scholarly journals The Use of Scaffolding Theory in the Teaching of Writing

2021 ◽  
Vol 2 (6) ◽  
Author(s):  
Qian Zhou
Keyword(s):  
High School ◽  
Cultural Knowledge ◽  
Proximal Development ◽  
High School English ◽  
Student Centered ◽  
Writing Ability ◽  
English Curriculum ◽  
English Writing ◽  
Language Knowledge ◽  
Teaching Of Writing

"English Curriculum Standards for Senior High School (2017)" puts forward higher requirements for the writing ability of students: students can use the language knowledge and cultural knowledge they have learned to create new texts according to different purposes and audiences. Writing is a difficult point. However, the current domestic English writing teaching effect is not satisfactory. English writing teaching has not been paid enough attention, and students lack the initiative to learn English writing. Scaffolding theory encourages teachers to follow the "student-centered" classroom teaching model and build scaffolds based on the students' recent development areas, so as to promote students' knowledge construction and meaningful learning, stimulate students' interest in English learning, and improve their English writing level. This article analyzes the teaching of English writing from the perspective of scaffolding theory. First, it introduces the research background, expounds "Zone of Proximal Development" and scaffolding theory, and discusses in detail the five steps of scaffolding theory applied in high school English writing classrooms. Finally, three teaching inspirations and suggestions are provided in order to improve the teaching effect of high school English writing.

scholarly journals The New Teaching Model of the Integration of English Reading and Writing in High School

2020 ◽  
Vol 16 (4) ◽  
pp. 253
Author(s):  
Wang Juan ◽  
Li Qing ◽  
Li Xiaoxue ◽  
Zhao Yuru
Keyword(s):  
High School ◽  
Literature Review ◽  
Teaching Practice ◽  
Difficult Problem ◽  
High School English ◽  
Writing Ability ◽  
Reading And Writing ◽  
English Writing ◽  
English Reading ◽  
Reading Teaching

<p>Reading and writing are two important parts of high school English teaching. Reading is the main way for students to input information, while writing is an important form of outputting information and a comprehensive reflection of students' English ability. Therefore, reading and writing content should be closely linked. However, in the practical teaching practice, teachers often separate reading teaching from writing teaching and fail to guide students to realize the complementary relationship between reading and writing, which often leads to low teaching performance and insignificant learning effects. Therefore, how to effectively integrate reading teaching and writing teaching in the teaching process of reading and writing training, promote writing by reading and lead reading by writing, is a difficult problem facing the majority of high school English teachers. The author found that the combination of class teaching in English reading and writing research can make the student constantly in the process of reading and the author dialogue, communication, and form their own understanding, for active information receiver and further become a have their own sense of readers, so as to do it in writing from time to tome words want to say, have words to say and have words to say, in the emotional attitude and method of writing has had the positive transformation, to improve the writing ability of certain. In addition, the case study of the integration of reading and writing has also improved teachers' professional cognition and teaching level. The first part of the paper introduces the current situation of English writing teaching in senior high school, the problems existing in students' writing, the necessity of combining reading with writing, and the purpose and significance of this study. The second part explains the importance of reading and writing and the ways to improve it through current research and literature review. The third part, through literature review, introduces the relevant research on the combination of reading and writing at home and abroad, and reveals the necessity of the integrated teaching of high school English reading and writing. The fourth part elaborates on the application of reading and writing integration in classroom teaching practice.</p>

scholarly journals The Teaching Design of English Reading Based on Cultivating Students' Critical Thinking

2020 ◽  
Vol 10 (8) ◽  
pp. 993
Author(s):  
Yu Jia ◽  
Lei Guo
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Cultural Awareness ◽  
Text Processing ◽  
Learning Ability ◽  
High School English ◽  
English Curriculum ◽  
English Reading ◽  
Language Knowledge ◽  
Teaching Design

The High School English Curriculum Standard (2017 edition) states that it's crucial to cultivate core competences for students, which includes language ability, learning ability, cultural awareness and thinking quality. There is no doubt that critical thinking, as one of the key components of thinking quality, should be emphasized.  However, due to the influence of examination-oriented education and other factors, most teachers tend to pay too much attention to the cultivation of students' language knowledge and language skills, neglecting the cultivation of students' critical thinking ability. The traditional mode of interpretation of language knowledge still dominates in most English reading teaching, teaching design tends to be modeled and text processing is so superficial that students can not understand the discourse deeply. Students in the classroom did not experience a deep thinking level of ability training. Therefore, teachers should think carefully about how to cultivate students’ critical thinking in high school English reading class and adjust their teaching methods accordingly. This paper will take the teaching design of a reading lesson as an example to explore how to cultivate students' critical thinking in high school reading class.

scholarly journals The Teaching Model of Follow-up Writing after Reading in Senior High School English Based on Interactive Perspective

