支架式教学在高中英语语法教学中的应用研究 65页

分类编号：：单位代码１０１６７：密级：学号２０１４０５１０２８鄉海欠聲专业硕±学位论文雜？？Ｉ：论文题目：乂Ｓ化ｄｙｏｆ化ｅＡｌｉｃａｔｉｏｎｏｆＳｃａｆｆｏｌｄｉｎｇＩｎｓｔｒｕｃｔｉｏｎｐｐ化ＥｎｌｉｓｈＧｒａｍｍａｒＴｅａｃｈｉｎｉｎＳｅｎｉｏｒＨｉｈＳｃｈｏｏｌｇｇｇ支架式教学在高中英语语法教学中的应用研究作者姓名：刘晨指导教师：张新宇副教授实践指导教师：富娜专业名称：学科教学（英语）研究方向：英语教学学院年级：外国语学院２０１４级完成日期：２０１６年６月潮海大学研究生学院 原创性声明本人郑童承诺；所呈交的硕±学位论文是本人在导师指导下进行的研究工作和取得的研究成果。尽我所知，除了文中己经注明引用的内容外，本论文不包含其他个人或集体己经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，１。均已在文中＾＾＞明确方式标明本人完全意识到本声明的法律结果由本人承担。论文作者签名：曰期Ｐ／＾＾：Ｊ年＜月曰 关于论文使用授权的说明学位论文作者完全了解潮海大学有关保留、使用学位论文的规定，目Ｐ；研究生在校攻读学位期间进行论文工作的知识产权单位属于潮海大学。潮海大学有权保留并向国家有关部口或机构送交论文的复印件和磁盘，允许学位论文被查阅和借阅。本文作者授权截海大学可公布学位论文的全部或部分内容，可ｙｘ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，可レッ采用影印、缩印、扫描或其它复制手段保存、汇编学位论文（保密的学位论文在解密后遵守此规定）。保密□，在年解密后适用本授权书。本论文属于／＂不＂保密因／适用本授权书。（请在□内打Ｖ）论文作者签名：指导教师签名：Ａ和兩砖曰期：）。／《年知之曰曰期：乂年（＾月么曰７＾ AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolBYLiuChenAssociateProf.ZhangXinyu,SupervisorAThesisSubmittedtoCollegeofForeignLanguagesInPartialFulfillmentoftheRequirementsfortheDegreeofM.Ed.inSubjectPedagogyAtBohaiUniversityJune,2016 AbstractGrammar,asasystemofrulesgoverningtheconventionalarrangementandrelationshipofwordsinasentence,isthefoundationandthecoreinEnglish.ItcanbeconcludedthatEnglishgrammarteachingisveryimportant.However,becauseofthecurrentproblemsintraditionalgrammarteachingandtherecentrevolutioningrammarteaching,thereisanunsatisfactorygrammarteachingsituation.Ontheonehandteachersdonothaveaclearideaaboutgrammarteaching.Therearetwoextremes,oneis“teacherexplainsandstudentspractice”,andtheotheris“desalinatingtheteachinggrammar”.OntheotherhandstudentsholdtheideathatEnglishgrammarlearningiscomplexandboring.ThethesisaimstobuildasuitablescaffoldforEnglishgrammarteachingonthebasisofsuchtheoriesasConstructivismandVygostky’sZoneofProximalDevelopmentTheoryandtoimprovetheEnglishgrammarteachingsituation.Basedontheresearchbackgroundandpurpose,theresearchquestionsaresummarizedasfollows:(1)Canscaffoldinginstructionenhancestudents’interestingrammar?(2)Canscaffoldinginstructionimprovestudents’grammarachievements?(3)Whatistheimplicationgainedfromthegrammarachievementofthehighgroupstudents,middlegroupstudentsandlowgroupstudentsafterscaffoldinggrammarteaching?Experimentalresearchandquestionnairesareemployedinthisthesis.TheparticipantswerestudentsfromtwoclassesofGradeTwoinBenxiNo.2SeniorHighSchoolasexperimentalclassandcontrolclassrespectively.Theteachingexperimenthaslastednearlyfourmonths.Thescaffoldinginstructionwasappliedintotheexperimentclassandthetraditionalinstructionwasadoptedinthecontrolclass.Thesourcesofthedatawerefromthepre-test,thepost-testandthequestionnairesforstudents.AllthecollecteddataareanalyzedbySPSS16.0.Throughthecomparedresultsbetweentheexperimentalclassandthecontrolclass,theconclusioncanbedrawnthatscaffoldinginstructioncanenhancestudents’interestingrammar.Moreovertheinstructionalsoimprovesstudents’grammarachievements.Andthestudentswithlowscoresbenefitmorefromthescaffoldinginstructionthanthestudentswithhighscores.Keywords:scaffoldinginstruction;grammarteaching;learners’interest;grammarachievementsi 摘要英语语法在英语中具有提供框架和打基础的作用，因此语法教学是英语教学中非常重要的部分。在中国的英语教学中，由于传统语法教学存在的一些问题,我国的语法教学现状不是十分理想。近些年的一些改革也给英语语法教学造成了一定困扰。一方面，教师对于语法教学没有一个明确的定位。要么倾向于传统的“教师讲解，学生练习”教学方法，要么走向完全忽略语法教学的极端；另一方面，大部分学生认为语法学习是复杂并且枯燥的。本课题的研究目的是在建构主义理论和维果斯基的最近发展区理论的基础上构建适合于语法教学的支架式教学模式，并验证这一模式在英语语法教学中的有效性，即能否改善当前的教学情况。基于以上研究背景，本研究提出三个问题：（1）支架式教学能否提高学生对于语法学习的兴趣？（2）支架式教学能否切实提高学生的语法成绩？（3）支架式语法教学后，高分组同学，中分组同学和低分组同学的语法成绩有何启示意义？本研究采用实验法和问卷法，以本溪市第二高级中学高二年级的两个平行班分别作为实验班和控制班，进行了为期四个月的实验。实验班进行的是支架式语法教学而控制班进行的是传统的语法教学。此次实验通过前测、后测和问卷收集数据并用SPSS进行了统计与分析。通过实验班与控制班的数据对比，得出结论：支架式语法教学可以提高学生对于语法学习的兴趣；学生的语法成绩也通过支架式教学方法得到了切实的提高；低分组的同学相比高分组同学来说更受益于支架式教学方法。关键词：支架式教学；英语语法教学；学习者兴趣；语法成绩ii ContentsAbstract...............................................................................................................................................iContents............................................................................................................................................iiiChapterOneIntroduction................................................................................................................11.1Thebackgroundofthestudy....................................................................................................11.2Thepurposeandsignificanceofthestudy...............................................................................21.3Theoverallstructureofthestudy............................................................................................3ChapterTwoLiteraturereview.......................................................................................................42.1Scaffoldinginstruction..............................................................................................................42.1.1Overviewofscaffoldinginstruction.................................................................................42.1.2Characteristicsofscaffoldinginstruction.........................................................................52.1.3StudiesofscaffoldinginstructionappliedintoEnglishteachingabroad.........................92.1.4StudiesofscaffoldinginstructionappliedintoEnglishteachingathome.....................102.2Theoreticalfoundationofscaffoldinginstruction..................................................................112.2.1Constructivism................................................................................................................112.2.2Vygostky’ZoneofProximalDevelopment.....................................................................132.3Studiesongrammarteaching..................................................................................................132.4Studiesofthescaffoldinginstructionappliedingrammarteaching......................................152.5Studiesonlearninginterest.....................................................................................................15ChapterThreeMethodology..........................................................................................................173.1Researchquestions..................................................................................................................173.2Researchparticipants..............................................................................................................173.3Researchinstruments..............................................................................................................173.3.1Questionnaire..................................................................................................................183.3.2Test..................................................................................................................................193.3.3SPSSsoftware.................................................................................................................193.4Researchprocedures...............................................................................................................193.4.1Pre-questionnaire.............................................................................................................203.4.2Pre-test.............................................................................................................................203.4.3Experiment......................................................................................................................203.4.4Post-test...........................................................................................................................273.4.5Post-questionnaire...........................................................................................................273.5Datacollection........................................................................................................................28ChapterFourDataanalysisanddiscussion.................................................................................294.1Theresultsanddataanalysisofthequestionnaires................................................................294.1.1Theresultsanddataanalysisofthepre-questionnairesbetweenECandCC................29iii 4.1.2Theresultsanddataanalysisofthepre-postquestionnairesinCCandEC..................314.1.3Theresultsanddataanalysisofthepost-questionnairesbetweenECandCC..............324.2Theresultsanddataanalysisofthetests................................................................................334.2.1TheresultsanddataanalysisofthepretestbetweenECandCC...................................334.2.2TheresultsanddataanalysisoftheposttestbetweenECandCC.................................344.2.3ThecomparativeanalysisofthreegroupsinECbyposttestscores...............................354.3Discussion...............................................................................................................................37ChapterFiveConclusion................................................................................................................395.1Themajorfindings...................................................................................................................395.2Pedagogicalimplications........................................................................................................405.3Thelimitations........................................................................................................................405.4Suggestions.............................................................................................................................41Bibliography....................................................................................................................................42AppendixIQuestionnaire..............................................................................................................45AppendixIIScoresoftests.............................................................................................................46AppendixIIIPre-testpaper...........................................................................................................48AppendixIVPost-testpaper..........................................................................................................51AppendixVTeachingmaterial......................................................................................................54Acknowledgements..........................................................................................................................55Thelistoftheresearchpaperspublishedbytheauthoriv AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolChapterOneIntroductionInthischapter,thebackgroundofthestudyisdemonstratedatfirst.Thenthepurposeandsignificanceofthestudyarediscussed.Atlasttheoverallstructureofthestudyispresented.1.1ThebackgroundofthestudyGrammar,asasystemofrulesgoverningtheconventionalarrangementandrelationshipofwordsinasentence,isthefoundationandthecoreinEnglish.Grammarmakesexpressionformalandaccurate.Andgrammarcompetenceisonecomponentofcommunicativecompetence.Traditionalgrammarteachingfocusesmoreongrammarexplanationsratherthanthedevelopmentofskillsandthecompetenceofapplyingit.In1980s,thecommunicativeteachingmethodwasapproached.Thismethodemphasizescommunicativeforeignlanguageteaching,“Teachinggrammaristoteachnogrammar”.AsaresulttherearemanyproblemsinChinese-styleEnglishteachingroomsuchasfossilandplateauphenomenon.Becauseoftwoextremesofgrammarteaching,someunsatisfactoryresultsappear.MoreandmoreEnglishteachersmisunderstandthestatusofgrammarteaching.Therearetwoextremephenomena,focusingongrammarformsandignoringgrammarteaching.NewEnglishCurriculumStandard(2011)pointsout“TheimportanceofEnglishcurriculumreformistochangethetendencyofteachingEnglishgrammarandvocabularybyexplainingthemeaning,ignoringthedevelopmentofstudent’spracticalabilitytouselanguage.”IttellsthatteachingstilltakesanimportantpartinEnglishteaching.Englishgrammarteachinginseniorhighschoolsstillhasafar-reachinginfluenceonstudents’comprehensivequality,Englishcompetenceandtheirfuturestudy.Asisknowntoeveryone,Englishgrammarisnotonlytheessentialpartoflanguagebutalsothedifficultpart.Andforaseniorhighschoolstudent,it’simportanttobuildself-confidenceandinterestinEnglishgrammarlearning.However,thecurrentsituationofEnglishgrammarteachingisnotthoroughenoughtomeettheserequirements.EvenwecansaytheEnglishgrammarteachingisinaveryawkwardposition.Ontheonehandmostteachersteachgrammarinatraditionalway.Inthis“teachersexplainandstudentspractice”way,students’competenceofapplyingEnglishgrammarisweakened,worestill,1 