The article deals with the analyses of teaching practices during a controlled experiment in a Chinese university. We focus on the way French as a Foreign Language (FFL) teachers guide their students during oral sessions and as well on the nature of their scaffolding. Our aim is to enhance the main strategies used by the teachers and to see how these strategies improve the students’ oral comprehension and oral production. We focused on two groups of students with a different teacher for each group (one conducted by a Chinese teacher and the other conducted by a French Canadian teacher). We observed two classes for two groups. With the aid of the analysis grid, we assess the way FFL teachers guide their students during oral sessions in the context of a Chinese university. Our results confirm that it is crucial to take the context into account. This is the reason why our research lies within and advocates a contextualized approach of modern languages teaching/learning. Finally, we will give some ideas as to how to teach in China by using the example of an oral course.