An Analysis Of College English Classroom Discourse And Foreign Language Teaching

With the development of the society and the international communication, more and more importance has been attached to college English teaching and learning. College graduates with good command of English are urgently needed in our society. All this makes it a necessity to study the college English classroom so as to explore the features of college English classroom and to promote college English teaching and learning. Classroom process research is a developing approach which investigates classroom second language acquisition. The analysis of classroom discourse is a very important form which classroom process research has taken. The analysis of the joint contributions of teacher and students in classroom discourse provides rather than focusing only on the teacher's language. Foreign language classroom researchers believe that a detailed study of classroom discourse can provide the basic theories to survey teaching activities, classroom interaction teaching, and estimate teaching mode.The course of College English for Intercultural Communication offered by Heilongjiang University, in which content is theory of intercultural communication and contrast between eastern and western culture, lay emphasis on cultivating student's abilities in applying language, learning automatically, and studying intercultural communication.The paper focuses on college English for intercultural communication classroom discourse. The data are collected in three college English classrooms of non-English majors at Heilongjiang University . Through a detailed description and analysis of the collected data by referring to Sinclair and Coulthard's classroom discourse analysis and teacher talking time and student talking time in clssroom discourse analysis, the author tries to offer strategies for college English teacher to improve college English teaching and learning.