时间：2022-10-15 02:46:38
Abstract：This paper aims to describe the implement of the classroom experiment on the scaffolding theory application in oral business English teaching via specific sample. The study was implemented among 60 participants as research subjects. The procedures of classroom experiment were divided into two steps： pre-test of BEC Preliminary Oral English Level and post-test of BEC Secondary Oral English Level.
Key words： Classroom experiment scaffolding theory application oral business English
1. Pre-test of BEC Preliminary Oral English Level based on PPP teaching method
Before the experiment， the research is always conducting PPP teaching method. It consists of three stages--- presentation， practice and production. This teaching idea was that students should study grammatical structures and do all the gap-fills and substitution as always， but to finish off with more communicative and realistic practice. At the beginning of the experiment， in March of 2012， the first day before the new course on oral business English， the researcher made a BEC Preliminary Oral English Level Test for the 60 participants. Considering the efficiency， after pre-test， the test papers would be collected and offered scores. The participants’ scores would be taken down to be used as data analyses by using of SPSS （19.0） software.
2. Post-test of BEC Secondary Oral English Level
After the scaffolding instruction implement in experimental class 1 and PPP approach design in control class 2， in June of 2012 in final examination paper， the researcher made a BEC Secondary Oral English Level Test for the 60 participants from the experimental class 1 and the control class 2 respectively at the same time. As the former pre-test did， the test papers were marked with the same grading criteria by researcher， who compared the final scores of the post-test with the pre-test after the test. And in this test， the researcher aimed to test whether there are some differences between the control class and experimental class in improving students’ oral expression competence with the SPSS software help.
3. The sample of procedures of teaching process
With the guide of teaching procedures of scaffolding instruction， the teaching plans in OBET class was smoothly designed. The procedures of teaching process are as following and the sample for scaffolding teaching was designed in details.
（1） Providing Scaffolding
The scaffolding aims to help the students accomplish certain parts of task which may be beyond the students’ ability level. The researcher should lead students into an authentic context， and transferred the teaching process into the learning process. The artificially authentic task which put students in virtual reality settings based on certain situation could integrate knowledge and some leaning skills， stimulating them to associate the situation with acquired knowledge and then motivating students’ more advanced thought ability.
（2） Situation Creation
Situation Creation is to lead the learners to some certain question situation and to create the appropriate condition， keeping them independently perform. The Constructivist Learning Theory fully emphasized， “The learning activity is completed under the social background and the actual scene， which enable the learner to use original cognition structure related to their experience and assimilate the new knowledge.
（3） Independent Performance
Independent performance is to attract students’ internal motivation and creativity as much as possible. Thus the teacher should try to encourage students to take part in independent performance， including defining various attributes referring to the given concepts and arranging them in order according to the degree of importance. In the early stage of the performance， the teacher should guide the students to perform presentation and introduction of related concepts， and then they can keep on making analysis independently.
（4） Collaborative Learning
In order to let students to master the meaning construction about the related topics deeply and fast， the students are all encouraged to carry out group consultations and discussions. Collaborative learning is different from cooperative learning. The distinction is that there exist different ideas of the role and participation of individual members in almost all the class activities.
（5） Evaluation implements
The evaluation implement is an essential step， which includes individual assessment and group assessment related to students’ study， in the whole teaching and learning procedures. The assessment is made up of three aspects： the students’ autonomous learning capability， the effects of group discussion， and the achievements of students’ meaning construction. It is extremely important that teachers should make sure that its design should be objective to reflect students’ practical competence and contribution appropriately and accepted by all students.
References：
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