthor．Finally,thepost-testwasarrangedonMarch19，2015．Andthenthescoresofthereadingpapersofpost．testwerecollected．4．2TheResultsandDiscussionsoftheQuestionnairesTberesultsofdataofthepre—experimentalandpost-experimentalquestionnaireshavebeenshowninthefollowingtables．Thepre—experimentalquestionnairesweredistributedto70learnersaltogether．Thereare15closedquestionsinthequestionnaire．Andthepost—experimentalquestionnairesweredistributedto35learnersoftheexperimentalclass．Thereare11closedqueaionSinthequestionnaire。Forthepre—experimentalquestionnaire，thedesignofthequestionsinthetwoquestionnairescontains3aspects：thefirst5questionsrefertolearners’attitudestoEnglishreading．QuestionsofNo．6一11refertothereadingproblemsoflearners．No．12—15inthefirstquestionnairereferstolearners’perspectivesofcurrentreadingteaching．Incontrast，thefirst3questionsofpost—experimentalquestionnairerefertochangesoflearners’attitudesto 优质论文39万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolEnglishreadingafterusingScaffoldinginstruction；QuestionsofNo．4——7refertotheimprovementsinEnglishreadingperformance；No．8—11refertolearners’attitudestoScaffoldinginstructioninEnglishreadingteaching．Forthetwoquestionnaires，thelastaspectofthedesignislearners’perspectivesonreadingteaching．Andthenitcomestodiscussingtheresultsofthequestionnairesfromthesethreeaspects．4．2．1EffectsofScaffoldingInstructiononLearners’AttitudestoEnglishReadingJustasshowninTable4．1，asfortheirperceptionsofEnglishreading，learnersfromtwoselectedclassesprovidedvariousanswers．Basedontheiranswerstoitem1，wecouldsee67％oflearnersthoughtEnglishreadingwashardforthem．Only13％oflearnersdidn’tthinkSO．Besides，fewlearnershaverealizedtheimportanceofEnglishreading．54％oflearnerstotallyhadnoideaaboutthis．Asforitem3，73％percentoflearnerschose‘'No”，thatistosay，morethanhalfoflearnerswerenotinterestedinreading．Wecanthinkaboutitfromanotherangel．Maybeanewinterestingreadingmethodcouldchangelearners’attitudes．Nodoubt，whenlearnersanswertheitem4，only16％percentoflearnerswereconfidentinEnglishreading．Andamajorityoflearners，70％thoughtitwasdifficultforthemtoimprovetheirreadingscores．Table4．1Resultsofquestionsforlearners’attitudestoEnglishreadingItemAspectBC1DoyoutMnkEnglishreadingiseasyforyou?67％20％13％2DoyouthjnkEnglishreadingisimportant?17％54％29％3AreyouinterestedinEnglishreading?73％13％14％4AreyouconfidentinEnglishreading?56％28％16％5Doyouthinkitiseasyforyoutoimproveyourreading70％18％12％scores?Note：AstandsforNO；BstandsforHavenoidea；CstandsforYESInotherWOrds．theresultsindicatedthatEnglishreadingwasdifHcultforleamersinruraliuniormiddlesch001．TheYdidn’trealizetheimportanceofEnglishreading．AndtheyshowedlessinterestsandconfidenceinEnglishreading．Theyalsothoughtitwashardforthemtoimprovetheirreadingscores．Theanswersfromitem1to5reflectedlearners’negativeattitudestoEnglishreadiIlgtoacertaindegree．Duringtheexperiment，theteachertaughtlearnersreadingbyusingScaffoldingteachingapproach．Soaftertheexperiment，thepost-experimentalquestionnairesweredistributed．Anditemslto3amongthequestionsrefertothechangesofattitudesofEnglishreading．ThefollowingTable4．2illustratedthechangeofleamers’attitudestoEnglishreading．Aftertheexperiment，theytendedtothinkEnglishreadingisnotSOdifficultthatthereisnowaytofund一30一 优质论文40万方数据辽宁师范大学硕士学位论文interestsandestablishconfidenceinreading．Table4．2Changesoflearners’attitudestoEnglishreadinginpost-experimentalquestionnaireItemAspectCBA1DoyouthinkEnglishreadingbecomeeasierforyou?50％30％20％2Doyouhavemoreconfidenceinreadingnow?58％27％15％3Hasyourinterestinreadingbeenimproved，atpresent?65％25％10％Note：AstandsforNO；BstandsforHavenoidea；CstandsforYES4．2．2EffectsofScaffoldingInstructiononEnglishReadingTeachingAsmentionedbefore，QuestionsofNo．6—11inthepre—experimentalquestionnairerefertothereadingproblemsoflearners．QuestionsofNo．4——7inthepost—experimentalquestionnairerefertotheimprovementsinEnglishreadingperformance．Table4．3Theresultsofreadingproblemsoflearnersintheper-experimentalquestionnaireItemAspectABCDE6Doyouknowhowtocollectreadingmaterials59％24％17％inyourdailyreadingpractice?7Beforereading，willyoumaketheoutlineof63％25％12％thereading?8Whatisyourreadingprocedureinyour53％28％19％readingpractice?9Whatisthebiggestproblemexistinginyour57％38％65％70％24reading?