M.E.dThesisofBohaiUniversitythegrammartrainingandpracticeismechanicalimitationandrepetition,ignoringstudents’initiativeinlearning.Ontheotherhand,duetomanykindsoffactors,moststudentsholdtheideathatEnglishgrammarisboring,difficultandcomplex.Sotheyareafraidoflearningit,evenhateit.Basedontheaboveanalysis,theauthorbelievesthatitisnecessarytoproduceanewandappropriategrammarteachingmethodtoguideseniorhighschoolstudentstolearnEnglishgrammarinquestion,investigation,explorationandpractice.SothatstudentscanbetterunderstandEnglishgrammarknowledgeandapplythisknowledgemoreaccurately.1.2ThepurposeandsignificanceofthestudyEnglishasaforeignlanguageistaughtinChina.Itisacontinuallydevelopingprocess.Teachinggrammarisnotonlyteachinggrammaticalitemsbutalsoimprovingstudents’grammaticalability.IfEnglishteacheronlyteachgrammaticalitemsinatraditionalway,onlymakestudentsimitateandrepeatthemorphologicalandsyntacticstructureofthefragment,studentswouldhaveanincompletegrammaticalsystem.Thispaperdealswithtwolong-termquestionsinChinesehighschoolEnglishgrammarteaching.Thefirstoneistotaketeacherasaleadingandcenterroleandignorestudents’initiativesinEnglishgrammarlearning.TheauthoraimstochangethesituationinmostEnglishclass.Thetraditionalwayof“teacherexplainsandstudentspractice”leadsthesingleteachinginstructionof“teacherasthecenter,impartingknowledgeasthepurpose”.Grammarteachingshouldbecooperative,constructive,contextualandcontractive.Importanceshouldbeattachedtostudents’participation.Theotherquestionisthatmoststudentsarenotinterestedingrammarlearning.Intheirviews,Englishgrammarisboringandcomplex,sotheonlywaytomastergrammaritemsistomechanicallyrepeatthemagainandagain.SotheaimsofthispaperistobuildupaproperteachingmodelofscaffoldinginstructioninseniorhighschoolbasedonConstructivismandVygostky’sZoneofProximalDevelopmentTheory.Onthebasisoftheresearchbackgroundandpurpose,theauthortriestofindoutthatifscaffoldinginstructioncanenhancestudents’interestingrammar,ifscaffoldinginstructioncanimprovestudents’grammarachievements,andwhobenefitmorefromthescaffoldinginstruction,highscorestudentsorlowscorestudents.Scaffoldinginstructionasanewconceptmeetstherequirementsofthenewcurriculumreform.Theresearchhastwomainsignificancesasfollows.ThefirstoneisthatscaffoldinginstructionsupposedbyacompletetheoreticalsystemincludingConstructivismandVygostky’sZoneofProximalDevelopmentTheoryprovidesaproper2 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolmodeltoEnglishgrammarteachinginseniorhighschool.Alsoitwillprovideanempiricalbasisforfurtherresearch.ThesecondsignificanceisthatscaffoldinginstructiongivesstudentsachancetolearnEnglishgrammarbythemselveswiththehelpoftheothers,maybetheteacherorotherstudents.Insteadofbeingtaughtdirectlybyteachers,studentsgainsgrammaritemsbytheirownexplorationandendeavorandthecooperationwiththeirpartnersbasedontherealsituation.Therefore,thestudents’knowledgeandlearningisnotsimplyfromteachersorbooks.Studentsconstructtheirknowledgefromtheirownexperiences.Alloftheseleadstudentsfromforcedtolearntowanttolearn.Thescaffoldinginstructioncanchangebothteachers’grammarteachingconceptandstudents’grammarlearningconcept.1.3TheoverallstructureofthestudyThispaperconsistsoffivechapters.Chapteronegeneralizestheresearchbackground,theresearchpurposeaswellassignificanceofthestudyastheintroductionpart,andthenprovidesthestructureofthethesis.Chaptertwoisliteraturereviewwithfourparts.ItintroducesthemaintheoryincludingtheConstructivism,Vygostky’sZoneofProximalDevelopmentTheoryandtheScaffoldinginstruction.Andthenitreviewstherelevantresearchathomeandabroad.Chapterthreepresentsthemethodologyofthestudy,describingthequestions,participants,instrumentsandprocedures.Chapterfourincludestheresults,dataanalysisanddiscussions.Chapterfivesummarizesthemajorconclusionofthisresearch.3 M.E.dThesisofBohaiUniversityChapterTwoLiteraturereviewInthischapter,thedetailedillustrationofthescaffoldinginstructionandthetheoreticalfoundationispresented,togetherwiththeresearchsituationabroadandathomeandtheresearchongrammarteaching,whichensuresthatreadersaremoreclearabouttheconnotationofscaffoldinginstruction.2.1ScaffoldinginstructionInthispart,theoverviewofscaffoldinginstructionispresented.AndthenthestudiesofinstructionappliedtoEnglishteachingabroadandathomearestated.2.1.1OverviewofscaffoldinginstructionBasedontheconstructivism,scaffoldinginstructionisoneofthethreemajorteachingmethods.Theothertwoareanchoredinstructionandrandomaccessinstruction.ThetermscaffoldingisfirstproposedbythefamousAmericanpsychologistandeducationexpert,Bruner(1976).AccordingtothedocumentofEuropeanCommunuty,theDGCIII,thescaffoldinginstrodutionisdefinedas:thescaffoldinginstructionshouldsupplylearnerswiththeconceptualframeworktohelpthemtoconstructmeaningofknowledge.Vygoskybelivesthatlearnerscannotreachazonewhichisjustabovetheirpresentcompetencebythemselves.Byusingscaffolding,agreatnumberofsupportisprovidedtoastudentduringtheearlystageoflearningandthenthesupportisdiminishingstepbystep.Inthisway,thestudentisabletoreachthezoneofproximaldevelopmentinitiallywithsupportandretainsthislevelofachievementasthesupportisreduced.Scaffoldingdescribestheprocessofsupportinglearnerswhiletheyacquirenewskill,andinstructionischaracterizedbysocialinteractionsbetweenlearnersandhelperssuchasparents,teachers,morecapablepeers,whichpromoteslearners’internalizationofnewunderstandingsandskills.Becauselearnerscannotperformadequatelywithoutassistancewhentheyparticipateincomplextasks,teachersdesignactivitiestohelpstudentslearnparticularskillsandconcepts,providedsupportandstructure,thensystematicallyremoveguidanceandincreasestudentcompetence.Studentsbecameindependent,self-regulatedlearnersthroughinstructionthatisdeliberatelyandcarefullyscaffolded.Teachers,highlysupportiveattheoutsetofinstructionalsequence,diminishsupportasstudentsinternalizetheprincoplesofinstruction.4 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolWhenimplementingscaffoldinginstruction,teachersmustensurethatsupportisprovidedtothelearnersufficientlybutnotexcessively.Errorsareexpectedandarecorrectedgraduallythroughteacherre-directionandfeedback.Scaffoldinginstructionisawayofsystematicteachinginwhichtheteacherusesquestions,explanationsandstudents’conversationstoelicitwhatthestudentsalreadyknowsasthebasisformovingfromteacher-guidedsuccesstostudent-guidedsuccess.Byprovidingtemporaryandadjustablesupports,theultimategoalofscaffoldinginstructionistopromoteindependentself-regulatorylearning,andthenstudentsbecomemoreindepensentintheirlearning.Scaffoldinginstructionisimportantfortransferoflearning.Positivetransferoflearningandteachingcouldbeassuredbytheinstructionalmodelsthatincorporatescaffoldinginstructionsuchasreciproalteaching,cognitiveapprenticeship,self-generatedverbalelaborationandself-instructionalstrategydevelopmentandbythescaffoldingstrategyesinthefollowingfourscaffoldingdomains:cognitivescaffoldingwheretheteachercansupportlearnerswhentheyareconstructingunderstanding;affectivescaffoldingwheretheteachersupportstudentsemotionally;strategicscaffoldinginwhichtheteachercanprovidetaskmanagementsupport;technicalscaffodingbywhichtheteachercanintergratearangeofapplicationsofeducationaltechnologyintoclassroompracticetosupportastudent-centredconstructivistapproachforlearningandteaching.2.1.2CharacteristicsofscaffoldinginstructionAlthoughthenatureofscaffoldingisdynamic,therearestillsomecharacteristicsofscaffoldingthatcanbeidentitied.Thefirstoneisdevelopingthelearners’interests.Inthetraditionalteachingmodel,theteacherpaysmuchattentiontohowtoteachstudentstheknowledge,buttheteacheralwaysneglectstocultivatethestudents’learningability.Thestudentsbecomepassivereceivers,onlytolistentotheteacherandtakenotes.Theyhavenoideasonhowtolearnandhavenoopinionoftheirownandexperienceaboutknowledge.Mostofthemdon’tunderstandwhattheteacherteaches.Onthecontraryinthisnewinstructionmodel,theteacherplaysaroleofcoadjutantandamediator,providinglearnerswithanenvironmentwhichhelpstostimulatethelearners’interest.Studentscangetadealoflanguageknowledgecomingfromtheirexperiencestoconstructrelatedknowledge,ratherthanthecapacitytoreciteandmemorizethecontentstaughtbytheteacher.Thesecondoneisextendingunderstanding.Studentsareabletolearnbetterthroughthelinkbetweentheirpreviousknowledgeandthesolutionofproblem.Studentswantto5 M.E.dThesisofBohaiUniversitysolveproblemsindependentlyintheirstudyinthescaffoldinginstructionalmodel.Theycangettheanswerfromtheirfellowclassmatesorthemselvesinsteadoffromtheteachers.Thethirdoneiskeepingthelearneronthetask.Inthetraditionalteachingmodel,studentsarepassivereceiversandtheirsubjectivepositionsareoftennegelected.Butinthescaffoldinginstructionmodel,studentsareawareofthedirectionforwhichthelessonisheading,andtheycanmaketheirownchoicesabouthowtoproceedwiththelearningprocess.Theideaofknowledgeofthescaffoldinginstructioninsiststhattheknowledgelearningshouldbedynamicinsteadofstatic.Thefourthoneisreducingstudents’uncertainty,surprise,disappointmentandlearningstress.Inthescaffoldinginstruction,itadvocatescooperativelearningandstressesthatteachersshouldcreateaharmoniouslearningsituationtomakestudentslearnactivelyandlearnwithenjoymet.Inanutshell,interestisthebestteacherandstudentshavetheabilitytochooselearningactivitiesthattheyareinterstedin.Soitisabletoreduceproblemsandmaximizelearningpotential.Thelastoneischangingtheteachers’roleintoamorereasonableposition.Traditionalteachingputsteachersastheleaderandoftenpaymoreattentiontohowtoteach,ratherthanfocusingonstudents’subjectivepositionsandneglectstudents’intersts.Consequently,teachershavesomedifficultiesinknowingwhatstudentshavelearnedandstandwhattheyfeelhardtosolve.Inscaffoldinginstruction,studentsarethecenter,andteachersaretheorganizers,guiders,instructors,helpersandthepromotersofconstructionrantherthantheinitiatorsoftheknowledgeteaching.Onthebasisofthefivecharacteristicsofscaffoldinginstruction,itisapparentlyclearthatscaffodinginstructionisaninteractiveprocess.Teachersprovideatemporaryframeworkandencouragestudentstosolveproblemsindependently,topromotestudents’initiativeandinterests.Soteacherscanusescaffoldinginstructiontopromotethestudents’abilityofapplyinggrammarinEnglishbygivingthestudentsopportunitiestolearncooperativelyandautonomously.SchollaresasWangHaishan(2005)andZhangGuorong(2004)proposethattherearefivestepsinthescaffoldinginstruction.Thefivestepsaresettinguplearningsettings,gettingintosettings,independentexploration,cooperativelearnigandevaluation.Thefiststepissettinguplearningsettings.Inourdailyclass,learningsettingisactuallytheleading-inpart.Itisthebachgroundoflearningcontentandcanmotivatestudents’learninginterest.TeachersdisintegrateanddividethelearningtaskintolittlepartsandbuildtheconceptionframeworkforthewholetaskaccordingtothelearningcontentsonthebasisofZPD.Theframeworkcanhelpstudentstoconstructmeaningthroughtherelationshipbetweentheoldandnewexperience.Tobeconcretely,beforetheclass,6 