IMPROVING ORAL ENGLISH ABILITY THROUGH SCAFFOLDING IN A VOCATIONAL COLLEGE IN NINGXIA PROVINCE, CHINA
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This study is part of researcher’s Ph.D. thesis, which was designed to improve the oral English ability of non-English major students at a higher vocational college by using scaffolding tools that focused on classroom interactional competence combine with translanguaging and the curriculum cycle. This qualitative study was held in a Financial English class with 36 students within 14 weeks at on vocational college in Ningxia, China. By measuring and analyzing classroom interactional competence utilizing various techniques in scaffolding oral competence, the improvement of students’ oral English ability by the obvious evolution of four aspects of students’ CIC, including Turn taking, Repair, Overlaps & Interruption, and Topic management. The study also showed that by implement of translanguaging, the teacher inputs had critical position during the whole process. The teacher used different interactional resources to open the learning space and shape the contributions of students through numerous strategies. Also translanguaging provided a bridge to help the students not only improve their oral English ability and also accomplish financial tasks
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