％10AretheEnglishnewspapersandmagazines28％53％19％helpfultoyourreading?11Afterfinishingreading，willyouproofread58％23％19％+．yourcomprehension?12Whydon’tyouproofreadyour20％73％7％comprehension?“^』一Note：AstandsforNO；BstandsforHavenoidea；CstandsforYES，Exceptforitem8and9Fromtheabovetable，wecangetabasicunderstandingoflearnersaboutthecurrentreadingproblemsbeforetheexperiment．Asforitem6．wefoundalmost60％oflearnersdidn’tknowhowtocollectreadingmaterials．Andonly12％madealloutlineofthereadingmaterialsbeforereading．Wknaskedlearnerstheprocedureoftheirreading．theyweregiven3choices．53％oflearnerschosethefirstone。thatiStosay,ahalfoflearnersfinishedthecomprehensiondirectlywithoutthinkingwhentheyglancedatthereadingtopic．Only19％oflearnerscoUectedreadingmaterials．thenmakeanoutlineandfinallyreadthecomprehension．Item9isamultiplechoicequestion．Itallowedlearnerschoosemorethanoneanswer．TheYwereaskedwhatthebiggestproblemwasintheirreading．Fromtheiranswers，wecanseethechoicesthattheshortofvocabularyandincoherenceforcontextsaccountfor57％and65％respectively．Inaddition，thelackofreadingideasheldthebiggestproposition(70％)．Asforitem10．53％oflearnershadnoideaabouttheeffectsofEnglishextra-curricularbooksonreading．Becauseofthelimited1earningCOndition．manylearnersinruralsch001hadnomuch一3l一 优质论文41万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolmoreopportunitiestotouchthem．Forthefirstquestionofitem11，only19％wouldproofreadtheircomprehensionaftertheyfinishedreadingtasks．However58％oflearnersoftheexperimentalclasschosethefirstchoice．Itmeans58％ofthesurveyedlearnersdidn’tproofreadtheirreading．Thenthesecondquestionofitem11aimsatthe58％ofthelearnerswhodidn’tproofreadtheirreading．Amongthem．20％ofleamersdidn’tknowhowtoproofreadtheircomprehensionand73％oflearnersthoughtitisunnecessarytorevisetheircomprehensions．Only7％oflearnerschosethethirdchoice．Inaword．fromtheresultsofTable4．3．wecanseeaseriesofproblemsinlearners’reading．Amongalltheproblems，thelackofreadingcluesisthebiggestproblemofreading．Theycouldnotconstructtheframeworkofthereading．Sobeforereading．mostoflearnerswouldnotcollecttherelatedreadingmaterials．relevantinformationandmaketheoutlinebeforereading．Duringtheprocessofreading，theymeetlotsofproblems，includingincoherenceincontexts，grammaticalmistakesandSOon．Afterfmishingreadingtask，manylearnersdon’tcorrecttheirunderstandingagainandamajorityoftheselearnersdon’tthinkitisnecessarytoend．Comparedwiththeproblemsbeforetheexperiment，theresultsofpost—experimentalquestionnaireCanshowtheimprovementoflearners’readingperformance．TheresultsofNo．4—6werepresentinthefollowingTable4．4．T11econtrastofresultsbetweenpre-experimentandpost—experimentquestionnaireshowthecurrentreadingphenomenon：moreandmorelearnerscancollectthereadingmaterialsandmakeanoutlinebeforereading；agrowingnumberoflearnersstartedtochecktheirunderstandingafterfinishingreadillg．Aboutthequestionofitem7．“、斫llyouanalyzeandgetsomeclearcluesagainafterreading?”52％oflearnershavetheawarenesstodoit．Table4．4TheimprovementofreadingperformanceaftertheexperimentPercentageof‘‘YES’’Percentageof“YES’’ItemContentinpre-questionnaireinpost—questionnaire4Doyouknowhowtocollectreading17％58％materialsinyourdailyreadingpractice?5Beforereading，willyoumakethe12％50％outlineofthereading?6Afterfinishingreading，willyou19％63％proofreadyourcomprehension?Inconclusion，theapplicationofScaffoldinginstructioninEnglishreadingisbeneficialtotheimprovementoflearners’readingability．Asacognitivetheory,Scaffoldinginstructionishelpfultodeveloplearners’divergentthinking．一32— 优质论文42万方数据辽宁师范大学硕士学位论文4．2．3Learners’AttitudestotheApplicationofScaffoldingInstructiontoEnglishReadingTeachingThelastpartofpre-experimentalquestionnaireistoknowtheirtmderstandingofEnglishreadingteaching．FromthefollowingTable，wecansee，manylearnersdidn’tlikereadingclass，inthereadingclassandtheylearnedfewreadingtechniques．Teacheralwaystakemuchmoreconsiderationandexplanationonvocabularyorgrammar，evenmorecorrectanswers．Theycannotmakethereadingteachingcharmingandstimulating．Aboutthepracticeofteachersingradingreadingpapers，80％oflearnersmakearandomchoiceiftheyarenotsuresimply，whichmeanstheteacheroftencannotgettoknowstudents’learningandcomprehensivesituationbytheirchoiceandmarksonly．