Abstract: This paper tries to analyze contents and features of the five steps in Scaffolding Instruction, to concretely apply the theory to teaching cases in junior middle school vocabulary teaching, to point out some notes in the procedures of application, and to put forward the significance of the study and suggestions for further improvement. The research contributes to the change of students’ learning strategies from passive acceptance and mechanical memorization to active exploration and independently constructing vocabulary knowledge. The paper also makes teachers help students enlarge their vocabulary as well as utilize them appropriately, thus improving the efficiency and quality of English vocabulary teaching in junior middle school.
Key words: junior middle school; English vocabulary teaching; Scaffolding Theory
CONTENTS
Abstract
摘要
. Introduction1
2. Literature Review and Theoretical Framework1
2.1 Definition of Scaffolding and Literature Review
2.2 Characteristics and Five Steps of Scaffolding Instruction
3. Current Situation of English Vocabulary Teaching in Junior Middle School.3
3.1 Single Input Mode
3.2 Inadequate Output
4.Application of Scaffolding Theory in Junior Middle School English Vocabulary Teaching.4
4.1 Building Scaffolds between Newly Learnt Words and Mastered Words
4.2 Guiding Students into Situations of Vocabulary Learning
4.3 Training Students to Explore the Mysteries of Vocabulary Independently
4.4 Cooperative Vocabulary Learning
4.5 Assessment of Vocabulary Learning Effects
5. Reflection on the Application 10
5.1 Significance
5.1.1 Activating the Classroom Atmosphere
5.1.2 Transforming the Roles of Teachers and Students
5.1.3 Improving Learning Ability and Efficiency
5.2 Suggestions
5.2.1 Avoiding the Formalism in Teaching Process
5.2.2 Maintaining the Systematicness of Knowledge
5.2.3 Building and Removing the Scaffolds at Appropriate Time
Bibliography.
Acknowledgements
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