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolteachersanalyzethecomponentpartsandarrangementofabilitiesthatstudentsneedtoacquiretoensuretheorderoflearningoracquiring,theteachingrequirementsandthescaffoldtypesonthebasisofcoursefeatures,teachingcontentsandthreedimensionaltargetswhichincludeknowledgeandskill,processandmethods,emotionalattitudeandvalues.Therearedifferentscaffoldtypeswhichcanbechoseninclasses.Fromtheaspectofforms,scaffoldscontainexamples,questions,suggestions,guidance,chartsandsoon.Fromtheaspectofmeans,scaffoldscanbedividedintomedia,tasksandmaterials.Mediarefertovideoorschemawhilematerialsareexercisesorexamples.Whatteachersshoulddotohelpsetupcontextsistoanalyzestudents’abilityofstartingpointandmakesurethelevelsandarrangementsofteachingtargetsarecorrespondingwiththeirlevelsandfinallytoanalyzethetypesofknowledgeasdeclarativeknowledgeorproceduralknowledgetodesignproperscaffoldsandlearningcontexts.Thesecondstepisgettingintosettings.Inthisstagetheteacherguidesthelearnerstolearntheknowledgeindifferntkindsofscaffoldings,suchasquestionscaffoldings,examplescaffoldings,contextscaffoldings,etc.Allofthemshouldbedesignedbytheteacherbeforeclass.Asamatteroffact,teachersleadstudentsintoanewsituationtoarousetheconflictbetweenstudents’oldexperienceandthenewsituationthustostimulatethemotivationandaspirationstoexplorethenewquestions.Thereareseveralbasicstandardsfortheoptimalsituationsorcontexts.Thefirstoneistorevealunknownstuffswhilethesecondstandardisthatthesituationcantriggerthemotivationortheneedtocognizetheunknownstuffs.Thethirdstandardistobuildthepossibilityofsettlingamatterwithothers’help.Inaword,thebestquestioncontextsareinthezoneofproximaldevelopment.Thequestionsneededtobesettledinthecontextsarethelearningtasksforstudentsandtosettlethesequestionsbecomeslearningactivities.Thethirdstepisindependentexploration.Afterlead-in,basedondifferentkindsofscaffoldings,thelearnersbegintoexplorethemselves.Inthisstage,theythinkbythemselvesandsolveproblemsindependently.Inthisprocedure,teachersfirstshouldestablishtargetsforstudentsandsupplythemthewithdirectionofexploringquestionsincertainsituation.Second,teachersshouldprovidestudentswithconceptionframeworktohelpthemtosettleamatter.Inthisprocess,studentscanmakesomerelatedknowledgeandbasictheoriesclearandinternalizetheconceptionframeworkandthoseknowledgewithteachers’help.Thenteachersshouldinspireandleadstudentsbymeansofaskingquestionsordemonstrating.Withgoingdeepintolearning,teachersshouldreducetheirguidancewhenstudents’abilityofsolvingproblemsisgettingbetterandbetter.Teachersshouldnotremovethescaffoldsuntilstudentscanbeinchargeoftheirlearningtasksand7 M.E.dThesisofBohaiUniversitycompletetheirexploringtasksintheend.Thefourthstepiscooperativelearning.Afterself-exploration,thereisdisscussionbetweenstudentsaswellastheteacherandstudents.Theycanaskforsolutionsforthequestionsunsolvedbythemselves.Theycanalsoshareandexchangeideasandopinions.Thedisscussioncanbeproceedednotonlyinsmallgroupbutalsointhewholeclass.Thereport“Education-wealthStoredinit”fromtheorganizationofeducationandscienceinUnitedNationspointsoutthatthefourcoreideasinmoderneducationaretolearntocognize,tolearntodo,tolearntocooperatetoliveandtolearntosurvive.Therefore,itisindispensabletocultivatethespiritofparticipatingandcooperating.Scaffoldinginstructionstressesthecontact,cooperationandmutualassistanceincertainsituationbesidesthespirittoexploreindependentlyandsolveproblems.Inaword,scaffoldinginstructiondoesnotneglectthesignificanceandvalueoftheinfluenceofperformanceandcommunicationincooperationonmeaningconstruction.Thetaskforteachersinthisphaseistobuildlearningcommunities.Becausethecommunicationbetweenstudentsandstudents,studentsandteacherswillleadtocollisionorassimilationofthought,studentscangainabetterunderstandingoftheconceptlearnedintheclassonthebasisofsharingcollectivethinkingachievement.Thefifthstepisevaluation.Evaluationconsistsofindividualevaluation,groupevaluationandclassevaluation.Andevaluationscomefromnotonlytheteacherandstudents.Constructivismlearningisakindofdiagnosisandintrospectionlearning.Thustheevaluationandtheprocessofexploringarecloselycombined,inwhichtheevaluationitselfispolybasic,themeansofevaluatingissituationalandthecontentsofevaluationarecomprehensive.Theparticipantsinthisprocessofevaluationincludeteachers,individuallearnerandcommunitiesoflearners.Thewaysofevaluationcontainteachers’evaluationtostudents,students’ownevaluationtothemselvesandevaluationfromlearningcommunitytoitsmembers.Theevaluationcontentscomprisetheindependentlearningability,thecontributiontocollectivelearningandthemeaningconstructionofthelearningcontents.Theevaluationofscaffoldinginstructionpaysmoreattentiontothecomprehensivetestofstudents’practiceabilities,innovationabilities,psychologyqualityandlearningattitude.Meanwhile,thestandardsofevaluationfocusmoreonthedevelopmentofstudents’individualdiversitysoastogivesufficientreflectionofstudents’differentlevelsinconstructingknowledgemeaning.Similarly,inthewaysofevaluation,teachersstressmoreonprocessevaluation,inwhichstudents’learningstrategy,self-supervision,introspectionandcriticalthinkingarelainparticularemphasison.Inaword,theultimategoalistofacilitatestudents’integrateddevelopment.8 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchool2.1.3StudiesofscaffoldinginstructionappliedintoEnglishteachingabroadThescaffoldinginstructionisbasedonzoneofproximaldevelopment,proposedbyVygosky(1978).MattewE-Llana(1994)pointsthattheinteractionbetweenteacherandstudentsasascaffoldinginthezoneofproximaldevelopmentiseffective.Insustainableinteraction,thedevelopingisactiveandrevolutionaryratherthanstablerising.While,Sckinke-Llano(1994),afteraccomplishinghistwoexperiments,putsforwardhisdoubtwhetherscaffoldingisboundtohavepositiveinfluence.Hefindsthatintheprocessofscaffolding,teachers’over-regulationwouldhinderlearners’development.Benson(1997)agreeswiththeideaandhethinksusingscaffoldinginstructioncorrectlywillpromotestudents’learning.BonkandKim(1998)believethattheaimofscaffoldinginstructionistogivefeasibilitytolearningtask,togiveinformationandadvise,topromoteself-introspection,self-evaluationandself-restraint,tohelpstudentsknowaboutlearningprocessandtohelpthemmakedecisions.Scaffoldinginstructioncansupportlearners’developmentandfacilitatelearners’learningintoantherhigherlevelbyprovidingsupportingstructures(Raymand,2000).Scaffoldinginstructionisaprocessinwhichteachersprovideagreatdealofsituationsforlearnersintheirearlylearningstagethendiminishsuchsupportwhenlearners’developmentmovestoahighercognitionlevel.Besidestheconfirmationandpraiseofscaffoldinginstruction,manyscholarsalsotriedtoanalyzethemainelementsofscaffoldinstructioninordertomakepeoplegainabetterunderstandingofthistypeofteachingmethodsandtoapplyitmoreeffectively.While,accordingtoWinnips(2001),scaffoldinginstructiontendstobeingaprocessinwhichstudentslearnactively.Thefinalaimofinstructionisthat,withenoughhelpfromteachers,studentscanstudyindependently.Inshortwords,teachingisfornotteaching.In2002,Anghileriusesscaffoldinginstructiontoexploreteacher’sguidingroleinlearningprocess.Heaskedstudentstodoasmanylearningtasksaspossibleandprovidedhishelponlywhenstudentsmetthedifficultieswhichtheycannotresolvewiththeiroriginalcognitionandknowledge.Hefoundthatstudents’mistakesareinevitable,butwithteacher’stimelyfeedbacktheycangainthemoredifficultknowledge.Whenstudentsdeveloptheircognitionandknowledgeintoahigherlevel,theirindependentstudywillbefosteredwithoutteachers’help.Manyscholars,includingPressly(1996),believethatscaffoldingasabridgebetweentheknowledgethatstudentshadandtheknowledgethat9 M.E.dThesisofBohaiUniversitystudentsisgoingtogaincanpromotestudents’intereststogetnewknowledge.BellandandBrian(2011)declarefiveeffectiveteachingandlearningstandardsforcheckingthevalidityofscaffoldinginstruction.Fromtheaspectoflearners,thefirstoneislearners’ownershipfortheirlearningsubjectsandactivities.Thesecondoneistheresponsibilitysharedbythelearningcommunitymembers.Theotherthreestandardsisfromteacher’sangle,whichfocusonthebeneficialenvironmentforlearnerstolearnlanguagesuchasthepaperarrangementofteachingtasks,anorganizedcircumstanceandthetransferofcontrolforlearners.2.1.4StudiesofscaffoldinginstructionappliedintoEnglishteachingathomeHe(1997)systematicallyintroducessomekindsofmatureinstructionsguidedbyconstructivism,includingscaffoldinginstruction.Hegivesthedefinitionofscaffoldinginstructionandsummarizesfivestepsofit.Thenhegivesdifferencesbetweenconstructiveteachingdeignandthetraditionalone,whichcontributesalottotheapplicationoftheinstructionmodelsinteaching.Shan(2003)discussestheapplicationofscaffoldinginstructioninbigclass.Heanalyzestheessenceandelementofscaffoldinginstructionandpointsoutthechallengeofapplyingitinbigclass.He（2006）furtherexploresscaffoldinginstructioninconstructivismandanalyzesthefivestepsindetails.Wu&Zhang(2008)givebriefintroductionoflanguagelearningtheoryofconstructivism,includingscaffolding’sdefinition,theoreticalbasis,basicstepsandfeatures.Lu&Kang(2008)systematicallydiscussstagesinscaffoldinginstruction,whichlaidfoundationoflaterstudyofbasicteaching.Xia(2009)discusseshowtobuildscaffoldforstudentsandusescaffoldinginstructioneffectivelyinteaching.Wang(2009)pointsoutthatscaffoldingneedstheanalysisoflearner’sabilityandcognitioncharacteristics.Hesuggeststhatthedesignofhomologousscaffoldisbasedonneedsanalysis.Gao(2010)statesthefeaturesandteachingprocessofscaffoldinginstructioninherthesis.Shealsotalksabouthowtoputscaffoldinginstructionintopractice.However,theimplementationlacksintherealexamplesanddatumtogivesupport.Jiao(2010)introducestheapplicationofscaffoldinginstructioninEnglishreading.Heanalyzestheproblemsthatmayariseindifferentstagesinteaching.Ye(2010)explainswhatscaffoldinginstructionisandhowtobuildappropriate10 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolscaffoldduringteachingEnglishreading.Gao(2012)alsogivesafullviewofscaffoldinginstructionandtriesgivingsomesuggestionsforEnglishteaching.Hu(2013)discusseshowtousescaffoldinginstructioninreadingandwritingteaching,whichincludesthetheorybasis,enforcementregulationandreflectiononteaching.Fromtheliteratureabove,itcanbeseenthattherearemanyresearchesonscaffolding.Theycovermanykindsofeducation.AndtherearealsomanykindsofresearchesonEnglishgrammar.ButtheresearchesonscaffoldingingrammarteachingarelessthanthoseaboutotherpartsofEnglishteaching.Itisstillnecessarytodomoreimprovedempiricalresearchesofgrammarteachingwithscaffoldinginstructiononthebasisofpreviousresearches.2.2TheoreticalfoundationofscaffoldinginstructionTherearetwotheoreticalfoundationofscaffoldinginstruction,theconstructivismandVygosky’sthezoneofproximaldevelopment,whichisreviewedinthefollowing.2.2.1ConstructivismConstructivismisthefundamentalbasisofscaffoldinginstruction.J.Piagetisthemostinfluentialpsychologistinthefieldofcognitionanddevelopment,whoisthepioneerinthefieldofconstructivismtheories.TheConstructivismemphasizesthatlearningisanactiveprocessinwhichlearnerstakesthesubjectrole.Learnersconstructnewconceptandnewknowledgebasedontheircurrentandpastknowledge.Learnersdeveloptheirownknowledgesystembasedonthereactionbetweeninternalfactorsandexternalfactors.Therearetwoinformationmanagingprocesseswhichareassimilationandadjustment.Forexample,whenachildmeetsnewinformation,twosituationswilltakeplace.Oneisthatthechild’scognitionstructurecanhelphimexplainandassimilatethenewinformationwhiletheotheroneisthecognitionstructurecannot,buttheoldcognitionstructureisimprovedandanewcognitionstructureiscreated.Intheprocessofassimilationandadjustment,children’scognitiongetsdevelopedandcomplemented.OnthebasisofPiaget’stheories,otherscholarslikeSternBergpaidmoreattentiontotheinitiativeofindividuals.However,Vygotskystressedthebackgroundofindividuals.Heexploredtheeffectofactivitiesandsocialcontactsonthedevelopmentofpeople’spsychology.Accordingtoconstructivism,knowledgecanbeconstructedbylearnerswiththe11 M.E.dThesisofBohaiUniversityfollowingfeatures:constructive,social,situational,complexandrecessive.Soinconstructivism,knowledgecannotbegainedthroughteachers’directteaching.Learnersacquireknowledgeintheprocessofmeaningfulconstructionbasedontherealsituation,withthehelpofothersandthenecessarymaterials.Therefore,therearefouressentialfactorsinlearning:situation,cooperation,dialogueandmeaningfulconstruction.Inconstructivism,learnersarethecenteroflearning,whileteachersaretheguider,whichmeanslearnersarethelearningsubjectandteachershelpconstructlearning.Constructivismapproachedsomeviewsaboutlearning.Thefirstoneisthatlearningisaprocesstoconstructcognitionstructureratherthanaprocessinwhichknowledgesimplypassedfromteacherstostudents.Studentsasthesubjectofthelearningshouldcompletemeaningfulconstructionactively.Thesecondoneisthatlearningisnotreceivinginformation.Learningmeansthatlearnersselect,process,anddealwithinformationoftheoutsideworldbasedonlearners’ownandexistingexperience.Theinformationitselfismeaningless,butthemeaningofitexistsintheprocessofreactionbetweennewandoldknowledge.Thelastoneisaboutassimilationandadjustment.Theyaretwowaystochangelearners’cognitionstructures.Knowledgecannotbegainedthroughaccumulationbutthroughthedevelopmentofthecognitionstructure.Thestructureswillbedevelopedthroughassimilationandadjustment.Andlearnersextractinformationfromtheirmemorysystemsontheexperienceoftheoriginaltransformationandreorganization.Itisconstructedaccordingtospecificsituations.TheconstructivismputsforwardthatEnglishinstructionshouldstressthatstudentsarethecenterinteachingprocess.Teachersasorganizer,guider,participantanddesignershouldmakegooduseofsituation,cooperationanddialoguetoarousestudents’initiative,enthusiasmandcreativity,sothatthemeaningfulconstructioniscompleted.Exceptthat,inthiskindofinstruction,materialsarenotwhatteachersshouldteach.Materialsarewhatstudentsconstructtodeveloptheircognitionstructure.Theuseofmediumssuchasblackboardisnottohelpteacherstoteachstudentsanymore.Ithelpstocreatesituations,cooperateandcommunicateasatoolofstudents’exploring.Obviously,teachers,students,materialsandmediumshavenewroleinconstructivism,whichisdifferentfromthatinthetraditionalmodel.Constructivismbelievesthateverypersonisuniqueintheconstructionofknowledge.Butthroughcooperativelearningandmutualexchangeofideas,wisdom,andinspiration,theyachievecommonprogressandimprovements.12 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchool2.2.2Vygostky’ZoneofProximalDevelopmentVygosky’sconceptofZoneofProximalDevelopment(ZPD)isatheoreticalbasisofscaffoldinginstruction.