Table4．5Resultsoflearners’attitudestoreadingteachingbeforetheexperimentItemContentABC12DoyoulikeEnglishreadingclass?21％54％25％13Doyoulearnsomereadingtechniques51％40％9％inreadingclass?一14Doesyourteachermakefulluseof72％24％4％materialsoftextbookstoteachreading?15Whatistheteacher’Scorrectpatternin80％13％7％yourmind?Note：AstandsforNO；BstandsforHavenoidea；CstandsforYES．Comparedwiththepre—experimentalquestionnaire，wecangetsomefindingsformthepost—experimentalquestionnaire．FromFigure4．1，wecansee，almost70％oflearnerslikedtheteachingmethodwithScaffoldinginstruction．71％ofleamersthinkScaffoldinginstructionisusefulinimprovingtheirreadingscores．Meanwhile，65％oflearnersagreedthatScaffoldinginstructionisnotonlyusefulinimprovingreading，butalsovocabulary,writingandotheraspects．Atlast，65％oflearnersexpressedtheirthoughtaboutScaffoldinginstructionthattheywouldprefertocontinueusingScaffoldinginstructioninthefurtherlearning．一33— 优质论文43万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolFigure4．1Theresultsoflearners’attitudestowardsreadingteachingunderScaffoldinginstructionNore：1standsforitem8：DoyouliketheteachingmethodofScaffoldinginstruction．comparedwiththe仃aditionalone?2standsforitem9：DoyouthinkScaffoldinginstructionishelpfultoimproveyourreadingscore?3standsforiteml0：DoyouagreethatScaffoldinginstructionarealsousefulinlearningotheraspectofEnglish?4standsforitem11：WbuldyouliketocontinueusingScaffoldinginstructionforthefurtherEnglishlearning．Inconclusion,fromtheresultsoflearners’attitudes，wecarlseelearnershaveapositiveattitudetoScaffoldinginstruction,theyagreethatScaffoldinginstructioncarlhelpthemtoimprovetheirreadingscores．HencetheyaremoreandmoreinterestedinEnglishreading．4．3TheResuitsandDiscussionsoftheTestsInordertotestifytheeffectofScaffoldinginstructioninimprovingEnglishreadingperformance，theauthordesignedtwoself-appointedtests(pre—testandpost-test)combinedwithsometasksinentranceexaminationforsecondaryschoolinexperimentalandcontrolledclasses．Thetotalpointofthetestreadingitemis20．Theresultsoflearners’testsarepresentinthefollowingtables．Firstly,theresultsofthepre-testreadingscoresofthetwoclassesarepresentinTable4．6．MaximumMinimumMeanRateof0．45．89．1213．1617．20abovel5SCOreSControlled17311．812％5％22％44％20％8％ClassExperimenta16311．6512．5％6％68％43％23％8％lClassTheauthorwillexplaintheconditionandfruitsaccordingtothedatainTable4．6from一34— 优质论文44万方数据辽宁师范大学硕士学位论文thepre—test．Itmeansthepercentageofthenumberoflearnersineveryscoresection．FromtheresultsofthetwoselectedclassesinTable4．8．wecanseethelowestandhighestscoresofthetwoclassesaresame．T11eaveragereadingscoreofcontrolledclassis11．8．whichishigherthanthescoresoftheexperimentalclass．Itiscleartoseethescoresdistributingtothethirdscalef9to12)ismuchhigherthanothersformostlearners．Bythecomparisonofthescores，wecancometotheconclusionthatthereare110significantdifferenceinreadinglevelbetweencontrolledclassandexperimentalclass．Afterexperiment，thepost-testwasheldtotestifytheeffectofScaffoldinginstructiononEnglishreadingscores．ThefollowingTable4，7willprovidethecomparisonofreadingscoresofthetwoclasses．MaximumMinimtlmMeanRateofO一45．89．1213．1617．20abovel5SCOreSControlled173ll，612％5％25％40％22％8％ClassExperimenta17412．215％3％15％30％47％8％lClassFromthetableabove，wecanseetheaveragereadingscoreofexperimentaIclass(12．2、iSmuchhigherthanthatofcontrolledclass(11．6)．Scoresectionof13to16inexperimentalclasstakesupthebiggestproposition,whichisalsohigherthancontrolledclass．Thatmeansthereadinglevelsofmostofthelearnersintheexperimentalclassareimproving．Thus．wecanconcludethatScaffoldinginstructionisbeneficialforlearnersintheftreading．Scaffoldinginstructioncanimprove1earners’readingperformance．4．4TheResultsandDiscussionsoftheInterviewsThefirstinterviewwasmadebeforetheexperiment，aimingtogetmoreinformationaboutlearners’attitudestoEnglishreading．Theauthorinterviewed10learnersintheclassrandomly．TheyareallowedtoanswerthequestionsinChinese．Theauthortranslatedtheinterviewquestionsandlearners’answersintoEnglish．Herearethequestionsandsometypicalresponsesoflearnerstranslatedfromthetranscriptsbytheauthor．一35 优质论文45万方数据AStudyOntheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchool1．