Open AccessA Study on the Practice of Applying Scaffolding Theory to the Teaching of Subjunctive Mood
Author(s) -
Wei Liao
Publication year - 2015
Publication title -
international journal of english language education
Language(s) - English
Resource type - Journals
ISSN - 2325-0887
DOI - 10.5296/ijele.v4i1.8686
Subject(s) - grammar , class (philosophy) , mathematics education , point (geometry) , psychology , mood , presentation (obstetrics) , scaffold , plan (archaeology) , teaching english , teaching method , pedagogy , linguistics , computer science , programming language , artificial intelligence , social psychology , medicine , philosophy , geometry , mathematics , radiology , history , archaeology
This study intends to apply scaffolding theory to the teaching of English subjunctive mood in senior high schools. After reviewing the researches about scaffolding theory and some studies related to English grammar teaching, the author puts forward a real lesson plan for subjunctive mood teaching, which includes the analysis of teaching material, teaching aims, teaching key point and difficult points, teaching method and the most important, teaching procedures. During the teaching procedures, the author tries to analyze every step, namely, lead-in, presentation and observation, discovery, practice, production, summary and homework, and after-class reflection, from the perspective of scaffoldings the teacher has given to students. The final finding shows that scaffolding can stimulate students’ interest in learning, and improve their ability of independent and cooperative learning. On the whole, the practice of applying scaffolding theory can be encouraged in English grammar teaching.