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r />     3.3 Instruments ...........53-54
    3.4 Application of Scaffolding Instruction ...........54-65
        3.4.1. Offering the scaffold ...........55-57
        3.4.2. Entering the situation........... 57-59
        3.4.3. Independent Exploration ...........59-60
        3.4.4. Cooperation study........... 60-62
        3.4.5. Evaluation........... 62-65
    3.5 A Teaching Case........... 65-70
Chapter Four Data & Results Presentation and Discussion........... 70-88
    4.1 Data from questionnaires........... 70-75
        4.1.1 Pre-questionnaire data........... 70-74
        4.1.2 Post-questionnaire data ...........74-75
    4.2 Data from pre-test & post-test ...........75-80
        4.2.1 Data from pre-test ...........76-78
        4.2.2 Data from post-test ...........78-80
    4.3 Analyses of the interviews........... 80-83
    4.4 Answers to the research questions...........83-88
Chapter Five Conclusion...........88-91
    5.1 Implications of the research........... 88-90
5.2 Limitations of the Research........... 90-91

Conclusion

In spite of the great success we have achieved in applying scaffolding instructionto senior English reading class, the present study is limited to the following items:
1. The number of students in the experiment is about 57 in each class, and this numberis common in our school. We do not know if the number of students much largerthan that, the result will keep unchanged.
2. The students participating in the experiment are senior students. They have learnedEnglish for at least seven years. We still need more evidence to prove whetherscaffolding instruction is effective in primary, junior and university stages.
3. Another problem to solve is whether scaffolding instruction is effective ondeveloping other language skills such as listening, speaking and writing. What'smore, can it be used to instruct grammar study for EFL learners?

References
1Abua, G.M. (1995). The status of 'A' Level Geography www.51lunwen.org/gzyylw/ with special reference to thefactors influencing its teaching in Lira district. Unpublished dissertation forMasters, Makerere University, Kampala
2Anderson, J. R. (2000). Learning and memory: An integrated approach(2nd ed.). NJ:John Wiley.
3Baker, W. D. (1989). Reading Skills: Improving Speed and Comprehension. NJ:Prentice-Hall, Inc.
4Beed, P， Hawkins, M, and Roller, C. (1991). Moving learners towards independence:The power of scaffolded instruction. The Reading Teacher. 44(9): 648-655
5Bransford, J.， Brown, A. & Cocking, R. (2000). How people learn: Brain, mind,experience and school. Washington, DC: National Academy Press.
6Bromley, K. (2004). Rethinking vocabulary instruction. The Language and LiteracySpectrum, 14(spring), 3-12.
7Brown, K.J. (1999/2000). What k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。