HowdoyouusuallyreadEnglishS1：Idon’tknowhowtoread．SoIusuallycopymaterials?myclassmates’answer．S5：Iusuallycollecttherelatedreadingmaterialsandsummarizetherelevantinformationintheprocessofreading．2．WhatdoyouthinkisthemostdifficultS3：Mainideas．IhavenocluewhenIreadthepartinreadingforyou?readingtopic．Idon’tknowhowtothink．S5：Themostdifficultpartformeisthecohesionofthecontent．Icouldnotusetheconjunctionscorrectlyandskillfully．S2：Vocabulary．Icouldnotunderstandwhatthematerialsmeaninmyreadingbecauseoflackofvocabulary．3．Doyoulikeyourteacher’SteachingS4：No．Idon’tlikeit．MyteacherjustgivesUSamethodofEnglishreadingatpresent?readingtopicandhaslittleguidanceforUS．Itisboring．S6：Ihavenofeelingaboutit．IhaveriointerestinEnglish，SOIdon’tcareaboutwhatmethodmyteacherhasused．4．Wouldyoulike．tolearnsomenewS9：Yes，I'dliketo．IhopeICalllearnhowtoreadEnglishreadingmethods?difficultEnglishmaterialsfromit．S6：Yes．ButIhopeitisnotdifficultforme．5．HaveyoueverheardofScaffoldingS10：Never．But1wanttoknowit．instructionbefore?S8：IrememberedIreadanarticleaboutitfromabook．However，Iforgotthecontentaboutit．N0te：SstandsforlearnerFromtheinterviewbeforetheexperiment，wecanconcludethatmostofthelearnersdonotknowhowtoreadandunderstandallEnglishmaterialcompletely．Andtheyhaveanegativeattitudetotheirreadingteachingmethod．TheyarenotinterestedinEnglishreading．However，whenbeingaskedthelastquestion,theyshowedagreatinterestinScaffoldinginstruction．Theyarereadytoacceptanewmethodtoimprovetheirreadingperformance．Aftertheexperiment，theauthorchose10learnersintheexperimentalclassrandomlytointerviewsomequestions．Learners’attitudestowardstheapplicationofScaffoldinginstructioninEnglishreadingteachingisthefocusonthepost-experimentalinterview．Herearethequestionsandsometypicalresponsesoflearners． 优质论文46万方数据辽宁师范大学硕士学位论文1．DoyouthinkScaffoldinginstructionisS1：Yes，IthinkSO．Becauseafterusingit．IusefultoEnglishreadinglearning?findreadingbecomeseasier．S2：No，Idon’t．Yousee，myabilityofreadingwasn’timproved．2．DoyouliketogetthereadingS7：Yes，Iliketogetit．Itmakesmehaveainstruction?clearthinkingclueS4：No，Idon’tlikeit．Ittakesmemuchtimetogetit．It’Snotsimpleforme．3．DoyouhopethatyourteacherwillS8：Yes．IhopeSO．IthinkitisinterestingandcontinueusingScaffoldinginstructiontouseful．guideyourlearninginEnglishreading?S9：No，Idon’tthinkSO．It’Salittlebitdifficultformetoutilizeit．4．WhatkindofadvicewillyougiveyourS2：IhopeEnglishteachercanprovidemoreteacherabouttheapplicationofScaffoldinginterestingmethodsforUStoexperience．instructiontoEnglishreadingteaching?Sl0：IhopeEnglishteachercansetadisplaycornerintheclasstodisplaylearners’readingmaterials．Note：SstandsforlearnersFromtheresultsofinterview,wedrawaconclusionthatmostoflearnerslikeScaffoldinginstruction．TheythinkapplicationofScaffoldinginstructiontoEnglishreadingisinterestinganduseful．Itishelpfultodeveloplearners’divergentthinking．Andmanylearnersliketogettheirreadinginstructionbythemselvesandshareitwithclass．TheunderstandingtoScaffoldinginstructionandpracticeinreadingmaterialscandevelop’“theirspiritsofindependentthinking．Learnersdiscusstheirsupportingstructurealtogetherandcooperatewitheachothertofinishtheirassignments，whichisbeneficialtodeveloptheirspiritofcooperation．Comparedwiththetraditionalreadingteachingmethod，Scaffoldinginstructionmotivateslearnerstoparticipateintheclassroomactivities．Therefore，learnerswillnotfeelboredaboutit．SomelearnersarenotfolldofScaffoldinginstruction．SomelearnersthinkutilizingScaffoldinginstructionisdifficultforthem．Theycouldnotgetthekeypointsofthemethod．BecausetheapplicationofScaffoldinginstructionrequiresthatlearnershavetheabilitiesofimaginationandassociation．SomeleamershavenoimaginationSOtheyfeeldifficult．AndafewlearnersthinkScaffoldinginstructionisnotsuitableforthem．Thatisbecausetheyhavenodifficultyintheirreading．ItisunnecessaryforthemtouseScaffoldinginstruction．However，mostofthelearnersholdpositiveattitudestotheapplicationofScaffoldinginstructiontoEnglishreading．Theyhopetheirteachercancontinueusingitforthefurtherreadingteaching．一37— 优质论文47万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchool4．5SummaryThroughthedatacollectionandanalysisofthequestionnaire，testandinterview,wegotlearners’differentresponsestothesamequestionbeforeandaftertheexperiment．