2021 ◽  
Vol 2 (6) ◽  
Author(s):  
Fang Xia
Keyword(s):  
High School ◽  
High School Students ◽  
Curriculum Reform ◽  
Senior High School ◽  
School Students ◽  
High School English ◽  
Teaching Mode ◽  
Writing Ability ◽  
English Writing ◽  
Starting Point

With the continuous implementation of the new curriculum reform policy, new requirements have been put forward for the teaching mode reform of the majority of front-line teachers, and the teaching mode based on the perspective of interaction arises at the historic moment. According to the current actual teaching situation, there are some problems and deficiencies in the after-reading English writing class of senior high school. We need to take interactive teaching mode as the starting point to find a new teaching idea for enhancing the after-reading English writing ability of senior high school students.

scholarly journals The Application of Activity-based Method in English Reading Teaching in Senior High School

2021 ◽  
Vol 3 (2) ◽  
pp. 60
Author(s):  
Xuejuan Duan
Keyword(s):  
High School ◽  
Senior High School ◽  
Learning Activities ◽  
High School English ◽  
English Curriculum ◽  
Modern Information Technology ◽  
English Reading ◽  
Modern Information ◽  
The Times ◽  
Reading Teaching

Activity-based method in English reading teaching in senior high school is put forward in the new National English Curriculum Standards for Senior High School (NECS). With the development of the times, the demand for hundreds of thousands of senior high school English teachers is changing, because educators stress a great attention to the application of the modern information technology and activity-based method. Therefore, around how to apply English activity-based method in the reading teaching in high school, this paper designs three learning activities to address the problems of the traditional teacher-centered teaching and the knowledge-orientated leaning. The result of this study can penetrate the consciousness of practical meaning into the frontline teachers by fully understanding the new conception and implementing it based on their own teaching needs.

What is Effective Literature Instruction? a Study of Experienced High School English Teachers in Differing Grade- and Ability-Level Classes

2000 ◽  
Vol 32 (3) ◽  
pp. 303-348 ◽  
Author(s):  
Jane Agee
Keyword(s):  
High School ◽  
English Teachers ◽  
Ability Level ◽  
Student Needs ◽  
Literature Instruction ◽  
High School English ◽  
Student Centered ◽  
Literature Curriculum ◽  
Teacher Centered

This study examined how experienced high school English teachers defined and gauged effective literature instruction as well as how their perspectives affected their students' experiences with literature. The research focused on 3 questions: (a) How did these teachers define effective literature instruction? (b) What kinds of evidence did they look for to gauge their effectiveness? and (c) How did their perceptions of effective literature instruction inform their decisions about texts and ways of reading them with students in different grade- and ability-level classes? Profiles of 5 teachers showed that they used differing models for literature instruction against which they gauged their effectiveness. Flexible, student-centered models allowed teachers to address differences among students. Inflexible, teacher-centered models often limited teachers' ability to address student needs effectively. The kinds of models the teachers used determined whether or not they were willing to listen to feedback from students and to use it to make changes in their literature curriculum.

English Pragmatics in Ecuador

2017 ◽  
Vol 7 (9) ◽  
pp. 723
Author(s):  
Gerardo E. Heras Urgilés ◽  
Jean-Paul Jara Villacreces
Keyword(s):  
High School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Teachers ◽  
Language Learner ◽  
Public High School ◽  
Research Project ◽  
High School English ◽  
English Teaching ◽  
English Curriculum

Research has revealed that developing the pragmatic ability is a key element for any second or foreign language learner. The present paper aims to shed some light on the issue of pragmatics as part of English teaching and learning in the context of Ecuador. This paper is part of a research project that will involve public high school English teachers of Cuenca, Ecuador. After extensive research, it has been found that even though pragmatics is now part of the new English curriculum in this country, research in this field of linguistics is almost nonexistent.

scholarly journals The Use of Dialogue Journal Writing to Improve English Language Learners’ Writing Skill

2020 ◽  
Vol 4 (9) ◽  
pp. 177-185
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Journal Writing ◽  
Writing Skills ◽  
Experimental Studies ◽  
Writing Ability ◽  
English Writing ◽  
Dialogue Journal ◽  
Teaching Of Writing

Dialogue journal writing is a tool utilised in the teaching of writing that allows teachers to provide feedback and responses to students’ writing in a non-corrective manner. It is believed that this teaching tool can improve students’ overall writing ability. Over a span of 20 years of published studies, this systematic review will examine the effectiveness of dialogue journal writing on English language learners’ overall writing skills. A total of 692 English language learners (ELLs) in 1997 to 2019 are represented in the analyses across 19 studies; seven cases of action research, one case study and eleven experimental studies. Findings suggest that ELLs benefit from dialogue journal writing in terms of specific English writing skills both academically and socially. Implications for further study and practice are also discussed.

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