Study On The Effectiveness Of Scaffolding Instruction In Improving Oral English In Junior Middle School Students

With the development of curriculum reform,it is essential for our teachers to develop the core quality of students' English and their comprehensive ability to use language.Oral English teaching can effectively cultivate students' critical thinking and problem-solving ability,the ability of creation and innovation,communication and cooperation ability.What's more,the students of Grade Six in Shanghai are going to participate in the oral entrance examination in the ninth grade.However,junior middle school students' oral English ability is generally weak,lack of good learning habits and oral learning strategies.Based on these situations,teachers should improve the oral English teaching method.Therefore,this research proposes the “Scaffolding instruction” to promote junior middle school students' oral English ability.This paper mainly studies two questions.First,is “Scaffolding Instruction” helpful to cultivate the students' interest of oral English learning or develop their confidence in English learning? Second,can “Scaffolding Instruction” improve junior middle school students' oral English ability? And if it can improve students' oral English ability,what aspects can be promoted? According to these questions,the author selected two classes in Jiang Wan junior middle school to experience this teaching method for half a semester.In the process of the experience,the author did a survey and interviews to find out the current learning and teaching situation.Oral English tests were conducted in two classes before and after the experiment.By analyzing the results of oral tests,the horizontal and vertical comparisons of the experimental results showed that the average oral English scores of the experimental class were much higher than those of the control class.Students' fluency in reading aloud,asking and answering,saying sentences and retelling is greatly improved.Accuracy in grammar,intonation,structure and logic is also promoted.Experiments showed that in the “scaffolding instruction” oral English class,with the help of the teacher,the students took an active part in rich oral communication activities and the interaction between students through discussion according to their zone of proximal development can improve not only their English oral fluency and accuracy,but bring a sense of achievement as well.