IthasshownthatlearnerspaidlittleattentiontoEnglishreadingandtheywerenotinterestedandconfidentinEnglishreadingatthepre-eXperimentalstage．Theirreadingscoreswerelow．Theyweretaughtwithtraditionalteachingmethodwhichtheyfeelboredandlearningnothingfromtheclass．Incontrast，theapplicationofScaffoldinginstructiontoEnglishreadingclassbringmanychangestoleamers．Firstofall，theirattitudestoEnglishreadinghavechanged．Theybecameinterestedinreadingandnotbeafraidofreading．Scaffoldinginstructiongavethemmorereadingchancestopracticetheirreading．Thus，theyactivelyparticipatedinthereadingclass．Then，theirperformancewasimproved．BeforetheeXperiment，beforereading，mostoflearnerswouldnotcollectthereadingmaterialsandmaketheoutlinesbeforereading．Duringtheprocessofreading，learnersmeetalotofproblems，includingthemainideaofthewholepassage，grammaticalmistakesandSOon．Afterfinishingreadingtask,manylearnersdon’tproofreadtheircomprehension．Aftertheexperiment，moreandmorelearnersCancollectthereadingmaterialsandmakealloutlinebeforereading；agrowingnumberoflearnersstartedtoproofreadtheircomprehensionsafterfinishingreading．LearnershaveapositiveattitudetoScaffoldinginstruction，andtheyagreethatScaffoldinginstructioncanhelpthemtoimprovetheirreadingscores．一38— 优质论文48万方数据辽宁师范大学硕士学位论文ChapterFiveConclusionInthischapter，themajorfmdings，implicationsandlimitationsofthestudywillbedemonstratedonthebasisoftheexperiment．Additionally，somesuggestionsforfutureandfurtherresearcherswillbeputforward．5．1MajorFindingsTheaimofthisstudyiStoassesstheeffectivenessofScaffoldinginstructioninEnglishreadinginruraljuniormiddlesch001．AccordingtotheanalysisoftheresuRsoftheinterviews，questionnairesandtests，wecanconcludethatScaffoldinginstructionisaneffectivetooltochangelearners’attitudetoEnglishreading，improvetheirreadinginterestsandmotivatetheirreadingperformance．Themajorfindingsaresummarizedasfollows．Firstly,asavisualknowledgerepresentationmodel，Scaffoldinginstructionishelpfulinchanginglearners’Englishreadingattitudeandenhancestheirinterestsinreading．Comparingtherelatedquestionsofthequestionnairesandinterviewsbeforeandaftertheexperiment，wecanfindlearners’obviouschangesintheirattitudestoreading．Amajorityo．．flearnersthinkthatScaffoldinginstructionmakesreadingmucheasier．Theyarenota鸟aidofreadinganymoreandbecomemoreconfidentandactiveinreading．TheybelieveScaffoldinginstructionCanimprovetheirreadingabilities．ItishelpfulformostoflearnersintheclassorinthefurtherlearningtohaveagoodinterpretationonScaffoldinginstructionwhentheydosomereadingcomprehension．Scaffoldinginstructionhelpsthemtodeveloptheirdivergentthinkingability，dealwithreadingmaterials．AsforEnglishreadingteaching，theydon’tfeelasboredasbefore．ScaffoldinginstructionCanberegardedasaneffectiveteachingstrategy．Theteachercanguideorsummarizelearners’commonreadingproblemstimelytoimproveteachingefficiency．Learnersbecometolikereadingclass．Secondly，Scaffoldinginstructionisaneffectivethinkingtooltoimprovelearners’Englishreadingperformance．T11eauthorhasdonetheexperimentintwoselectedclasses．T11eresultsofthetestshaveprovedthatthereisasignificancedifferenceinreadingscoresbetweencontrolledclassandexperimentalclass．Thereadingscoresofexperimentalclass(EC)arehigherthantheonesofcontrolledclass(CC)．Throughthequantitativeanalysis，theexperimentalclassappliedwithScaffoldinginstructioninreadingteachingoutperformedthelearnersincontrolledclass．Besides，Scaffoldinginstructionhelpslearnerstobuilduptheirreadingframework．ByusingScaffoldinginstruction，learnerscanconsciouslysearchallthereadingmaterialstheyneedandfundoutthefocusandbranches．Thewholepicturecanbegiven．Thentheisolatedandscatteredsentencesandpattemsareorganizedandsummarizedintoawholematerial．Muchattentionispaidtothelogicalrelationshipbetweenthecontexts．Theycanrevisetheirreadingdetailsafterclassbyreviewingtheirthinkingprocess．Theirreadingqualityisimproved．一39— 优质论文49万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolUndertheguidanceofScaffoldinginstruction，learnerscandoitbythemselves，inpairsoringroups．Theydiscussandcooperatewithothers，bywhichtheycandeveloptheirinitiativeandcooperativespirits．Besides，withtheguidanceoftheteacher，thecommunicationbetweenlearnersandteachersareenhanced．