Teacher's Classroom Language And Its Influence On Student's Achievement In Second Language Acquisition

This paper probes into the relationship between teacher's classroom language and student's achievement in second language acquisition. An investigation was made among 80 non-English majors, and 60 English majors who were all second -year students in Fuzhou University, to examine the impact of the classroom language in their senior middle school English classes upon their English scores in the University. A questionnaire was designed to approach the two dimensions of the SLA achievements, i.e. spoken English and written English such as vocabulary and grammar. A comparison was made between scores of the students who had exposed themselves to Chinese as their classroom language and the score of those who exposed themselves to English as their classroom language. The result suggested that the classroom language only impacted the scores of spoken English of the non-English majors. No significant difference was found between the two types of exposures in the other dimension-written English. For English majors two types of exposures produced no significant difference in two dimensions-spoken English and written English. The study supports the point that in senior middle school the use of native language only produces tentative effect on the pronunciation acquisition and this effect may disappear if any intensive training is provided in the university. The study defines the opinion that when they are presented the target language as classroom language second language learners can achieve better.