(He,1999).Vygotsky’sdefinitionofZDPis“thegapbetweentheactualdevelopmentleveldeterminedbyindependentproblemsolvingabilityandthepotentialdevelopmentleveldeterminedbyproblemsolvingabilityunderadultguidanceorincollaborationwithpeers.(Vygotsky,1978).Inotherwords,ZPDistheareabetweenwhatalearnercandoindependentlyandwhatcanbeaccomplishedwiththeassistanceofacompetentadultorpeer.ZPDgivessupporttothescaffoldinginstruction.Vygotskypointsoutthatthereisadistancebetweenlearners’abilityandthequestionstheywanttoanswer.Teachersshouldhelplearnersshortenthedistance.Therefore,teachingmeanshelpingbuildthezoneofproximaldevelopmentandconditionbetweenlearners’firstcognitionlevelandthesecondcognitionlevel.Vygostkythinksifteachingplaysaleadingandstimulativeroleinlearners’cognitiondevelopment,teachersshouldhelplearnersestablishtwodevelopinglevels.Thefirstlevelisthemasterylevel,whichmeanswhatalearnercandoindependently.Thesecondlevelisthepotentiallevel,whichmeanswhatcanbeaccomplishedwiththeassistanceofothers.Thentheteacherscanmakeuseofthetwolevelstopredictthedevelopmentofthelearnerstobuildabridgebetweenteachingandstudents’developing.2.3StudiesongrammarteachingAsgrammarteachingisveryimportantinEnglishteaching,manyscholarshavecarriedoutalotofresearchesonit.Andconsiderableachievementshavebeengained.TherearesomeapproachestoteachEnglishgrammarincludinggrammar-translationmethod,PPPapproach,processingintroduction,interactionalfeedback,textualenhancement,task-basedinstruction,collaborativeoutputtasksanddiscourse-basedapproach.Grammar-translationmethodstressestheformoflanguageandholdstheideathatgrammarshouldbetaughinadeductiveway,andthensomeexercisesareprovidedforstudentstopractice.Thismethodiscalledexplicitgrammarteachingorform-orientedgrammarteaching.Grammar-translationmethodhasfourmiansteps.Firstly,teachersexplaimthemeaningofwordsandgrammarticalrulesandstructurestostudents.Thenteachersaresupposedtotranslatethewordsandgrammarticalintostudents’nativelanguage.Afterthese,teachersgiveallkindsoftranslationexercisetostudentstopractice13 M.E.dThesisofBohaiUniversityandcorrecttheirmistakes.Atlast,teachersprovidealotofactiviriesforstudentstolearnhowtoputtheknowledgeinpractice.Itcanbetaughtthatthismethodnegelectbothspeakingandlisteningandthestudents’initiative.PPPapproachisthemostwidelyaffectedandused.AsatraditionallangugeteachingmodelitcanbeseeninmanyEnglishgrammarcoursebooks.TherearethreestragesinPPPapproach:presentation,practiceandproduction.Inthismodel,teachersfirstlypresentandexplainthestructuresandtherulesofgrammarpoints.Andthensomespokenandwrittenexerciseareorganizedbyteacherstoletstudentspracticeaccordingtothetargettasks.Andinthelaststep,studentsshouldmakeuseoftheknowledgeappropriatelyinpractice.Fromthebeginningtotheend,PPPapproachpresentedusacompletesetofgrammarteachingproceduresintheteachingactivities,whichmayconsistentwiththegrammaticalsyllabus.However,itisoftencriticizedforselectinggrammarpointsarbitrary,maynotmeetthelinguisticneedsofspecificlearners.Processinginstructionisafeasibleapproachforgrammarteaching,whichisaprocessofinputinglanguage.Itcombinedinitalexplicitgrammarteachingwithaseriesofactivitiesthatprocessingtheinputlanguage,withanaimtohelplanguagelearnerstounderstandtheselecttargetstructure(Ellis,2003).Task-basedinstructionbasedonstructureismoresuitableforthesegrammarswithfewrules.Andwhenmeetsomegrammaritemsconsistofmanyrulesandaredifficulttounderstand,exchangingtasksismoreeffective.Comparedwiththesimpletasks,thelanguageinputandproductiveoutputarebroughttotheforefrontbylearnerswhentheytrytocompletethecomplextasks.Therefore,intask-basedinstruction,thegrammarstructureasanexplicitlearningcontentcandrawlearners’attentiontothetargetstructure,butitneedstobecomplementedbymoreresearches(Willis,1996).Discourse-basedapproachviewsthetargetlanguageteachingbewidelyusethepureandsimplifiedwords,includingcorpusanalysis.AccordingtoBatstone(1994),theadvantagesoftheapproachisthatitprovidesveriouskindsofexamplesoftargerlanguageusethatlinkthecontentordiscoursetoencouragethemtocombineformwithmenainginlanguagelearning.Intheapproach,grammarteachingshouldbeinawaytheconsistifthe“top-down”teachingmethodand“bottom-up”teachingmethod.Theformerusediscourseanalysistocombinethetargetlangugestructurewiththewholetextfromthemacrolevelmeanwhilethelatterdescribetheusageofthestructureofthetargetlanguageindetailatthemicrolevel.14 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchool2.4StudiesofthescaffoldinginstructionappliedingrammarteachingNiu(2011)analyzedhowtoorganizeanddesigngrammarteachingwithscaffoldinginstruction.Andtakethenounclausesasadetailedexampletoexplaintheapplicationofscaffoldinginstructionintogrammarteaching.Niuconcludedthreesteps:introducethenewknowledgeonthebasisoftheoldknowledge,summarizetheknowledgeafterobservationandextendtherulesindifferentways.Yang(2011)illustratedthesituationofgrammarteachingandanalyzedtheimplicationofscaffoldinginstructionintocollegegrammarteaching.Hegavetheconclusionthatscaffoldinginstructionistakingstudentsasthesubjectingrammarlearning.Itcanbeconcludedthatthoughtherearemanythesesaboutscaffoldinginstructionandgrammarteaching,therearefewstudiesontheapplicationofscaffoldinginstructioningrammarteaching.Soitisnecessarytodothisresearch.2.5StudiesonlearninginterestAccordingtoZhang(2003)andYe(2004),learninginterestmeansthatstudentshavethementaldispositiontostudyandmastersomethinghappilyandselectively.Thedispositioniscombinedwithpersonalemotion.Asfaraslearningisconcerned,interestmeanthatstudentslikesomesubjects,somebooks,someitemsandsomeafter-classactivitiesespecially.Accordingtothedepth,rangeandstability,learninginterestscanbedividedintothreestages.Theyareamusing,pleasureandinclination.Amusingistheloweststage,itisbornwithsomenewphenomena.Pleasureisbasedonamusinganditisthemiddlestage.Ithasalongertermthanamusing.Inclinationisthehigheststage.Itisrelatedtotheheroicidealandhasthelongesttermamongthethreestages.Exceptthat,therearemanykindsofdimensionsinlearninginterests,suchasenthusiasm,attitude,learningsituationandsoon.EnglishlearninginterestsaretheemotionalactivitiesthatEnglishlearneritchtogetEnglishknowledgeandability.EverypersonwhotakesEnglishasaforeignlanguageisn’tbornwiththeintereststolearnEnglish.EnglishlearninginterestsarebuiltstepbystepinEnglishlearningactivities.Andtheconsciousnessandenthusiasmarethekeyparts.Englishlearninginterestscanbedividedintodirectandindirectinterests.ThedirectoneisbecauseofEnglishlearningandEnglishlearningactivities,orthepressurefromothers.15 M.E.dThesisofBohaiUniversityThedirectinterestisspecificandeffective.TheindirectoneisrelatedtotheaimsandresultsofEnglishlearning.Ithasitsownsocialmeaning.Thedirectoneandindirectonearerelatedandcomplementarywitheachother.Thedirectinterestscanbeaffectedbysomerealfactors.Combinedwiththeindirectinterests,thedirectinterestsaremoremeaningful.WiththedevelopmentofEnglishlearningandability,theintereststakeapositiveeffectonEnglishlearning.16 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolChapterThreeMethodologyInthischapter,theresearchquestions,researchparticipants,theresearchinstrumentsandtheresearchprocedureswillbepresentedclear.3.1ResearchquestionsThispaperaimedtofindouttheeffectivenessofscaffoldinginstructioninEnglishgrammarclassinseniorhighschool.Thethesisdidanempiricalstudytoanswerthequestionsasfollows:1.Canscaffoldinginstructionenhancestudents’interestingrammarlearning?2.Canscaffoldinginstructionimprovestudents’grammarachievements?3.Whatistheimplicationgainedfromthegrammarachievementofthehighscorestudentsgroupandlowscorestudentsgroupafterscaffoldinggrammarteaching?3.2ResearchparticipantsThestudentswereselectedfromtwoparalleledclassesofGradeTwoinBenxiNo.2SeniorHighSchool.Therewere102studentsinvolvedinthisresearch.Theclasswith52studentswasestablishedastheExperimentalClass(EC)andtheclasswith50studentswasestablishedastheControlClass(CC).Theauthoranalyzedthetwoclasses’scoresandmadesurethat,atthebeginning,thetwoclasseshadthesameEnglishlevel.Inaddition,beforetheexperiment,theauthorhadlistenedtotheirEnglishclassforoneweekandfoundthattheperformancesoftheminEnglishclassweresimilar.TheteachingexperimentstartedfromSeptember2015,andlastedaboutfourmonths.Theauthormadeexperimentbyteachinggrammarinthetwoclasseswiththesamematerialandteachingcontent,butwithdifferentteachingapproaches.Thescaffoldinginstructionwasadoptedintheexperimentclass,whilethetraditionalPPPapproachwasadoptedinthecontrolclass.3.3ResearchinstrumentsTwoinstrumentswereusedinthestudy,whichwerequestionnaireandtest.TheywerespreadinbothECandCCindifferenttime,beforethetrainingandafterthetraining.17 M.E.dThesisofBohaiUniversity3.3.1QuestionnaireThequestionnairewaswritteninChinesetomakesurethatstudentshadabetterunderstandingofit.Itconsistedoftwelveitems(seeappendixI).Andthequestionsweredividedintothreedimensions.Question1,2,3,4aimedtoanalyzestudents’motivationforEnglishgrammarlearning.Question5,6,7,8,9wasaboutstudents’attitudetocurrentEnglishgrammarlearning.Fromquestion10andquestion12discussedhowmuchgrammarknowledgecanbemasteredbystudentsafterthecurrentteachinginstruction.Table3.1indicatedthethreedimensionsofthequestionnaires.Table3.2indicatedthereliabilitystatisticsofthequestionnaire.AndTable3.3indicatedthevalidityofthequestionnaires.Table3.1TheDimensionsoftheQuestionnairestudents’motivationQuestion1,2,3,4students’attitudetocurrentgrammarlearningQuestion5,6,7,8,9learningsituationsQuestion10,11,12Table3.2ReliabilityStatisticsofQuestionnairesCronbach’sAlphaNumberofItems.98612.9524.9775.9591Table3.3KMOandBartlett"sTestonQuestionnaireKaiser-Meyer-OlkinMeasureofSamplingAdequacy..912Bartlett"sTestofSphericityApprox.Chi-Square1159.278df66Sig..000Referringto“HowtobeaSuccessfulLanguageLearner”,whichwaswrittenbyJoanRubinandIreneThompson(2004),theauthorrewroteaquestionnairebasedontheresearchquestionsinthisthesis.ThereliabilityandvalidityofthequestionnairehadbeenanalyzedbySPSS.AccordingtoDevellis(2003),theminimumacceptablecoefficient18 