Itcreatesactiveandharmoniousreadinglearningatmosphereinclass．Therearestillsomeotherfmdingsfromthisexperiment．ScaffoldinginstructioniSbeneficialforteachersand1earnerstomake向lluseofthetextbook．Thetextbookmakes1earnersaccumulatereadingmaterialsbecomemoreconvenient．Thecontentsofthetextbookrelatedtothereadingtaskcanprovidemodelswhetherinthepassagestructureorintheexpressions．rnlelearnersfmdoutthatScaffoldinginstructioniseffectivetoimprovereading．1earnersarereadytobooksomeEnglishreadingjournalsornewspaperstoopentheirhorizons．Additionally,afteraperiodoftrainingofScaffoldinginstruction，learnersarefamiliarwithit．Sosomeof1earnersuseittomemorizeEnglishwordsandphrases．ItiSconvenientforlearnerstodocomprehensivereadingwiththehelpofScaffoldinginstruction，includingintensivereadingandextensivereadingofothersubjects．．5．2ImplicationsoftheStudyThestudyhasprovedthattheapplicationofScaffoldinginstructiontoEnglishreadinginruraljuniormiddleschoolwaseffective．TherearesomepracticalimplicationsfromtheresearchforEnglishteachingandlearning．Firstly，theimportanceofEnglishreadingbyapplyingScaffoldinginstructionneedstobestressed．One’Sreadingabilitycanpresenthisorhercomprehensivelanguageskills．Therefore，theteachersinjuniormiddleschoolshouldrethinktheroleofreadingclassinthecurriculum．AsfortheIearnersinruraljuniormiddleschool，theydon’tknowhoWtogetamainideafromamaterialandtheyhavelittleconfidenceinreading．Belongingtothetypicallate—maturelearners，mostofthemhaveguessedorspeculatedorconjectured，evenhaveusedwhatiscommonlycalledthemosteasilymethod———giveitup．SoitisessentialtomotivateandinspirelearnersinEnglishreadingteachingbyusingScaffoldinginstruction．Scaffoldinginstruction，asavisualthinkingtool，callmakecomplicatedinformationintovisualimages．Scaffoldinginstructioncalldevelopleamers’divergentthinkingabilityandmakereadingclassasanexploringexperience．Secondly，theapplicationofScaffoldinginstructiontoreadingteachinghassomerequirementsforteachers．Beforeusinganewteachingpatternintheclass，theteacherneedstohaveagoodunderstandingofitandimprovetheircorrespondingknowledgesystem．Andtheyneedtodolotsofpreparationsbeforeclass，thatistosay，theyoughttotakemanyfactorsintoconsideration．Duringtheclass，theteacherreinforcesgoodbehaviorwithsomekindofrewardtodirectastudent’Spatternofbehaviorintheirreadingtasks，andtheymustpointoutandcorrecttheircommonmistakesoftheirpracticeSOthattheyCanuseittoevaluatetheir——40—— 优质论文50万方数据辽宁师范大学硕士学位论文students’processofreadingandunderstanding．Itisachallengeforteacherstoprocessitsmoothly．Thirdly，thecreationofactivereadingatmosphereisverynecessaryforlearners．Duringtheclass，theteacherwouldencouragetheirlearnerstoovercomethefearforreading．Learnersareinvolvedinchoosingsomereadingtopicsandencouragedtosetuptheirreadinggoals．Andtheteachershouldprovideactivitieswhichneedlearners’cooperativeandcompetitivework．Theycanpresent，sharetheirownideaswithothersandtrytheirbesttodobetterinthecompetitivestage．ItisagoodthingthattheuseofScaffoldinginstructioncancreateactivereadingatmosphere．However,focusoflearnersisalsoeasilyoutofthecentralfromthetopic．Sotheteachershouldhaveanoverallcontrolinthewholeclassprocess．Atlast，Englishtextbookscanbemadefulluseof．Oneofthemajorproblemsinlearners’readingistheirdifficultyincollectingreadingmaterials．Theytotallyhavenoideaaboutreading．Whilethetextbook，asthefundamentalmaterials，areeasilyignoredbyteachersandlearners．Attheprimarystageofreading，theappreciationandimitationofthecontentsinthetextbookisvitalimportancetolearners．Theycanlearnhowtogetthemainideainacorrectandlogicalway．Finallytheycandeveloptheirinnovationabilityaboutthedetailedinformationandkeypointsbasedonwhattheyhave1earnedinthetextbook。5．3LimitationsoftheStudyAstheoldsayinggoes，“Thereisneverarosewithoutaprick”，itisimpossibletoexpectanyoneoranythingtobeperfect．Therearealsosomelimitationsinthisstudyowingtotheauthor’Slimitedtime，energy,abilityandSOon．。‘：’Primarily，thesamplesizeofthisreadingexperimentissmall．TheaimofthestudyistoexploretheeffectivenessofScaffoldinginstructioninEnglishreadinginthewholeruraljuniormiddleschool，while，theauthorcarriedouttheexperimentonlyinonegradeinoneruraljuniormiddlesch001．Ifthelargernumberoflearnersis‘involvedintheexperiment，theresultsofthestudywillbemorevalid．