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arning. In fact, the ability to read the written language at a reasonablerate and with good comprehension has long been recognized as an importantcharacteristic of advanced proficiency level in EFL. As far as Chinese senior studentsare concerned, reading is really one of the most important skills in English learning,which occupies a large proportion in entrance examination.
However, the teaching effect of reading is not satisfying. One reason is that fewstudents know the correct reading skills. Another reason is that some teachers lookdown upon guiding the students what to read and how to read. Thus the reading comprehensive ability of students is poor. It is common that teachers of senior highschool only see themselves as information and knowledge givers. Students'self-development is seldom taken into account. Teachers seldom teach students how tolearn. In preparation of lessons, little attention is paid to such question as "Whatdifficulties do they encounter in the process of reading?" "Can students monitor theirreading and thinking process?" In many cases, students just passively accept whatteachers tell them, instead of thinking actively or exploring new knowledge. Students'commonly-used method in learning English is rote-memorization. In fact as one ofprincipals once said, "In our school, from senior one to senior 3， from just graduatedyoung teachers to experienced old teachers, from high level classes to low level classes,the teaching method is the same without creativity" This phenomenon is common.

Chapter Two   Literature Review

2.1 Scaffolding instruction
Social-culture theory believes that learning occurs through social interactionbetween a novice and a more knowledgeable person (Vygotsky 1978). "Socioculturaltheory views speaking and thinking as tightly interwoven, which means that people cangain control over their mental processes as a consequence of internalizing what otherssay to them and what they say to others" (Lightbown & Spada 2006: 47). More recentdevelopment of sociocultural theory is that learning can occur through interaction notonly with a more knowledgeable person but with other novices and properly designedmaterials as well.Based on the theories of constructivism, scaffolding is a widely used teachingmethod, especially in the field of English as a Second Language (ESL) and English as aForeign Language classroom. Generally speaking, scaffolding is a kind of metaphorreferring to a temporary and adjustable support from teachers, partners or other learningresources, which enables learners to accomplish a task that, otherwise, would be beyondthe learner's power. In fact it is a recent view of teaching new skills, concepts and .higher levels of understanding. It is a more mature educational and psychological viewof the teachers' support and intervention in the learners' learning. Scaffolding hasproven one of the most recommended, versatile, and powerful instructional techniquesof socio-constmctivist teaching (Clark & Graves, 2005). For these reasons many effortshave been made to explore its origins, definitions, components, types and techniques,and to develop rules and cautions for using scaffolding in classrooms.

Chapter Three Research Design........... 50-70
    3.1 Research Questions........... 51-52
    3.2 Subjects ...........52-53 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。