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolalphawasabove0.7,whichindicatedthatthescalereliabilityisacceptable.TheanalysisresultshowedthattheAlphareliabilitycoefficientsofthewholequestionnairewas0.986,andthedimensionone,dimensiontwoanddimensionthreewere0.952,0.977,0.959.Allofthemindicatedthatthescalereliabilitywasacceptable.AndfromTable3.3,itcanbeshownthatthefigureis0.912,whichshowsthestructurevalidityofthequestionnaireisgood.Fromtheabove,itcanbeconcludedthatthequestionnaire’sinternalconsistencyreliabilityandvaliditywassuitedfortheresearch.Thequestionnairewasusedbothatthebeginningandtheendoftheexperiment,whichaimedtoprovewhetherthescaffoldinginstructioncanarousestudents’interestingrammarlearningornot.Allthe52studentsintheexperimentclasswereinvolvedinthequestionnaire.3.3.2TestTherewerepre-testandpost-testintheresearch.BothofthemwouldbeseeninappendixIIIandappendixIV.Thetestsbothconsistedofthreekindsofquestions.Theyweresinglechoice,gapfillinganditemsoferrorcorrection.Allthequestionsofthepre-testpaperandpost-testpaperwerefromthefinalexampapers,whichensuredthereliabilityandvalidityofthetest.Pre-testwasgiventoboththeexperimentalclassandthecontrolclasstomakesurethatboththetwoclasseshadthesamescoresineachpartofthegrammaritems.Thepost-testwasalsogiventobothclasseswhichaimedtoprovewhetherthescaffoldinginstructioncouldimprovestudents’grammarscoresandwhethertheinstructionwasmoreeffectiveornotcomparedwiththetraditionalmethod.3.3.3SPSSsoftwareSPSSiswidelyusedinacomputerprograminordertocalculatetherateandanalyzethemeanscore.Itisalsooftenusedinprocessingdatainteaching.SPSSisusedtoanalyzethestatisticofpre-test,post-testandquestionnaireinthestudy.Becauseofthesmallsamplesandgroupindependence,theT-testforIndependentSamplesandPairedSamplesareusedbasedontheprinciplesofstatisticalanalysisandthenatureofresearch.3.4ResearchproceduresTherewerefiveproceduresintheexperiment.Thepre-questionnaireandpre-testaimedtoverifythattherewasnosignificantdifferencebetweenECandCC.AndthenthetwodifferentinstrumentswereusedinECandCC.Atlast,accordingtothe19 M.E.dThesisofBohaiUniversitypost-questionnaireandpost-test,theresearchquestionscouldbeclearlyanswered.3.4.1Pre-questionnaireAquestionnairesurveywasfirstmadetothestudentsbothintheexperimentalclassandthecontrolclass.Theaimofthesurveywastoexplorestudents’intereststoEnglishgrammarlearningandthecurrentEnglishgrammarlevel.Thetimelimitationwas10minutes.Andbeforethestudentsanswerthequestionnaire,theteacherexplaineditandencouragedstudentstowritedowntheanswersaccordingtotheirtrueideas.Thenthesequestionnaireswerecollectedandanalyzed.3.4.2Pre-testAfterthequestionnairesurvey,studentsbothintheexperimentclassandthecontrolclasswererequiredtohaveatestin45minutestomeasuretheirEnglishproficiencyofgrammar.Thepre-testwasdesignedtocontainbasicknowledgeofEnglishgrammaritemslearnedinGradeOneandtheapplicationofthesegrammaritemsinelasticforms.Thetwoclassesfinishedthetestatthesametimewiththehelpofheadteacherstoensurethatithadnoinfluenceontheresults.Whilethetest,theauthorsoughthelpfromtheirheadteachertomonitortheprocessoftesting.Boththeauthorandtheirteachermaintainedcarefulnesstokeepstudentsfromcheatinginthetest.Afterthestudentsfinishedthetest,theauthorcorrectedallthetestpaperbyherselftomakesurethestandardsformarkswerethesame.3.4.3ExperimentTheexperimentlastedforfourmonths.TherewerefourEnglishclassesinaweekforECandCCrespectively.TeachingcontentscontainInfinitive,PastParticiple,NounClausesintroducedby“that”,SubjunctiveMood,InversionandEllipticalSentences.Theteachingscheduleisshownintable3.4.20 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolTable3.4TeachingScheduleItemsTimeInfinitive2weeksPastParticiple3weeksNounClausesintroducedby“that”3weeksSubjunctiveMood4weeksInversion2weeksEllipticalSentences2weeksTheauthorusedthesameteachingmaterials,butadopteddifferentteachinginstructionsintwoclasses.Thescaffoldinginstructionwasappliedintheexperimentclass,whilethetraditionalPPPinstructionwasappliedinthecontrolclass.Andintheexperimentalclass,theteachingprocesswasstrictlyfollowedbythefivestepsofthescaffoldinginstruction.Steponewassettinguplearningsettings,steptwowasgettingintosettings,stepthreewasindependentexploration,stepfourwascooperativelearnigandstepfivewasevaluation.ThefollowingpartdisplayedsampleslessonsinECandCCrespectively.ATeachingSampleofScaffoldingInstructioninECTeachingaims:letstudentslearnandmasterthethreekeystructuresofunrealconditionalsentenceswith“if”inthesubjectivemood.Thethreestructuresare:If+subject+did/were,subject+could/should/would/might+baseverb;If+subject+haddonesth,subject+could/should/would/might+havedone;If+subject+did(wereto/shoulddo),subject+could/should/would/might+baseverb.Teachingaids:pictures,blackboardandPPTTeachingprocedures:Stage1SettinguplearningsettingsStep1Lead-in(Theteacherfirstshowedstudentsapictureofherown,andaskedstudentsaquestion.)T:What’sthis?21 M.E.dThesisofBohaiUniversitySs:It’syou,ourteacher.T:WhatcanIdoasateacher?Ss:YoucanteachusEnglishYoucangiveusatest.Youcancriticizeuswhenwedosomethingwrong.Youcanmakeaboyfriend.T:Verygood.Icandothese,becauseIamyourteacher.Butcanyoudothese?Ss:No,wecan’t.T:Asstudentsyoucan’tdothese,butifyouwereateacher,youcoulddothese.Yes?S:IfIwereateacher,IcouldteachstudentsEnglish.IfIwereateacher,Icouldgivestudentsatest.IfIwereateacher,Imightcriticizethestudentwhentheydosomethingwrong..IfIwereateacher,Iwouldmakeaboyfriend.T:Butareyouateacher?Ss:No,Iamnot.Iamastudent.T:Soallthatwesaidjustnowisunrealconditions.(Theteacheraskedstudentstolearnmoreaboutunrealconditionstogether.)Step2ProvidesettingsT:Doyoulikewatchingmovie?Ss:Yes,Ido.T:Let’stalkaboutsomefamousandpopularmovies.Ss:Twilight,FastandFurious,HarryPotter……T:Wecanfindthatmostofthemarewesternmovies.Letusdiscussinpairsandanswerthequestion:“WhyarewesternmoviesmoreattractivethanChinesemovies.”Ss:Becausewestartedmakingfilmslaterthanthewestern.Becausewespendlessmoneyonitthanthewesterndoes.Becausewedon’thavegoodplays.BecauseChineseisnotaninternationallanguage.T:Sowecanconclude:(Teacherwrotethesentencesontheblackboard.)Ifwehadstartedmakingfilmearlier,wewouldhavemadesomemoreexcellentfilms.Ifthereweremoregoodplaysandmoney,wemightproducemorehotfilms.IfonedayChineseweretobecomeaninternationallangue,ourfilmwouldbemorepopular.Theteachergivesexamplesasascaffoldtofacilitatestudentstounderstandthemeaninginaclearcontext.Theteachershowssomedynamicimagesbymultimediaand22 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchooldesignssomequestionsforstudentstohaveagroupdiscussioninordertosetupscaffolding.Studentscanconstructtheirknowledgeandusetheirimaginationbyparticipatingintheauthenticcontexttodescribeassumptionsinthepast,presentandfuturesituation.Andstudentsalsoexpresstheirthoughtsslowlythemeansoffollowingthescaffoldingnaturally.Stage2Gettingintosettings(TheteachershowedthepicturesthatshepreparedonPPT,including“talkingloudlyinthemovietheater”“obeythetrafficrules”“smokinginthepublic”“lateinschool”.Allofthepictureswererelatedwiththestudents’dailylife.)T:Ifyouwereoneofthem,would/should/could/mightyoudothesamethings?Thinkaboutyouranswersandwritethemonyourexercise-book.(Inthispart,theteacherputthesettinginreallifeintoclassroomteachingactivitiesandguidedstudentstothinkactivelytodiscoverandsolvetheproblemsbythemselvesthroughsettingquestioncircumstance.Inthisway,studentsweregladtoaccepttheknowledgetotraintheirhabits.)Stage3Independentexploration(achieveZPD)Step1Checktheanswers(Afterafewminutes,theteachersaskedstudentstoreadtheiranswersonebyoneandwrotetheanswersontheblackboard.)IfIwerethegirl,Iwouldnottalkloudlyinthemovietheater.IfIwereoneofthem,Iwouldobeythetrafficrules.IfIweretheman,Iwouldnotsmokeinpublic.IfIweretheboy,Iwouldnotbelateforschool.Step2ConcludegrammaritemsT:Allofyougivetherightanswers.Nowthinkaboutthecharacteristicsofthesesentencesandsumupthegrammaticalrules.Ss:If+subject+did(were),subject+would/could/should/might+baseverb.(Andtheothertwostructuresofunrealconditionalsentenceswith“if”inthesubjectivemoodaboutpastandfuturearethesameasthisone.Andafterstudentssummarizethegrammarrules,theteacherneededtoexplainthesepointssystematicallywiththeaimtoprovidesupports,confirmationandsupplementstostudents.)(Inthisstage,theteachertookadvantageoflearners’curiosityandinvestigationdesiretoleadthestudentstofindandsolvedifficulties,anddrewtheconclusioninsteadofprovidinglearnerswithready-madeconclusion.Theteacherwasnotaknowledgetransferatall,butadirector,partner,alearningmaterialsprovider,acreatoroflearning23 M.E.dThesisofBohaiUniversityenvironmentduringtheprocessofthestudents’investigation.)Stage4CooperativelearnigT:Nowthewholeclassisdividedintothreegroups,groupone,grouptwoandgroupthree.Youaresupposedtomakeupaconversationwhichincludesthethreestructuresofunrealconditionalsentenceswith“if”.(Afterafewminutes,theteacheraskedastudenttoanswerthequestion.)T:Ifyouhadamillion,whatwouldyoudo?S:Iwouldbuyabighouse.T:Ifyouboughtabighouse,whatwouldyoudo?S:Iwouldliveinitwithmyfamilyandhaveapartywithmyfriends.T:Ifyourfriendscametohaveapartywithyou,whatwouldtheydo?S:Theywouldhaveagoodmood.T:Ifyourfriendswereinagoodmood,whatwouldtheydo?S:Theywouldbehappierandhealthier.T:Ifyourfriendswerehappierandhealthier,whatwouldtheydo?S:Theywouldkeepthefriendshipwithmeforaverylongtime.T:Verygood.Sitdownplease.T:Now,eachgroupcompletestheconversationlikethistryingthethreekeystructuresofunrealconditionalsentenceswith“if”inthesubjectivemoodasmanyaspossible.Thewinneristhegroupthatmakestheconversationwiththemoststructures.Iwillgiveyoufiveminutes.Ss:…(Fromtheabove,theclassroomactivitiesandtasksdesignedbytheteacherwereusedtofitforthesituationofstudentsandstudentsfinishedthetasksingroups.Inthisway,studentsdidtheconversationwithaseriesofquestionsdesignedtoformapartnershipinpursuitoftherightanswerandnaturaluseofthetargetlanguage.Duringthisprocess,studentscouldfinderrorsandcorrectthemtimely.Meanwhile,studentscouldconsolidatethenewlydiscoveredgrammarandphenomenonthroughtheexchangeofinformation.)Stage5EvaluationStep1Self-evaluationT:Doyouhaveafullunderstandingofthestructureswelearned?S:Yes,atfirstIneglecttheuseofwould,could,shouldandmight,aftergroupwork,Ihaveaclearideaaboutit.Now,IthinkIunderstanditcompletely.Step2Peer-evaluationT:Pleasegiveanevaluationonyourclassmates.24 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolS1:StudentAgaveaclearanalysisofthegrammarstructure.S2:StudentBgavehiscomplementonthegrammarstructure.S3:StudentCwroteaclearandcompletenotewhichbenefitsthegrammarlearning.S4:StudentDgavesomeexampleswhichmeanshehashisownconsiderationonthegrammarstructures.Step3Teacher’sevaluationT:Ok,asyouconcluded,thethreekeystructuresofunrealconditionalsentenceswith“if”inthesubjectivemoodare:If+subject+did/were,subject+could/should/would/might+baseverb;If+subject+haddonesth,subject+could/should/would/might+havedone;If+subject+did(wereto/shoulddo),subject+could/should/would/might+baseverb.(Teacherwrotethemontheblackboard.)T:Allofyouhaveagoodperformanceandeveryonehashisorherowncontributiontothestructurelearning.（Evaluationasthelaststageinthelessonisveryimportant.Theprocessincludingself-evaluating,peer’sevaluationandteacher’sevaluationreflectedthewholelearningprocess.Theself-evaluationgivesthestudenttheopportunitytoreviewtheperformanceandgetadeeperknowledgeofthegrammarstructure.Thepeers’structureorganizedbytheteacheraimstoaccesstheother’sperformancetoachieveadeeperunderstandingofgrammarstructure.Andtheevaluationfromtheteachershouldbepositive.Theteacherguidesstudentstoevaluatethelearningprocesstointegrateexistingknowledgewithnewacquiredknowledgeandsumupthenewlanguageinthislesson.Fromthestage,theteachercanknowhowmanystudentshavemasteredthetargetlanguagefromthereflection.Andtheteacherwilladjusttheteachingintime.Atthesametime,studentscanalsoknowwherehisshortageisfromthereflection.Evaluationprovidesthechancetobothstudentsandtheteachertoreviewthewholelearningprocess.Studentsareabletoeffectivelyintegrateexistingknowledgewiththetargetlanguage.Andtheteachercanusethesteptosummarizeandconcludetheskillsofgrammarstructure,whichcanhelpstudentstodevelopgrammarability.）ATeachingSampleofTraditionalInstructioninCCTeachingaims:letstudentslearnandmasterthethreekeystructuresofunrealconditionalsentenceswith“if”inthesubjectivemood.Thethreestructuresare:If+subject+did/were,subject+could/should/would/might+baseverb;If+subject+haddonesth,subject+could/should/would/might+havedone;25 M.E.dThesisofBohaiUniversityIf+subject+did(wereto/shoulddo),subject+could/should/would/might+baseverb.Teachingaids:pictures,blackboardandPPTProcedures:Stage1Warm-up(Atthebeginning,theteacherguidesstudentstohavearevisionofthewordsandphrasesthatlearnedlastclassandgivestudentssomequestions.)T:Doyouwanttobeateacher?S:Yes,Ido.T:Whatwouldyoudoifyouwereateacher?S:IfIwereateacher,IcouldteachstudentsEnglish.IfIwereateacher,Icouldgivestudentsatest.IfIwereateacher,Imightcriticizethestudentwhentheydosomethingwrong.IfIwereateacher,Iwouldmakeaboyfriend.T:Butareyouateachernow?S:No,Iamnot.T:So,whatwesaidisnotarealsituation.Let’slearnthethreekeystructuresofunrealconditionalsentenceswith“if”inthesubjectivemood.Stage2PresentationStep1Theteacherpresentsthethreekeystructuresofunrealconditionalsentenceswith“if”inthesubjectivemood.If+subject+did/were,subject+could/should/would/might+baseverb;If+subject+haddonesth,subject+could/should/would/might+havedone;If+subject+did(wereto/shoulddo),subject+could/should/would/might+baseverb.