Moreover,theexperimentaltimeperiodislimited，whichlastedforjustonesemester．Becauseofthetightteachingschedule，learnershavenoenoughtimeandchancetofamiliarizetheconceptsofScaffoldinginstructionandpracticeScaffoldinginstructionskills．Theeffectofthenewreadingteachingpatternisaffectedbythisaspecttosomedegree．Ifmoretimeisgiven，thestudyresultswillbemorereliableandpersuasive．Finally，therearesomeaspectsthatyoucouldnotcontrolduringtheexperiment．Forexample，theamountoflearners’self-learningtimeisdifferent，somelearnersworksveryhardtolearnEnglish，otherstakerelativelylesstimetolearnit．Besides，thoughtheauthortriedtominimizetheHawthomeeffect，itisinevitabletoaffecttheexperiment．Andsomeaspectsabouttheindividualdifferencewereignoredbecauseoftheauthor’Slimitedtimeand 优质论文51万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolenergy,whichincludelearners’learningstyles，theirownknowledgebackgroundandlearningmotivations．5．4SuggestionsforFurtherResearchersT11estudyabouttheapplicationofScaffoldinginstructionisatthestartingphaseinChina．thereismuchspaceforfurtherresearchers．Herearesomesuggestionsgivenbytheauthorasfollows．Thevalidityofexperimentsshouldbeenhanced．Firstly，thesubjectsofthisstudyareruraljuniorschoollearnersofGrade8，whichislimited．Ifthenumbersofthesamplearelarger，thestudycangetmoreaccurateresultsforthefurtherstudy．Secondly，ScaffoldinginstructionCanbeappliedinotherlevelsofEnglishreading，suchasprimaryschoolandhighschoolintheruralareas．Firstly，thestudiesoftheapplicationofScaffoldinginstructionindifferentfieldshavebeenstudiedsuchasEnglishwriting，grammarandvocabulary,whilesomeblankfieldsaretobetestedsuchaslistening，speaking．Mostlearnersofourcountryareweakinthetwoaspects．ItisworthtotrytheapplicationofScaffoldinginstructiontothesetwoaspects．Additionally,Scaffoldinginstructioncanberegardedasnotonlyasadivergentthinkingtool，butalsoatooltomonitorlearners’ownlearning．Learnersareloadedwithmanylearningtaskssuddenlyoncetheyenterintoseniorhighsch001．Mostofthemcannothandlethemefficiently．ThusScaffoldinginstructioncanbeusedtomakelearningplans，organizelearningcontentsandSOon．T11eresearchcanbeexploredtoimprovelearners’metacognitiveability．Finally，somedisadvantageofusingScaffoldinginstructionshouldbenoticed．ThemainshortcomingsofScaffoldinginstructionarethatitneedsmuchtimetoutilizeit．Toachievethebesteffectoftheexperiment，researchersneedtotaketimeintoconsideration．Inotherwords，thereisstillmuchroomforthefurtherresearchers．Theauthorhopesthefindingsofthisstudycanbeusefulforfurtherresearchers．AndtheauthorbelievesthatotherdeeperinvestigationsonScaffoldinginstructionCangetmorevaluableresults．一42— 优质论文52万方数据辽宁师范大学硕士学位论文RefeFences[1]Budd，J．W．2004．SupportingstructureasClassroomExercises．JournalofEconomicEducation．35．46．[2]Buzan,T．&BuzanB．1995．TheMindMapBook。London：BBCBooks．[3】Buzan，T．&BuzanB．1993．TheMindMapBook：Howtousetheradiantthinkingtomaximizeuntappedpotential．NewYork：PenguinBooksUSAInc．[4]Eppler，M．J．&Burkard，R．A．2004．KnowledgeVisualization：TowardsaNewDisciplineanditsFieldsofApplication．Lugano：UniversityofLugano．[5】Farrand，P．eta1．2002．TheEfficacyofThe‘Scaffoldinginstruction’StudyTechnique．MedicalEducation，(5)：426-431．[6】http：／／www．education．corn／reference．／article／information-processing—theory．[7／http：／／www．360doc。corn／content／14／1217／15／21040194_433635538。shtml。[8]http：／／lilil682．i．sohu．com／blog／view／73615369．htm．[9]Mento，A．J．&Jones，R．M．1999．Scaffoldinginstructioninexecutiveeducmion：applicationsandoutcomes．TheJournalofManagementDevelopment．18(鼽1—25．[10]Novak，J．D．1984。TheUnderlyingConceptMapsandHowtoConstructThem，http：／／cmap．cognist．uwf．edu／info／index．htIm．【11]崔贝贝．2012．支架式教学在高中英语阅读教学中的应用．硕士学位论文．西安：陕西师范大学．[12】【13]【14】【15][20][21][22】[23]陈云辉．2006．支架式教学在医学课程教学中的实验研究．硕士学位论文．西安：第四军医大学．东尼．博赞，巴利．博赞．2009．支架式教学一匕京：中信出版集团股份有限公司．郭艳霞．2011．基于支架式教学的教学模式研究．硕士学位论文．长沙：湖南师范大学．李静雯．2005．支架式教学在中学化学教学中应用的研究．硕士学位论文．南京：南京师范大学．罗斌．2013．农村地区初中英语阅读教学现状分析及应对策略．教法新探．(5)：31．32．齐伟．2003．黎加厚教授谈概念图．信息技术教育．(9)：34．36．齐伟．2005．系列1：概念图／支架式教学导论．教育技术导刊．(5)：9．11．乔春雨．2011．高中生英语阅读“支架式教学”学习策略研究．硕士学位论文．苏州：苏州大学．沈建强．2009．支架式教学在教学中应用的理论基础．教改前沿．47．49．徐亮．2001．语言习得神经机制性别差异对优化二语习得策略之启发．夕}、语与外语教学．(6)：6．8．余强基．1996．右脑潜能与脑力潜能的开发模式．天津师大学报．(1)：42．45．