A Study Of The Application Of Peer Scaffoldings In Senior High School Oral English Teaching

In today's society,international communication is increasingly frequent,and English has become the most important tool for communication.As one of the four language skills of "listening,speaking,reading and writing",the mastery of spoken English directly reflects the comprehensive level of English.For a long time,English teaching in China has always emphasized the role of English teachers,ignoring the interaction between educators,learners,learning tasks and learning environmentRecently,scholars at home and abroad have pointed out that English teaching should be a dynamic and continuous process in which educators,learners,tasks and environment interact with each other.Scaffolding instruction is one of the most mature teaching methods developed under the constructivism teaching mode.In the teaching process of scaffolding,teachers use teaching scenarios,cooperative discussions,evaluation and other teaching activities.Teachers gradually transfer the learning tasks from teachers to students in the teaching process,and finally remove the "scaffold" to help learners complete the learning tasks and stimulate learners'interest in related tasks,so as to form the process of constructing knowledge meaning Although many scholars at home and abroad have made relevant researches on peer-scaffolding teaching method,there are few empirical researches on adopting this mode in senior high school oral English teaching.Therefore,this paper attempts to introduce peer scaffolding teaching model into senior high school oral English classroom teaching and conduct empirical researchThe purpose of this study is to explore a new teaching method of improving students'oral proficiency.Through the investigation of the current situation of oral English teaching in a senior high school in Qingdao,it explores the improvement of oral English teaching methods in senior high school and stimulates students' interest in English learning.It can help students experience the fun of learning spoken English and achieve substantial improvement in their oral English expression.Through the application of peer scaffolding in senior high school English teaching,I hope it can give some enlightenment to senior high school oral English teaching,and help students develop oral English and improve oral English learning efficiency.To a certain extent,this study is expected to provide some guidance for learners'oral English development,especially for high school English learnersThis research combines theoretical research and empirical research,introducing the peer-scaffolding teaching mode into the senior high school oral English class.And it explores the specific application strategies and steps of the senior high school oral English teaching mode under the scaffolding teaching method.Based on this,this paper discusses the following questions:that whether this teaching mode can improve the efficiency of oral English classroom teaching in senior high schools,whether it can effectively improve students' autonomous learning ability in oral English,whether it can stimulate students' interest in learning oral English,and whether it can change students' concepts of oral English learning and their attitudes towards this teaching mode.Finally,through the implementation of teaching experiments,the effect of peer scaffolding teaching mode on students' oral English acquisition can be tested.In order to prove the effectiveness of the peer-scaffolding teaching model in high school oral English classes,the author selected two classes in a high school in Qingdao for a semester-long teaching experiment.The two classes are at the parallel level before the experiment.The experimental class adopts the peer-scaffolding oral teaching mode,while the control class adopts the traditional oral teaching mode Before the experiment,oral English communicative competence tests are conducted in two classes and a questionnaire survey on English learning is conducted in the experimental class.After the experiment,the experimental class and the control class will be given another oral English test and the experimental class will be interviewed about English learning.The data analysis adopts a combination of quantitative and qualitative analysis,and qualitatively analyzes the results of two questionnaires and interviews.The results of oral tests are analyzed quantitatively,and SPSS software is used to analyze the results of two oral tests.The results of the study show that the oral performance of the experimental class has improved obviously,and the oral performance of the experimental class in the test after the experiment is far better than that in the control class.However,there is no obvious change in the post-test oral performance of the control class using the traditional teaching mode.The analysis of the questionnaires and interviews shows that the students in the experimental class have obviously improved their interest in English learning and are more satisfied with the peer-scaffolding teaching mode.This research result fully proves that the peer-scaffolding teaching mode of senior high school oral English teaching is conducive to improving the teaching eff-iciency of senior high school oral English class,to improving students'oral English communicative ability,and to more effectively stimulating students'motivation and interest in oral English learning than the traditional mode of oral English teaching.