The Application Research Of Teacher-student Scaffolding Method In The Oral English Teaching Of PE Majors In Colleges And Universities

Due to the vigorous development of sports in China,the exchange and cooperation of sports has made the demand for people with proficiency in both English and sports increasingly prominent.As an international language,English plays an important role.Although in recent years,some colleges,especially sports colleges,have launched English majors to cultivate those who are proficient in sports and are able to communicate with foreign countries in English.People with proficiency in both English and sports trained in this kind of profession are very limited.The supply of English majors in sports colleges cannot meet the needs of the current market.Therefore,it is necessary to select such people among the sports majors to meet the needs.When it comes to teaching oral English for sports majors,the scale of class is large,the foundation of sports majors are weak,and the motivation for them to learn oral English is low,which are regarded as restraining factors,always making oral teaching come up short in college English teaching.According to the current situation of oral English teaching and existing problems in sports majors,as well as the needs of sports majors,and based on the shortcomings of traditional cooperative learning methods,the author utilizes teacher-student scaffolding to design teaching plans for quasi-experimental research.The present experiment mainly studies the following questions:(1)Whether the application of the teacher-student scaffolding in oral teaching contributes to the ability of self-learning.(2)Whether the application of the teacher-student scaffolding in oral teaching can mobilize the class participants' enthusiasm for participation in the classroom.(3)Whether the application of the teacher-student scaffolding in oral teaching has significantly improved the accuracy of students' vocabulary,the diversity of syntax and the language fluency.(4)Based on the cooperative learning method in a traditional way,it is necessary to adopt the teacher-student scaffolding to promote oral English teaching.Methods :Two natural classes were selected from the physical education enrollment of the Chengdu Sports Institute to which the author belongs,including an experimental class with 56 students and a control with 56 students.Teaching the control class in a traditional approach,but applying teacher-student scaffolding to the experimental class.Pretest,mid-test and post-test were conducted on the experimental class and the control class,lasting for 19 weeks.After the experiment,with the help of questionnaire,evaluate and compare the oral English teaching effects of the two classes,to test the effect of the teacher-student scaffolding on improving students' oral English.Results:(1)Pretest: The experimental class is at the same level as the control class.(p>0.05);(2)Middle test: The experimental class is at the same level as the control class.(p>0.05);(3)Post-test: the accuracy of the vocabulary,the fluency of the language,and the syntax of the students in the experimental class have significantly improved compared with the control group(p<0.01).After the experiment,conducted a questionnaire for the students in the experimental class,indicating that the students in the experimental class were stronger than the control class in terms of oral expression and independent learning.Conclusion and suggestions: The application of teacher-student scaffolding in the oral English teaching for sports majors can improve the deficiency of cooperative learning methods,help to develop students' self-learning ability,enhance students' self-confidence in speaking English,motivate students to participate in class,and significantly improve the accuracy of students' vocabulary,the diversity of syntax and language fluency.This study primitively proved the effectiveness of the teacher-student scaffolding.However,this type of research is still at the stage of exploration,and the research method is not yet mature.To a certain extent,it proves that the teacher-student scaffolding has significant influence.Still,there are problems in this study,such as short experiment cycle,few class load,small sample size etc.Suggestions are as follows:(1)The experiment cycle can be extended to one academic year or more.During the longer cycle,researchers can collect more comprehensive data to make more valuable analysis and conclusions for this type of research;(2)Three natural classes and above can be selected for comparative study in future research.It is necessary to fully verify the necessity of introducing the teacher-student scaffolding based on the cooperative learning method in oral English teaching to sports majors.(3)Record the experimental dynamics at any time during the study to ensure the integrity of the experimental process.