杨兰娟．2007．ResearchontheApplicationofConceptMindMapinPupils一43印刁跚纠n口n口 优质论文53万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolMetal—cognition．硕士学位论文．南京：南京师范大学．[24]赵国庆，黄宋怀，陆志坚．2005．知识可视化的理论方法．开放教育研究．11(1)：23—27．[25]赵国庆．2009．知识可视化2004定义的分析与修订．电化教育研究．(3)：15。18．[26】张丹．2005．支架式教学在初中英语阅读教学中的应用．硕士学位论文．大连：辽宁师范大学．[27】张瑜．2013．高中英语词汇教学中应用支架式教学的实验研究．硕士学位论文．长春：东北师范大学．[28]周书萌．2014．基于支架式教学模式的高中英语阅读教学研究．硕士学位论文．石家庄：河北师范大学．[29]周丹．2013．支架式教学在农村中学英语阅读课中的应用研究以坡头中学为例．硕士论文．开封：河南大学． 优质论文54万方数据辽宁师范大学硕士学位论文AppendixAThePre—experimentalQuestionnaireforLearners亲爱的同学们，你们好，非常感谢你们的配合。为了了解目前大家英语阅读理解的学习情况，大家对英语阅读的态度，设计了本调查问卷。问卷仅做本次研究用途，题目的答案没有正误之分，也没有好坏之分，你的回答更不会对你的日后的生活和学习带来影响。希望同学们认真，如实地做出回答。本次调查不记名。祝同学们学习进步11．你认为英语阅读理解容易吗?A．不容易B．一般C．容易2．你觉得英语阅读重要吗?A．不重要B．一般C．重要3．你对英语阅读感兴趣吗?A．不感兴趣B．一般C．感兴趣4．你对英语阅读有信心吗?A．没有B。不清楚C．有5．你觉得自己的英语阅读成绩容易提升吗?A．不容易B．不清楚C．容易6．在平时阅读中，你知道如何搜集阅读材料吗?A．不知道B．知道一些C．知道7．你阅读文之前会先列提纲，构建篇章框架吗?A．不会B．有时候会c．总会8．阅读练习中，你的阅读步骤通常是什么?A．直接读，按照词句将其翻译过来B．先了解篇章框架，边读边验证C．结合相关阅读材料，依据篇章框架，结合关键词句9．你认为自己在阅读中存在的最大问题是什么?(可多选)A．词汇量小B．语法错误c．上下文不连贯D．阅读思路不清E．其他10．你认为读英语杂志，报纸对提高英语阅读水平帮助大吗?A．不大B．不清楚C．大11．英语阅读完成后，你会对习题进行检查验证吗?A．不会B．有时会C．总会如果上题选“不会”，那不检查验证的原因是?A．不知道怎么检查验证B．没必要C．其它12。你喜欢上英语阅读课吗?一45— 优质论文55万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolA．不喜欢B．没感觉C．喜欢13．在英语阅读课上，你们会学到很多阅读技巧和方法吗?A．不会B．没感觉C．会14．老师在阅读教学中，会经常让你们利用课本素材练习阅读吗?A．不会B．有时会C．总会15．老师对你们的阅读练习批改方式是?A．只批分数B．批出分数并给出正确答案C．批出分数，给出正确答案，并进行原因阐述 优质论文56万方数据辽宁师范大学硕士学位论文AppendixBThePost-experimentalQuestionnaireforExperimentalclass亲爱的同学们，你们好，非常感谢你们的配合。这次问卷调查的目的是了解你们对于支架式教学应用于英语阅读理解中的感受。请大家仔细的回顾本学期英语课中阅读理解的学习过程，如实的回答这份问卷。本问卷仅供此研究用途，问题的答案没有对错和好坏之分，更不会对你日后的学习和生活造成影响。请根据自己的实际情况进行作答。再次谢谢你的合作。祝你学习愉快11．经过这学期的支架式阅读理解的教学训练，你觉得英语阅读容易些了吗?A．还是很难B．没感觉C．容易些了2．现在你对英语阅读有信心了吗?A．没有B．没感觉C．有3．现在你对英语阅读的兴趣提高了吗?A．没有B．没感觉C．有所提高4．现阶段的英语阅读中，你知道如何搜集英文阅读材料了吗?A．不知道B．不清楚C．知道5，现阶段英语阅读前，你能通过支架式阅读方式，列出阅读模式吗?A．不能B．不清楚C．能6．完成阅读后，你能够根据支架模式认真验证你的阅读成果吗?A．不能B．不清楚C．能7．英语阅读完成后，现在你会自觉地去总结常用短语和句式吗?A．不会B．偶尔会C．总会8．与传统阅读教学方式相比，你更喜欢支架式阅读理解教学的教学方法吗?A。没有B．没感觉C，有9．你认为支架式阅读教学对提高你的英语阅读学习成绩有帮助吗?A．没有B．没感觉C．有10．支架式阅读教学不仅能提高你的英语阅读成绩，还有利于英语其他方面的学习，你同意吗?A．不同意B．没感觉C．同意11．你以后会继续使用支架式阅读理解学习方式，学习英语吗?A．不会B．不清楚C．会 优质论文57万方数据AStudyOntheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSch00lAppendixCScoresofEGinpre-·testandpos-·testNumberPre．testScoreofEGPost-testScoreofEG119202181931941720518206161871719815189161910121611131712141613121514191511171612181710131815181911182012152l131622913231112241216251012261416277122891029673045—48— 优质论文58万方数据辽宁师范大学硕士学位论文AppendixDScoresofCGinpre--testandpos--testNumberPre．testScoreofCGPost．testScoreofCG1192171831615418195196141571781918917181013114151215141316141317151216111217131816171991020131421141222lO923101424121325982611132768289729563086—49— 优质论文59万方数据AStudyontheApplicationofScaffoldingInstructiontotheEnglishReadingTeachinginRuralMiddleSchoolAcknowledgementsAsforthecompletionofmythesis，1wouldliketotakethisopportunitytothankallthepeoplewhohaveeverofferedmegreathelp，constantsupportandgoodadviceduringtheprocessofmythesisreading．Iappreciatealltheirassistanceandkindness．Firstly，myspecialsinceregratitudegoestomysupervisor,ProfessorFuYIfei，whoofferedmemanyconstructiveideasandadvice．Herlearnedknowledge，personaldedicationinherresearchhasbroadenedmyhorizonandhergoodmannersandnobilityhaveinfluencedmetoagreatextent．ImustexpressmythanksforalltheenergyandtimeshespentOilmythesisproposal，readingandproofreading．Herremarkableadvicehascontributedthecompletionofthethesis．Withouthervaluableguidanceandconstantsupport，Icouldnotovercomeallthedifficultiesintheprocessofwriting．ThenmysincerethanksgotootherknowledgeableteachersandprofessorsinLiaoningNormalUniversity．Inmygraduatestudy,theyofferedallthecoursesforUSandtheirhardworkinteachingandtheirpricelesssuggestionsformythesisareofgreatvaluetome．Besides，Iarnverygratefultoalltheparticipantsinvolvedintheexperimentofthisresearch．Ican’tcompletemythesisasplannedwithouttheircooperationandactiveparticipation．Lastbutnotleast，Iappreciatethekindnessallthemembersofmyfamilygaveme．Withouttheirconsiderationandunderstandingduringtheperiodofpostgraduatestudy,itisimpossibleformetocompletethethesissmoothly．+一50一 优质论文优质论文硕博学位论文60
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