(writethemonblackboard)Step2Theteacherexplainstheusageofthethreestructures.T:ThefirststructureIf+subject+did/were,subject+could/should/would/might+baseverbdescribesconditionsthatareuntrueorhypothetical.ThesecondstructureIf+subject+haddonesth,subject+could/should/would/might+havedonedescribesconditionsandresultsthatareunrealinthepast.If+subject+did(wereto/should),subject+could/should/would/might+baseverbdescribesconditionsandresultsthatareunrealinfuture.Stage3Practice26 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchool(Theteachergivessomeexamplesofthethreekeystructuresandanalyzestheexamples.)Stage4Production(TheteachershowsthepicturesthatshepreparedonPPT,including“talkingloudlyinmovietheater”“obeythetrafficrules”“smokinginthepublic”“lateforschool”.Allofthepicturesarerelatedwiththestudents’dailylife.)T:Ifyouwereoneofthem,would/should/could/mightyoudothesamethings?Talkaboutyouranswers.S:IfIwerethegirl,Iwouldnottalkloudlyinmovietheater.IfIwereoneofthem,Iwouldobeythetrafficrules.IfIweretheman,Iwouldnotsmokeinpublic.IfIweretheboy,Iwouldnotbelateinschool.Stage5Summaryandhomework(Theteachergivesaconclusionofthecomposingandusagesofthethreekeystructuresofunrealconditionalsentenceswith“if”inthesubjectivemood.Andcompletetheworkbook.)3.4.4Post-testTheposttestwasarrangedinboththeexperimentclassandthecontrolclassattheendofthewholegrammarlearning.ThetestpaperwasdesignedtocontainbasicknowledgeofEnglishgrammaritemslearnedduringtheexperimenttimeandtheapplicationofthesegrammaritemsinelasticforms.Thetestlastedfor45minutes.ThetwoclassesfinishedthetestindifferenttimebecauseofthedifferentarrangementoftheirEnglishclass.Butithadnoinfluenceontheresults.Whilethetest,theauthorseekshelpfromtheirheadteachertomonitortheprocessoftesting.Bothetheauthorandtheirteachermaintaincarefulnesstokeepstudentsfromcheatinginthetest.Afterthestudentsfinishedthetest,theauthorcorrectedallthetestpapersbyherselftomakesurethestandardsformarksarethesame.3.4.5Post-questionnaireWhenthewholescaffoldinginstructionwasfinished,theexperimentclassandthecontrolclassweregiventhequestionnairethathadbeengivenatthefirstbutwithadifferentquestionorder.AfterthestudentsinECjustfinishtheirgrammarstudyguidedbyscaffoldinginstruction,theyhavethemostdirectmemory,whichisbeneficialtoexpresstheirtruefeelingtowardstheclass.Theauthorexplainedthequestionstothestudents27 M.E.dThesisofBohaiUniversityagaintomakesurethattheycanunderstandthequestionnaire.Theauthoraskedtheheadteachersforhelptomakesurethestudentsfinishthequestionnaireseriously.Atlast,theauthorgotbackthequestionnairessmoothlyandusedExceltocounttheresults.3.5DatacollectionThesourceofthedatainthisresearchisfromfourquestionnairesandthefourtestsforthestudents.Thereare100validpre-questionnaires(1studentabsentand1invalid)and100validpost-questionnaires(2studentsabsent).Andboththe102pre-testpapersand102post-testpapersgiventotheECandtheCCarevalid.Duringthelaststage,dataanalysisisessential.AllthecollecteddatawillbeanalyzedbySPSS.28 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolChapterFourDataanalysisanddiscussionInthischapter,thedataofquestionnairesandtestpaperscompletedbythestudentsinECandCCareanalyzedanddiscussed.4.1TheresultsanddataanalysisofthequestionnairesThecopiesofquestionnairesare102andtherearetotal102piecesofquestionnairesgivenbacktotheauthor.Afterchecking,allthequestionnairesarevalid.Thispartdiscussestheoutcomeofthequestionnaires.4.1.1Theresultsanddataanalysisofthepre-questionnairesbetweenECandCCBeforetheexperiment,theresultsofquestionnairesaboutattitudeareshownasfollows.Table4.1indicatestheresultsofpre-questionnairesinECandCC.Table4.1ResultsofPre-questionnairesbetweenECandCC(%)Questions1.Agreestrongly2.Agree3.Neutral4.Disagree5.DisagreestronglyECCCECCCECCCECCCECCC145432827141698462.1010302851533465312123231494856234221110444435368851615141342432424456234343394011105479815144647161714148331515464631305691920474620201111331029283939222376341111103534252525264512883029282823221113Questiononetoquestionfourisdesignedtoteststudents’attitudetoEnglishgrammar29 M.E.dThesisofBohaiUniversityteaching.Questiononeaimstofindoutstudents’opinionsabouttheEnglishgrammar’simportanceinEnglishlearning.ItcanbeshownfromthefiguresthatmostofthestudentsinECandCCagreewiththeideathatEnglishgrammarisveryimportant.Itisacceptedbymostofthestudentsthatgrammarasaframepartinalanguageisessentialinaforeignlanguagelearning.TheresultsshowthatthestudentshavethepositivelearningattitudetoEnglishgrammarlearning,whichbenefitstheexperiment.Questiontwoandquestionthreeaimstotestsstudents’intereststoEnglishgrammarteaching.Questionthreeexplainstheresultofquestiontwotoacertainextent.ThoughthestudentsbelievethatEnglishgrammarisimportant,theydon’tlikeitbecauseitisnotinterestingforthem.InotherwordsmostofthestudentsforcethemselvestolearnEnglishgrammar.Questionfourisaboutstudents’confidenceinEnglishgrammar.Fromthedata,itcanbedrawneasilythatthereareonlyveryfewstudentswhoareconfidentinEnglishgrammarwhilemostofthemareunconfident.Students’currentEnglishgrammarlearningcanreflectsomeproblemsingrammarteaching,whichneedstheteachertogiveenoughattentionto.Fromquestionfive,theresultthatstudentsdon’tliketospendmuchtimeongrammarteaching,whichmeansthatthecurrentgrammarteachingandlearningisnotattractiveforstudents.Theresultofquestionsixclearlytellsthephenomenonthatthetraditionalwaydoesnotsuitstudents’currentgrammarlearning.Therearehalfofthestudentshopetofindamoreeffectiveway.QuestionsevenisabouttheinfluencefromEnglishlevel.Accordingtothestudents,Englishlevelisrelatedtothegrammarlearning.Inquestioneight,only18%studentsinECandCCthinksthecurrentteachingmodeiseffectiveforthem.Moststudentsdon’tgetaneffectiveinstructioningrammarlearning.Fromquestionninethatisabouttheteachingactivities,66%ofthestudentsinECandCCwanttohaveinterestingactivitiesintheirEnglishgrammarlearning.Questiontenisaboutstudentsself-learningabilityinEnglishgrammarlearning.68%studentsinECand67%studentsinCClearngrammarfromtheirteacher,whichmeansthatstudentshavelimitedself-learningabilityinEnglishgrammar.QuestionelevenandquestiontwelvediscusshowmuchEnglishgrammarknowledgecanbemasteredbythestudentsafterthetraditionalinstruction.Only11%ofthestudentsinECand10%ofthestudentsinCCmasteredallthegrammarknowledgetaughtbytraditionalinstruction.Andonly9%studentscanputthegrammarknowledgetaughtintopracticaluse.ItcanbeseenthattheresultsfromECandCCareclosedtoeachother,whichmeansthereisnodifferencebetweentwoclassesbeforetheresearch.StudentsofECandCCbothhavesometroublesinEnglishgrammarlearningguidedbythetraditionalinstruction.30 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchool4.1.2Theresultsanddataanalysisofthepre-postquestionnairesinCCandECThereare102validpostquestionnaireswiththesamequestionsaspre-questionnairebutwiththedifferentquestionorders.Table4.2indicatestheresultsofpairedsamplest-testofpre-postquestionnairesinCC.Table4.3indicatestheresultsofpairedsamplest-testofpre-postquestionnairesinEC.Table4.2PairedSamplesT-testofPre-postQuestionnairesinCCPairedDifferences95%ConfidenceIntervaloftheStd.Std.ErrorDifferenceSig.(twoMeanDeviationMeanLowerUppertdf-tailed)Pairpre-teaching-.578.763.243-.643.143-3.54948.091CCpost-teachingFromtable4.2itcanbeseenthatSig(two-tailed)is0.091thatishigherthan0.05andtis-3.549,whichindicatesthatthereisnodifferencebetweenthepre-questionnairesandpost-questionnaireinCC.TheconclusioncanbegotthatstudentsinCChavethesameinterestlevelbeforeandaftertheexperiment.Table4.3Pairedsamplest-testofPre-postQuestionnairesinECPairedDifferences95%ConfidenceIntervaloftheSig.Std.Std.ErrorDifference(twoMeanDeviationMeanLowerUppertdf-tailed)Pairpre-training--.327.346.213-.754-.192-5.80350.000ECpost-trainingFromtable4.3itcanbeseenthatSig(two-tailed)is0.000thatislowerthan.05andtis-5.803,whichindicatesthatthereisasignificantdifferencebetweenthepre-questionnaireandthepost-questionnaireinEC.ThestudentsinEChaveasignificantimprovementoftheinterestsingrammarlearning.31 M.E.dThesisofBohaiUniversity4.1.3Theresultsanddataanalysisofthepost-questionnairesbetweenECandCCAftertheexperiment,theresultsofquestionnairesaboutattitudeareshownasfollows.Table4.4indicatestheresultsofpost-questionnairesinECandCC.Table4.4ResultsofPost-questionnairesbetweenECandCC(%)Questions1.Agreestrongly2.Agree3.Neutral4.Disagree5.DisagreestronglyECCCECCCECCCECCCECCC147433027131678362181038284053143532212383136483613413220103144303668524152213324320242561322432540311021475810143147281726148.233331530461130369320114620204711193107283392223386304111410423420252026451222844291928822713Asisshownintable4.4,aftertheexperiment,theresultsfromCChavenochangewhiletheresultsfromECchangesignificantly.Questiononetoquestionfourisdesignedtoteststudents’attitudetoEnglishgrammarteaching.70%studentsinCCrealizetheimportanceofEnglishgrammarand77%studentsinECagreewiththeideathatEnglishgrammarisveryimportant.Questiontwoandquestionthreeaimtodirectlyteststudents’interestsinEnglishgrammarlearning.ThereisnochangeinCCwhilemorethan50%studentsinECareinterestedinEnglishgrammarlearning.Questionfourisaboutstudents’confidenceinEnglishgrammar.Fromthedata,therearestillveryfewstudentswhoareconfidentinEnglishgrammarinCCwhile33%studentsinECareveryconfident.Fromquestionfive,itcanbeshownthat,comparedwithCC,morestudentsinECliketospendmuchtimeongrammarlearning.Theresultsof32 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolquestionsixclearlytellsthat46%studentsinCCarenotsatisfiedwiththetraditionalinstructionwhilemorethan50%studentsinEClikethescaffoldinginstruction.QuestionsevenisabouttheinfluenceofEnglishlevelonstudents’interest.Itcanbeshownthatonly15%studentsthinktheirEnglishknowledgelevelisnotenoughtoacquirenewgrammarknowledge.Inquestioneight,still18%studentsinCCthinkthecurrentteachingmodeiseffectiveforthemwhile56%studentsinECholdthesameidea.Questionnineisabouttheteachingactivities.66%studentsinCCwanttohavemoreinterestingactivitiesintheirEnglishgrammarlessonwhileonly14%studentsinEChavethesameidea.Questiontenisaboutself-learningabilityofstudents’Englishgrammarlearning.68%studentsinCClearngrammaronlyfromtheteacherwhile10%studentsinECstudygrammaronlyfromtheteacher,whichmeansthatstudentsinEChaveagreatimprovementinself-learningability.QuestionelevenandquestiontwelvediscusshowmuchEnglishgrammarknowledgecanbemasteredbystudents.44%studentsinCCand56%studentsinECcanmasterthegrammarknowledgetaughtbytheteacher.And38%studentsinCCand66%studentsinECcanputthegrammarknowledgeintopractice.LinkingPressly’sargument(1996)thatscaffoldingasabridgebetweentheknowledgethatstudentshadandtheknowledgethatstudentsaregoingtogaincanenhancestudents’interestinlearningnewknowledge,combiningallthecomparisonabovefromtable4.1,table4.2andtable4.3,thedataanalysesindicatethatscaffoldinginstructioncouldmotivatethelearners’interestinEnglishgrammarlearning.4.2TheresultsanddataanalysisofthetestsTherearetotally102pretestpapersand102posttestpapersfromECandCCwhichincludesinglechoice,gapfillinganditemsoferrorcorrection.Andthefullmarkofeachtestpaperis100.ThefollowingcomparisonsaretoexaminewhetherthereisanydifferenceforgrammarachievementbetweenECandCC.4.2.1TheresultsanddataanalysisofthepretestbetweenECandCCTable4.5showsthemeanscoresofpre-testofECandCC.Table4.6indicatestheresultsofindependentsamplest-testofpre-testinECandCC.33 M.E.dThesisofBohaiUniversityTable4.5GroupStatisticsforScoresofPre-testbetweenECandCCClassNMeanStd.DeviationStd.ErrorMeanEC-CC-Pre-testEC5249.8811.4681.590CC5049.3011.0511.563Table4.6IndependentSamplesT-TestforPre-testbetweenECandCCLevene"sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceSig.MeanStd.ErrorFSig.tdf(2-tailed)DifferenceDifferenceLowerUpperECEqual.381.538.262100.794.5852.231-3.8425.012andvariancesCCassumedEqual.26299.999.794.5852.230-3.8395.008variancesnotassumedThefiguresofpre-testareshownintable4.5and4.6.MeanscoresofECandCCare49.88and49.30respectively.Theyarenearlythesame.TheSig.