摘要
It has been widely noted that a considerable number of Chinese adult English learners do not speak much and appropriately. Of the various factors contributing to this phenomenon, this paper investigates the learners' teachers' instructional language and its causal relation with these learners' reluctance and inability to speak. Investigating the amount, property, and delivery of teachers' instructional language, we find that teachers speak: too much, which overshadows the learners' opportunity to speak; with little variation, which confines the learners' range of language contact and imitation; with bad timing, which dampens the learners' desires of speaking. In other, therefore, to help Chinese adult English learners speak, teachers should reshape their speech. Three suggestions are made in the light of learner-centred teaching.
众所周知,大量中国成年英语学生不会开口,开了口又不得体。对于这种现象的存在有许多因素。本论文试图分析教师的课堂用语以及它与学生不愿意和不能够开口之间的因果关系。通过调查教师课堂用语的数量、性质和使用方式,我们发现教师或者说得太多,因而淹没了学生的说话机会;或者语言缺少变化,因而约束了学生的语言接触和模仿范围;或者说得不适时,因而扼杀了学生的说话欲望。我们认为,为了帮助中国成年英语学生学会讲英语,教师应该重新构造他们的课堂用语。由此,我们在以学生为中心的教学条件下提出了三个有关建议。
