A Study Of Instructional Pattern Of Peer Coaching And Peer Review In Oral English Teaching In High Schools Based On Scaffolding Theory

Oral English has always been the weakness of students’ English learning in China,and many problems also exist to be researched in oral English learning,especially in the fundamental education stage.Nowadays,the New Curriculum standard(2017)sets up higher requirements for students’ oral English skills in high school,and English oral English teaching is also facing new challenges.Thus,to improve teachers’ oral English teaching ability and students’ oral English ability has become very challenging and urgent.Based on the present situation,this research combined scaffolding theory with oral English teaching,intending to explore the effectiveness and feasibility of peer coaching and peer review based on scaffolding theory in oral English teaching.The research focused on finding out the answers of the following four questions: What are the problems existing in oral English teaching in high school? What are the problems during the course of setting up scaffolding? Whether can the using of the pattern of peer coaching and peer review based on scaffolding theory in oral English teaching improve students’ oral communicative ability and ability of cooperating?Whether can the pattern effectively reduce students’ learning anxiety in oral English learning? The research employed empirical study and took 60 students from Class 8,Grade 1 from Nanning A Middle School and one English teacher of Class 8 as objects.And the research mainly adopted the questionnaire,interviews and class observation to collect the data.The following conclusions have been drawn by analysis.At first,there are some problems existing in oral English teaching,such as the limited attention of teachers and students,teacher-centered classroom,old-fashioned concepts and unfavorable methods of teaching.Secondly,there are some problems during the course of setting up the scaffolding,such as requiring long activities time,student in the same group making the same mistakes,students fear of losing their faces,and too difficult speaking topics.Thirdly,the peer coaching and peer review can improve students’ oralcommunicative ability and effectively improve students’ ability of cooperating.Fourthly,it can effectively reduce students’ learning anxiety in oral English learning.According to the results of the research,some teaching suggestions are given to English teachers: Firstly,teachers should create the purposeful,authentic,challenging,and relaxing as well as harmonious language environments for students to practise their oral English.Secondly,teachers should put students in the learning center and clarify their’ responsibility.