(2-tailed)is0.794,whichishigherthan0.05.95%ConfidenceIntervaloftheDifference(-3.842-5.012)include“0”.FromthisitcanbesurethatthedifferencebetweenECandCCisnosignificant.ThereforewecanseethattheEnglishlevelofthetwoclassesisalmostthesamebeforetheexperimentwhichcanmaketheexperimentcontinuetocarrythrough.4.2.2TheresultsanddataanalysisoftheposttestbetweenECandCCTable4.7showsthemeanscoresofpre-testofECandCC.Table4.8indicatestheresultsofindependentsamplest-testofpre-testinECandCC.Table4.7GroupStatisticsforScoresofPost-testbetweenECandCCClassNMeanStd.DeviationStd.ErrorMeanEC-CC-Pre-testEC5264.4011.5101.596CC5051.669.9301.40434 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolTable4.8IndependentSamplesT-testforScoresofPosttestbetweenECandCCLevene"sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceSig.MeanStd.ErrorFSig.tdf(2-tailed)DifferenceDifferenceLowerUpperECEqual.236.6285.977100.00012.7442.1328.51416.974variancesassumedEqual5.99498.859.00012.7442.1268.52516.962variancesnotassumedTheDataofpost-testareshownintable4.7and4.8.MeanscoreofECinposttestis64.4,whichis12.744pointshigherthanthatofCC.TheSig.(2-tailed)is0.000,whichislowerthan0.05.95%ConfidenceIntervaloftheDifference(8.514-16.962)donotinclude“0”.ThereforeitindicatesthatthereisasignificantdifferencebetweenECandCCaftertheexperiment.LinkingBenson’sargument(1997)thatusingscaffoldinginstructioncorrectlywouldpromotestudents’learning,theconclusioncanbedrawnthattheEnglishgrammarteachingguidedbyscaffoldinginstructionismoreeffectiveinimprovingthelearners’Englishgrammarachievement.4.2.3ThecomparativeanalysisofthreegroupsinECbyposttestscoresThecomparativeanalysisisdoneamonglow-scoregroup(lowest10byposttestscores),high-scoregroup(top10byposttestscores)andmiddle-scoregroupgroupsinEC.Bythedatacomparison,itisexpectedtoanswerthethirdresearchquestion,thatis,whatimplicationcanbegainedfromthegrammarachievementofthehighscoregroupandlowscoregroupafterscaffoldinggrammarteaching.Table4.9andtable4.10indicatetheresultsofthecomparison.35 M.E.dThesisofBohaiUniversityTable4.9ANOVAfortheChangesoftheThreeGroupsinECSumofSquaresdfMeanSquareFSig.BetweenGroups265.4732138.73626.671.000WithinGroups246.807495.23Total510.2851Table4.10MultipleComparisons95%ConfidenceInterval(I)Group(J)GroupMeanDifference(I-J)Std.ErrorSig.LowerUpperBoundBoundLow-scoreMiddle-score1.485.796.071-.1173.088groupgroupHigh-score5.660*.836.0003.9777.344groupMiddle-scoreLow-score-1.485.796.071-3.0880.117groupgroupHigh-score4.175*.767.0002.6315.718groupHigh-scoreLow-score-5.660*.836.000-7.344-3.977groupgroupMiddle-score-4.175*.767.000-5.7181-2.631groupAfteranalyzingthescoresofthepretest,studentsweredividedintohigh-scoregroup,themiddle-scoregroupandthelow-scoregroupbasedonthemethodofQin(2004).Thestudentswhosescoreswerethetop25%werenamedashigh-scoregroup.Thestudentswhosescoreswereofthelast25%werenamedaslow-scoregroup.Andnaturally,thereststudentswerenamedasmiddle-scoregroup.Itcanbedrawnfromtable4.9(Sigis0.000,higherthan0.05)thatthereisasignificantdifferenceamongthethreegroups.Andfromtable4.10incomparisonbetweenlow-scoregroupandmiddlescore-groupSigis0.071,whichmeansthereisnosignificantdifferencebetweenthem.Andthelowerboundis-0.1174andtheupperboundis3.0889.Thereis0betweenthem.Incomparisonbetweenlow-scoregroupandhigh-scoregroup,theSig.is0.000,lowerthan0.05,whichindicatesthereisasignificantdifferencebetweenthem.Andthelowerboundis3.977,theupperboundis7.3444.Thereisnot0betweenthem.Incomparisonbetweenmiddlescoregroupandlow-scoregroup,Sigis0.071,whichmeansthereisnosignificantdifferencebetweenthem.Andthelowerboundis-3.0889andtheupperboundis0.1175.Thereis0between36 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolthem.Incomparisonbetweenmiddle-scoregroupandhigh-scoregroup,theSig.is0.000,lowerthan0.05,whichindicatesthereisasignificantdifferencebetweenthem.Andthelowerboundis2.6319,theupperboundis5.7181.Thereisnot0betweenthem.Incomparisonbetweenhigh-scoregroupandlow-scoregroup,Sigis0.000,whichmeansthereisasignificantdifferencebetweenthem.Andthelowerboundis-7.3444andtheupperboundis-3.977.Thereisnot0betweenthem.Incomparisonbetweenhigh-scoregroupandmiddle-scoregroup,Sigis0.000,whichmeansthereisasignificantdifferencebetweenthem.Andthelowerboundis-5.767andtheupperboundis-2.6319.Thereisnot0betweenthem.BasedonShan’sidea(2003)aboutapplicationofscaffoldinginstructionintobigclass,alloftheaboveanalysisindicatesthatthehigh-scoregrouphastheleastimprovementamongthethreegroups,andtheimprovementinthemiddle-scoregroupandthelow-scoregroupisclosetoeachother.Butfromthemeandifferencewecanseethatthelow-scoregrouphasthemostobviousimprovementinEnglishgrammarachievement.4.3DiscussionSeenfromtheresultsofpairedsamplest-testofpre-postquestionnairesinECthereisasignificantdifferencebetweenthepre-questionnaireandthepost-questionnaireinEC.ThestudentsinEChaveasignificantimprovementoftheinterestsingrammarlearning.Theresultsofpairedsamplest-testofpre-postquestionnairesinCCindicatethatthereisnodifferencebetweenthepre-questionnairesandpost-questionnaireinCC.InotherwordsstudentsinCChavethesameinterestlevelbeforeandaftertheexperiment.Thedataofindependentsamplest-testforscoresofpost-testbetweenECandCCindicatethatthereisasignificantdifferencebetweenECandCCaftertheexperiment.ItdenotesthattheEnglishgrammarteachingguidedbyscaffoldinginstructionismoreeffectiveinimprovingthelearners’Englishgrammarachievement.Theteacherdividedstudentsintothreegroupsaccordingtostudents’scores,namely,high-scoregroup,themiddle-scoregroupandthelow-scoregroup.Theresultsoftable4.9indicatethatthereisasignificantdifferenceamongthethreegroups.Andfromtable4.10,itcanbeshownthatthereisnosignificantdifferencebetweenlow-scoregroupandmiddlescore-groupwhilethereisasignificantdifferencebetweenlow-scoregroupandhigh-scoregroup,asistruebetweenmiddle-scoregroupandhigh-scoregroup.Alloftheaboveanalysisindicatesthatthehigh-scoregrouphastheleastimprovementamongthethreegroups,andtheimprovementinthemiddle-scoregroupandthelow-scoregroupiscloseto37 M.E.dThesisofBohaiUniversityeachother.Butfromthemeandifferencewecanseethatthelow-scoregrouphasthemostobviousimprovementinEnglishgrammarachievement.Fromtheresultsandanalysisofthedatafromthisresearch,itcanbeseenthatthescaffoldinginstructionisaneffectiveteachinginstruction.Anditcaneffectivelyencouragethestudents’initiativeandenthusiasmintheprocessoflearninggrammar.MoststudentstendtoholdpositiveattitudestoscaffoldinginstructioninEnglishgrammarlearning.38 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolChapterFiveConclusionInthischapter,theauthorwillgiveaclearstatementofthemajorfindingsandillustratetheresearchlimitation.Atthelast,theauthorgivessomesuggestionsforthefurtherresearch.5.1ThemajorfindingsInordertodemonstratetheeffectivenessofthescaffoldinginstructionappliedingrammarteachinginseniorhighschool,theauthordidtheexperimentinfourmonths.Fromtheresultsandanalysisinformerchapter,theconclusionscanbedrawnasfollows.Firstly,scaffoldinginstructioncouldmotivatethelearners’interestinEnglishgrammarlearning.Duringtheteaching,theteacher,asadesigner,guider,participantandorganizer,promotedthestudentstobethemainpartofEnglishgrammarlearning.Fromthecomparisonbetweenpre-questionnaireandpost-questionnairewecanseethatfacedwithdifferentscaffoldingsdesignedbyteachers,studentsshowedmorecuriosityandmotivation.Thestudents,whooncethoughtgrammarlearningwasboringanddifficult,weretendingtolearnitactively.Secondly,scaffoldinginstructioncanimprovestudents’grammarlearningproficiency.Fromthecomparisonbetweenpre-testandpost-test,wecanconcludethatthereisanimprovementintheirscoresofgrammartest.Althoughboththeexperimentclassandthecontrolclasshaveanimprovementofthetestscores,thestudentsintheexperimentclassgainsabiggerprogressinthepost-testpaperthanthestudentsinthecontrolclass.Thirdly,itwasanimportantfindingconsistingintheimplicationgainedfromthecomparisonofthehigh-scoregroupandlow-scoregroupafterscaffoldinggrammarteaching.Theconclusioncanbedrawnthatlowscorestudentsandmiddlescorestudentsbenefitedmorefromthescaffoldinginstructionthanhighscorestudents.ItwasbecausethatthestudentswithlowandmiddleEnglishscoresneedmorepatienceandguidanceoftheteachertoarousetheirinterestandtoenablethemtoknowwhattheywerelearningandhowtheycouldlearnitwell.Onthecontrary,becausethestudentswithhighscoreshadthebasicabilitytolearnEnglish,thehelpfromthescaffoldinginstructionwaslessobviousthanthatforthelowscoresstudents.Nevertheless,thescaffoldinginstructionstillpossessedadvantagesinguidingstudentstolearngrammarmoreeffectively.39 M.E.dThesisofBohaiUniversity5.2PedagogicalimplicationsFromtheexperimenttheauthorconcludesthreepedagogicalimplications.Thefirstoneisthescaffoldwillberemovedlittlebylittle,untilthescaffoldingiscompletedandfinallyremovedcompletely.Theaimofscaffoldinginstructionistohelpstudentsdeveloptheircognitivestructureinsteadofthescaffolditself.Theapplicationofscaffoldinginstructionshouldpayattentiontotheprocess,thedesignofwhichwillenhancestudents’grammarcognitivestructure.Thesecondoneisthatthescaffoldshouldbeclosedtothestudents’informationgap.Accordingtozoneofproximaldevelopment,duringthescaffoldinggrammarteachingthegapbetweengrammarstructureofstudents’nativelanguageandEnglishhastobetakenintoaccount.Accordingtothetwobasicgrammarstructures,theteachercouldfindoutstudents’informationgapandbuildupscaffoldstomakeupforit.Andthelastoneisthatthescaffoldingshouldnotbeaboringprocesstoteachgrammar.Onthecontrary,teacherisrequiredtoprovidethelearningsettingsandthemeaningfulconstructionofgrammarknowledge.Thereforethegrammarteachingbecomemoreclosedtothestudents’reallife,whichcansurelybenefitforstudents’grammarlearning.5.3ThelimitationsBecauseoftheteacher’slimitedabilityandsomeotherdifficulties,thisresearchisnotperfectinsomeways.Themainlimitationislisted.Thefirstoneisthatonly102studentsfromtwoclassesparticipateintheexperiment.Thoughtheefficiencyofthescaffoldinginstructioninimprovingthestudents’grammarhasbeenproved,itmaynotbesuitableforothersituation.Theconclusionwouldbemorevaluableontheconditionthattheexperimentiscarriedoutinmoreclassesandotherschools.Butthereisthelimitoftimeandchancetogivemorechancetomoreresearchesonthevalidityofscaffoldinginstructionappliedingrammarteachingandlearning.Therearetworeasonsforthissituation.Oneisthelimitedtimeforteacherstofinishtheirteachingcontents.Theycannotallowtheauthortodomoreresearchesintheclasses.Theotheristhespecialfeatureofgrammarteaching.Thegrammarisinvolvedineachunit.Thereisnowholespecialclassforgrammarteaching.Sotheauthordidn’thavemanychancestodomoreexperiments.Thethirdlimitationisfromtheauthor.Duetothelackofexperiences,theauthordidnotgivetheproperscaffoldingforeveryoneallthetime,thoughtheauthortriedherbesttodesigntheteachingprocessbasedontheenough40 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolunderstandingofscaffoldinginstruction.Thelastinformationisaboutotherrelatedfactorswhicharenottakenintoconsiderationoftheexperimentsuchasgender.Theexperimentwouldbemorevaluableifitconsideredallthecomplexfactors.5.4SuggestionsAfterreadingalargenumberofliteraturesabroadandathome,theauthorfindthattherearemanyresearchesonconstructivismlearningtheories.Thescaffoldinginstructionasonemethodguidedbyitalsohasmanyreferences.However,thescaffoldinginstructionongrammarteachingstillstaysinthephaseofthetheory,becausetherearefewresearcheswithpracticalexamplesandanalysis.Exceptthat,thecurrentbooksandpapersallhavecommonviewsontheadvantagesanddisadvantagesofscaffoldinginstruction.However,therealteachingsituationismuchmorecomplexbecauseofdifferentkindsoffactorssuchasdifferentplacesanddifferentteachingstylesfromdifferentteacher.So,itisverynecessarytodomoreempiricalstudyandanalysisthantheoreticalones.41 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AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolAppendixIQuestionnaire关于高中语法学习情况的调查问卷亲爱的同学:你好！