Teaching Practice Of The Combination Of Scaffolding Instruction With OPI Oral English Teaching Mode

As one of the most widely used languages, the position of English has been strengthened along with the cooperation of different countries in recent years. In China, nearly all the schools have considered English as a compulsory subject, and some primary schools even set up English courses from grade one. Factors such as a large proportion of scores in College Entrance Examination and College English Test Band4and Band6force every student to improve the written level. However, it is regretful that the written level of most Chinese students never conforms with the oral proficiency. The poor spoken English of the students is a serious problem which all the English educators must be faced with and think about. How to effectively improve the oral English proficiency is an issue needed to be solved. The traditional one is teacher-centered; that is to say, the students seldom participate in classroom activities and they are of very little enthusiasm about the contents. To reform the traditional approach, the teaching level of the teacher is required to be improved and the effectiveness should also be enhanced. For a long time, the English educators have had continuous explorations and researches and a more scientific and practical method is particularly significant for oral English class.Different kinds of methods which are distinct from traditional ones have come to the fore. Our predecessors have done much about constructivist learning theory as well as OPI oral testing mode to guide the oral English class, but both have their obvious disadvantages when used separately. This paper has adopted a new pattern of oral English teaching method which combines scaffolding instruction with OPI oral English teaching mode. To be specific, OPI testing mode will be applied in oral English teaching class and the advantages of collaborative learning of scaffolding instruction are also employed to make up for the efficiency problem in classroom teaching. Even though it is for spoken teaching, the basic knowledge of pronunciation, grammar and words/phrases can never be ignored. If they are separated from each other, the oral proficiency can never be effectively improved.The research subjects of this paper are English learners in some college. By putting the new teaching mode into practice, the change of their oral English levels can be tested. In addition, questionnaires are also needed to inspect its effect and influence, the attitude of the learners as well as the prediction about the new method. At the start of the research, several existing references both at home and abroad are taken into consideration, and a specific teaching mode and some questionnaires are designed according to the teaching experience. The questionnaires are to be handed out to the participants who are required to finish them anonymously. Finally, collect the questionnaires and then have a comparative analysis of the data.According to the testing results which are obtained both at the start and end of the semester, it is known that the new teaching mode has a significant effect for learners to improve their oral proficiency since the competence of oral expression has been largely enhanced. At the same time, the questionnaires have showed that a majority of the students are in favor of this new approach. The researches above have fully proved that combined with the constructivist learning method, OPI oral English teaching mode can break the limitations of traditional ones and the initiative of learners has been increased. It is an advanced and practical approach which can be widely used in foreign language teaching reform especially in oral English teaching class. However, the mode, as a new one, also has much to be improved in future teaching practice. As far as the course design to be concerned, it is supposed to be more perspective, have a clear division, and rationally combine with intensive reading course and grammar course so as to avoid repetition and boringness. Besides, the teacher can consciously make full use of PPT and presentation, even British and American dramas to help the students to learn more about humanistic knowledge, geography and history, which can absolutely increase the interest of professional learning and lay a foundation for the next phase of oral English learning.