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As the main tool for international communication, oral English is paid greater attention even among non-English majors in colleges in China. As far as the author is concerned there are quite a few colleges offering oral English courses to non-English majors in Shandong Province. However, problems with oral English course still exist, such as "time-consuming with low efficiency", "students’large vocabulary with poor pronunciation and low proficiency", etc, despite that various kinds of teaching theories and strategies have been applied to oral English class.Under these circumstances, the author intends to do a tentative study on the application of Scaffolding Theory to oral English class with the anticipation of offering a scientific reference to the transformation and reforms of college English teaching system in the new era.This research is based on Scaffolding Theory (Wood, D.J., Bruner, J. S.,& Ross, G. 1976) which depends on the studies of Vygotsky who created the theory of Zone of Proximal Development (ZPD). ZPD refers to "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (Vygotsky,1978, p.86). Scaffolding is defined as the process by which an expert provides temporary support to learners in ZPD. Once the learner is able to achieve the task or goal, the temporary support is removed. Therefore, the learner becomes more confident arid independent. For the current situation in oral English teaching in China, in line with the theory, the students are the constructors of certain tasks, they have enough knowledge of vocabulary and grammar as their materials, and yet, they lack the ability to achieve the goals in the next level independently. Therefore, teachers are supposed to provide proper instructions, help, context,-i.e., scaffoldings, so that students may acquire what is expected. Theoretically, there is no doubt that the application of Scaffolding Theory to oral English class is feasible.In order to find convincing evidence to testify for the efficacy of applying Scaffolding Theory to oral English teaching, students’attitude towards scaffolding, and the functions of scaffolding, a teaching experiment, lasting 14 weeks, was carried out with 65 students majoring in Journalism from two classes in Grade 2008 at LinYi Normal University.The experiment involved one class being the control class and the other one as the experimental class. In the experimental class, Scaffolding Theory was applied while the process of communication in the control classroom is IRF, that is, teacher initiates, students respond, and the teacher gives feedback to students. Pre-and post-oral tests were conducted to test the teaching effects. Furthermore, questionnaires, interviews, and classroom observations were also conducted to investigate students’attitude and perception of Scaffolding Theory.With the help of SPSS 17.0, the author analyzed the results of the tests. With a mean post-test score in the experimental class of 2.01 points higher than the pre-test and nearly 1.7 points higher than the mean score of post-test of the control class (total score 15), the results suggest that the Scaffolding Theory is more effective than the traditional teaching methods in improving students’ oral proficiency and can be applied to oral English teaching as it leads to a number of desirable educational outcomes. First, scaffolding allows students to reach levels of oral proficiency that might be impossible for them to achieve using traditional methods. Second, students develop skills that will make them self-directed, self-regulated and independent learners. Finally, Scaffolding Theory helps to foster students’ cooperative and collaborative abilities. In addition, the results of the questionnaire reveal that this theory is generally accepted by students as it can stimulate students’ interest in oral English, promote their active engagement and optimize the learning process and teaching effect.
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