A Study Of Oral English Teaching In Vocational College Based On The Scaffolding Instruction Model

Oral English is the important form of language activity, and it is also one ofthe basic skills of language communication. As it is known to all, the cultivation oflanguage communication ability is the important link in the process of highervocational college English teaching. With the expansion of the internationalcommunication, the demand which our country has strong foreign language especiallyEnglish communication ability of talent is also increasing. The employment market isalso putting forward clear requirements for graduates’ oral communication ability inhigher vocational college. However, in terms of the present higher vocational oralEnglish teaching, the efficiency of oral English classroom teaching is low, thestudents’ oral English ability is poor. Therefore, how to effectively improve students’oral English ability and how to improve the current higher vocational oral Englishteaching method, these has become an important task for higher vocational teachers.Scaffolding instruction is one of the more mature teaching methods in theconstructivism teaching mode. The scaffolding instruction model which is under theguidance of constructivism is based on Vygotsky’ proximal of development theory asthe instruction, and based on the constructivism theory. The purpose of this teachingmode is based on students’ zone of proximal development to build a reasonablescaffold that can keep climbing upward along the scaffold. With the aid of teachingsituation, cooperation discussion, and evaluation of teaching activities, it graduallytransferred the learning task to students by teachers, and finally removed the scaffold.So it helps students to complete the study task, stimulate learners’ interest in therelated tasks, form a process of meaning construction of knowledge. Although thereare many scholars who are both at home and abroad has carried on the relatedresearch of scaffolding teaching method, but the empirical research is less, in whichthe oral English teaching in higher vocational school uses this teaching model.Therefore, this paper attempts to adopt the scaffolding instruction model into highervocational college oral English teaching, and carry on empirical research.This research takes the method of the combination of the theoretical and empirical research, and applies the scaffolding teaching mode in higher vocationaloral English classroom. It combines with the characteristics of higher vocationalstudents’ oral English learning to explore the concrete application strategies and stepsof higher vocational oral English teaching model that is based on the scaffoldinginstruction model. It also investigate whether or not this teaching mode can improvethe efficiency of higher vocational English classroom teaching, can effectivelyimprove students’ oral English autonomous learning ability, whether can arouse thestudents’ interest in learning spoken English, whether can change the idea of students’oral English learning, and the attitude towards this teaching mode. At last, by carryingout the teaching experiment the teacher test and verify the scaffolding teaching modefor the effect of students’ oral English acquisition. So it provides theoretical supportfor the design of higher vocational oral English teaching model, and provides practicalexperience for promoting the reform of the higher vocational oral English classroomteaching.In order to prove the effect of scaffolding instruction model in oral Englishclass of higher vocational college, the author randomly selected two classes from2013level students of the school of automotive engineering of Jilin communicationpolytechnic for one semester teaching experiment. The experimental class takesscaffolding oral English teaching mode and the control class adopts the traditionaloral English teaching mode. Before the experiment, it respectively takes two oralEnglish communicative ability tests in two classes. It takes a baseline survey of oralEnglish learning situation in experimental class. After the experiment, it takes oralEnglish test once again in two classes, and conducts the English learning situationquestionnaire and interview in experimental class. This experiment takes thecombination of quantitative and qualitative data analysis. The qualitative analysistakes two questionnaires and one interview. By using the quantitative method toanalyze the oral English test scores, and at the same time it has carried on thequantitative analysis on the two oral test results with the help of SPSS13.0software.The research results shows that the oral English achievement of experimentalclass had obvious increasing, the post-test scores in experimental class is higher than the pre-test scores in the control class. The post-test scores in the control class whichadopt the traditional teaching mode had no obvious change. Through thequestionnaire survey and interviews, it can conclude that the students’ interest in theexperimental class is improving obviously, and the satisfaction towards scaffoldinginstruction model is higher than before. This research results fully shows that thehigher vocational oral English teaching which is under the scaffolding teaching modeis helpful to improve the efficiency of the oral English classroom teaching, and toimprove students’ oral English communicative competence. It is more effective thanthe traditional oral English teaching model to stimulate students’ oral English learningmotivation and interest.