这是一份有关你的英语语法学习情况的调查表。此表只是用于调研、为改进英语语法教学之用。不记名，不涉及对个人的评价，请放心填写。对表格中问题的回答，无对错之分，如实回答。A—D代表你对所列观点的认同程度（A非常同意，B同意，C中立，D不同意，E非常不同意）请在最符合你看法的相应选项上打勾。你的真实回答将使这项研究变得更具体、更具有针对性。感谢你的合作。性别：________________________班级：_____________________非常同中不同非常不同意意立意同意1.语法学习对于英语学习来说很重要。ABCDE2.我喜欢学习英语语法。ABCDE3.我认为英语语法的学习非常有趣。ABCDE4.对于我的英语语法知识储备，我感觉很自信。ABCDE5.我愿意花更多时间去学习英语法。ABCDE6.我想学好英语语法，但是找不到好的方式学习。ABCDE7.我想学好英语语法，但是由于我的英语水平比较薄弱，ABCDE我不能理解很多语法知识。8.我认为现在英语老师的语法教学使我受益很大。ABCDE9.我认为在语法教学中加入有趣的活动很有好处。ABCDE10.老师在课堂上讲解语法是我学习语法的主要方式。ABCDE11.在语法教学之后，你认为你能完全掌握所学的语法知ABCDE识。12.在语法教学之后，你认为你能完全把所学语法应用于ABCDE实践当中。45 M.E.dThesisofBohaiUniversityAppendixIIScoresoftestsNumberECCCpre-testpost-testpre-testpost-testS157965843S244554577S340604155S455895448S536653554S642774347S751525234S846674556S953725371S1069666752S1151634734S1266496372S1337584349S1454634959S1540614166S1640653858S1755635434S1823452144S1950634965S2061716034S2150674944S2267566854S2333583144S2454895254S2531593052S2642604343S2759536050S286651674246 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolS2940963742S3035533354S3160655961S3265516351S3333703248S3465686358S3551744650S3639714654S3740693440S3851715240S3942675070S4046454750S4155655452S4260645546S4351695058S4462426349S4570726958S4661685956S4755615456S4845574644S4955635461S5040614150S516756S52347847 M.E.dThesisofBohaiUniversityAppendixIIIPre-testpaperPre-testPaper高一下学期期末模拟试题（满分100分时间：45分钟）请您仔细阅读以下文字，这对您获得好成绩非常重要。高一下学期期末模拟，共三种题型，50道题。其中第一部分是单选题20道，每题2分，共40分；第二部分是填空题两道大题每道大题有10道小题，每题2分，共40分；第三部分是改错题两道大题每道大题有10道小题，每题1分，共20分。I.单项选择（每题2分）()1.Myfathercan’tplay______basketball.Hecanplay______piano.A.the;theB./;/C.the;/D./;the()2.MissGreenteaches________English.A.usB.ourC.weD.ourselves()3.Mysisterlikesplayingtheguitar,butshecan’tplay______.A.niceB.goodC.wellDOK()4.Hewants______theEnglishclub.A.tojoinB.tojoininC.beinD.join()5.HegoestoschoolA.byfootB.onfoodC.onfootD.walks()6.LiuPingcan’tplaysoccer.Ican’tplaysoccer______________.A.alsoB.yetC.tooD.either()7.Hearrives_______homeat6:00intheafternoon.A.inB.atC.onD./()8.---____doyougotowork?---I____abustowork.A.How,onB.What,takeC.How,takeD.What,by()9.Ittakeshimhalfanhour_____hishomeworkeveryday.A.doB.finishesC.tofinishD.doing()10.---_______isitfromyourhometoschool?---About20minutes’ride.A.HowlongB.HowfarC.WhatfarD.Howmany()11.Tommypractices______Chineseeveryday.A.speakingB.speaksC.isspeakingD.tospeak48 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchool()12.---Arethose________apples?---Notheyare________.A.their,oursB.ours,theirsC.her,myD.theirs,mine()13.Mikeis_______boy.A.one11-years-oldB.one11yearsoldC.an11-year-oldD.a11-year-old()14.Thechildrenoften________withtheirmothers.A.goingshoppingB.goesshoppingC.goshoppingD.isshopping()15.---Wehavemusic_______3:00______theafternoon.A.at,inB.on,inC.at,onD./,in()16._________boatsontheriver,but________onlyaropeway.Sothestudentsgotoschool__________theropeway.A.Therearenot,thereis,onB.Thereisno,thereis,inC.Thereareno,thereis,onD.Thereisnot,thereare,take()17.---howmuchisthesweater?---__________________.A.It’s2dollars.B.It’s2yuans.C.Theyare2dollars.D.Theyare2yuans.()18.---Where_______you_______from?---IcomefromChina.A.are,comeB.do,comeC.is,fromD.does,from()19.Idon’tknow____________________.A.whereBoblivesB.whereBobliveC.wheredoesBobliveD.wheredoesBoblive()20.Youcan’tplaycomputergamesbefore_______yourhomework.A.finishB.finishesC.finishingD.tofinishII.填空（每空2分）1IntheUnitedStates,therewere222people__1__(report)tobebillionairesin2003.The__2__oftheseisBillGates,worthatleast$41billion,whomadehismoney__3__startingthecompanyMicrosoft.Mr.Gateswasonly21yearsold__4__hefirsthelpedtosetupthecompanyin1976.hewasabillionaire__5__thetimehewas31.__6__,therearestillsomeotherpeoplewhohavemadelotsofmaneyateven__7__(young)ages.OtheryoungpeoplewhohavestruckitrichincludeJackieCooganandShirleyTemple.__8__ofthesechildactorsmadeoveramilliondollars__9__(act)inmoviesbeforetheywere14.But__10__youngestbillionaireisAlbertvonThumundTaxisofGermany,who,in2002,inherited(继承)abilliondollarswhenheturned18.49 M.E.dThesisofBohaiUniversity2People__1__(live)indifferentcountriesmadedifferentkindsofwords.Todaythereareaboutfifteenhundred__2__intheworld.Eachcontainsmanythousandsofwords.Averylargedictionary,forexample,containsfour__3__fivehundredthousandwords.Butwedonotneed__4__these.Toreadshortstoriesyouneedtoknowonlyabouttwothousandwords.__5__youleaveschool,youwilllearnonlyonethousandormore.Thewordsyouknowarecalledyourvocabulary.Youshouldtrytomakeyourvocabulary__6__(big).Readasmanybooksaswecan.Therearealotofbooks__7__(write)ineasyEnglish.Youwillenjoythem.Whenyoumeet__8__newword,lookit__9__inyourdictionary.Yourdictionaryisyour__10__(much)usefulbook.III.改错（每题10分）1.TodayIvisitedtheSmiths—myfirsttimevisittoaAmericanfamily.Theyliveinasmalltown.Itwasverykindforthemtomeetmeattherailwaystationanddrovemetotheirhome.TheSmithsdidhisbesttomakemefeelathome.Theyofferedmecoffeeorotherdrinks.Wehaveagoodtimetalkingandlaughingtogether.TheyeagertoknoweverythingaboutChinaandaskedmelotsofquestion.Infact,theyareplanningtovisitChinainnextyear.2.DearBob,Hello.IlearnaboutyoufrommyEnglishteacher,MissFang.I’dliketoyourpenfriend,andgettoknowmoreaboutyourcountry.First,letmetellyousomethingmoreaboutmyself.MynameisLiHua.IliveinBeijing,whereisthecapitalofChina.IgotoHongqiMiddleSchool.Theystudyquiteafewsubject,suchasmaths,Chinese,Englishandphysics.Iusetoplayping-pongalotinmysparetime,butnowIaminterestinginfootball.Doyouplayanyballgames?Whatyourfavoritesport?Ilookforwardtohearfromyousoon.Your,LiHua50 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolAppendixIVPost-testpaperPost-testPaper高二上学期期末模拟试题（满分100分时间：45分钟）请您仔细阅读以下文字，这对您获得好成绩非常重要。高二上学期期末模拟题，共三种题型，50道题。其中第一部分是单选题20道，每题2分，共40分；第二部分是填空题两道大题每道大题有10道小题，每题2分，共40分；第三部分是改错题两道大题每道大题有10道小题，每题1分，共20分。I.单项选择（每题2分）1.Ratherthan____onacrowdedbus,healwaysprefers_____abicycle.A.ride;rideB.riding;rideC.ride;torideD.toride;riding2.Whichofthesetwotieswillyoutake?-I"lltake______,togivemeachangesometimes.A.eitherB.neitherC.allD.both3.Iwasreallyanxiousaboutyou.You_____homewithoutaword.A.mustn"tleaveB.shouldn"thaveleftC.couldn"thaveleftD.needn"tleave4.You"redrinkingtoomuch.-Onlyathome.Noone_____mebutyou.A.isseeingB.hadseenC.seesD.saw5.Howaretheteamplaying?They"replayingwell,butoneofthem_______hurt.A.gotB.getsC.areD.were6.Shanghaiislargerthan_____cityinIndia.A.anyotherB.otherC.allotherD.any7.Witheverythingsheneeded_______,Mumleftthemarketplace.A.tobuyB.havingboughtC.buyingD.bought8._____fromthetopofthemountain,thecitylooksbeautiful.A.SeenB.SeeC.SeeingD.Tosee9.____somethingwrongwithyourcomposition.A.TherewereB.TherehavehadC.ThereseemedtobeD.Itseemedto10.Wouldyoulikeanothercupofcoffee?--______,I"vehadenough.A.No,thanksB.Yes,pleaseC.No,Iwon"thaveitD.Yes,Iwon"tto11.DoyouthinkIcouldborrowyourdictionary?--_______.51 M.E.dThesisofBohaiUniversityA.Yes,youmayborrowB.Yes,youcouldC.Yes,helpyourselfD.Yes,goon12.It"sgettinglate.I"mafraidImustbegoingnow.--OK._______.A.howeverB.whateverC.whicheverD.whenever13.Let"skeeptothepointorwe_______anydecisions.A.willneverreachB.haveneverreachedC.neverreachD.neverreached14.TheEnglishplay_______mystudentsactedattheNewYear"spartywasagreatsuccess.A.forwhichB.atwhichC.inwhichD.onwhich15.Whenyoucomehereforyourholidaynexttime,don"tgoto___hotel;Icanfindyou____bedinmyflat.A.the;aB.the;不填C.a;theD.a;不填16.Rosesneedspecialcare______theycanlivethroughwinter.A.becauseB.sothatC.evenifD.as17.Asocietycannotbesuccessfulifitthrowstraditionaway,butitcannotbesuccessful_______ifweDosomethingtostopprogress.A.eitherB.neitherC.tooD.also18.Ifhe______meIwilltellhimthetruth.A.willaskB.asksC.askedD.ask19.Ilike_______intheautumnwhentheweatherisclearandbright.A.thisB.thatC.itD.one20.Sarah,hurryup.I"mafraidyouwouldn"thavetimeto_______beforetheparty.A.getchangedB.getchangeC.getchangingD.gettochangeII.填空（每空2分）1.Finishingtheirshoppingatthemall,acouplediscoveredthattheircar__1__(steal).Theyfiledareport__2__thepolicestationandadetectivedrovethem__3__toparkinglottolookforevidence.Totheir__4__(amaze),thecarhadbeenreturned__5__therewasanoteinitthatsaid:“Iapologizefortakingyourcar.MywifewashavingababyandIhadtorushhertothe__6__.Pleaseforgettheinconvenience.Therearetwotickets__7__tonight’sManiaTwainconcert.Theirfaithinhumanityrestored.Thecoupleattended__8__concert.Butwhentheyreturnedhome,theimmediatelyfound__9__theirhousehadbeenransacked(洗劫).Onthebathroommirrorwas__10__note:“Ihavetoputmykidthroughcollegesomehow,don’tI?”2.MostAmericansdon’tliketogetadvice__1__membersoftheirfamily.Theygetadvicefrom“__2__”(strange).Whentheyneedadvice,theydon’tusuallygotopeopletheyknow.__3__manyofthemwriteletterstonewspaperandmagazines__4__giveadviceonmanydifferentsubjects__5__(include)52 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolfamilyproblems,theuseoflanguagehealth,cooking,child,clothes,__6__evenonhowtobuyahouseoracar.Mostnewspapers__7__(regular)printlettersfromreaderswithproblems.Alongwiththelettersare__8__writtenbypeoplewhoaresupposedtoknowhowtosolvesuchproblems.Someofthesewritersaredoctors,__9__arelawyersoreducators.Buttwoofthemostfamouswritersofadvicearewomenwithoutspecial__10__(train)forthiskindofwork.III.改错（每题10分）1.Sportshelpthemtolivehappy.Inotherwords,theyhelptokeeppeoplestrongandfeelgood.Whenpeopleareplayinggames,theymovealot.Thatishowsportsaregoodactivitiesfortheirhealth.Havingfunwiththeirfriendsmakethemhappy.Manypeopleenjoysportsbywatchingtheothersplay.InAmericanbigcities,thousandssellticketstowatchfootballorbasketballgames.2.DearPeter,ThanksverymuchoninvitingmetoyourbirthdaypartyonSunday.I’dlikeverymuchcomebuthadanexaminationonMondaymorning.ItisaveryimportantexambutIcan’taffordtofailit.I’llspendallthewholeweekendreadingandprepareforit.SoI’mreallysorrythatIwon’tbeabletocomeinthistime.Hopeyoucanunderstand.I’lltakechancetowishyouwonderfultimeonyourbirthday.Happybirthday,Peter,andmanyhappyreturnoftheday!Yours,LiMing53 M.E.dThesisofBohaiUniversityAppendixVTeachingmaterial54 AStudyoftheApplicationofScaffoldingInstructiontoEnglishGrammarTeachinginSeniorHighSchoolAcknowledgementsIt’smygreathonortobeheretothankthepeoplewhohavehelpedmeduringmypostgraduatestudies.Withouttheirhelp,Icouldn’tfinishmyresearchpaperontime.Firstly,IwouldliketogivemyspecialsincerestthankstoProfessorZhangXinyu,mysupervisor.Shehassupportedmeconsistentlyandgavemealotofvaluableandinsightfulsuggestionsandhelpedmesolvesomeproblems.Iamsogratefulforhertimelyhelp,warm-heartedsupport,detailedinstruction,carefuladviceandfeedback.Asmytutorshehasspentmuchofherprecioustimetocheckmythesisandcorrecterrors.Underherguidance,Ihaveobtainednotonlythebookknowledgebutalsomuchvaluableexperiencethatwillleadmeintothefutureresearch.Secondly,I’dliketoexpressmydeepestthankstoalltheteachersofCollegeofForeignLanguageinBohaiUniversity.IwouldliketoshowmysinceregratitudetoProfessorYanPing,ProfessorGuoHui,andallEnglishteacherswhohavetaughtmeinmystudyinginBohaiUniversity.Theirinsightfuladviceandwarm-heartedhelphavemademystudymeaningfulandfruitful.DuringmystudyinBohaiUniversity,theyhavecontributedmanyvaluableinstructionsandguidedmeintothefieldoflinguisticsandlanguagelearningandteachingresearch.Ireallylearnedalotfromthemduringthetwoyears.ThespiritofdevotingtheirpatienceandaffectiontoEnglish-teachingaffectedmedeeply,andtheyhavesetgoodexamplestoallstudents.Ithankthemwithmygratefulheartagainfortheirgeneroushelpduringmystudy.Lastbutnotleast,Iwouldliketoappreciateanumberofpeoplewhohavebeenhelpfulinmyresearch.Mysincerethanksarealsosenttomyparents,relativesandfriends,whokindlyofferedassistancetomeinmyresearch.Iamalsogratefultomyschoolmate,WuNan,whohasspendmuchtimeandenergyinhelpingmeinputandanalyzethedata.55 M.E.dThesisofBoHaiUniversityThelistoftheresearchpaperspublishedbytheauthor作者攻读学位期间发表的学术论文目录发表论文：1.刘晨,英语语法测试的信度和效度,中学生导报·教学研究,2015,39.117.56 ■？－？：；＇厚一－‘矮，齊傅一；一一＾－門Ｖ一ｖ：■：＾世擧寡猜一一，７一二一：Ｖ７；－：＇：一－－！－－＼一一一－．一。－一Ｉ；：－一；＇■；－：：ｒ：＾一一，片：－一－■一一－一Ｉ＿＾－／：一＇－－．一＾Ｌ■＾－，ｔ一．一－．■Ｖ－；？－Ｉ一＇：ｒ一．一一一：一：？＾ｌ．■－－／，＇ｙ：－■Ｍ一＾‘一７Ｍｖ＾．一ｖ．ｌ古Ｉ＾ｖ