A Study Of The Proportion Of English And Chinese As Medium Languages In English Teaching In Junior Ⅰ

Historically, in terms of the use of medium language in foreign language classroom, two controversial viewpoints exist. Some advocate forbidding the use of native language in the foreign language classroom. Others approve of the use of native language in the foreign language classroom timely and sparingly. Motivated by the controversial contention of whether native language is beneficial to the teaching of target language, a lot of theoretical research has been done in this area. In most English programs, a lot of researchers argue that it is necessary to make the utmost use of English and to use Chinese 'appropriately' in English class. However, until now, nobody could tell what the so-called 'appropriate' should be. It needs to be researched empirically.How much Chinese involved in English teaching in middle school is appropriate? What proportion of Chinese and English use in class can help English learning but not affect the input and assimilation of English? And in what situation should it be used for a better teaching outcome ? In order to answer these questions, the questionnaire, the classroom observation and the experimental study were used to obtain research. The statistical results from the questionnaire, the classroom observation and the experimental study show:1. According to the study results, at present, Chinese as one of medium languages in English teaching is used in most Junior 1 classes.2. According to the statistics, the majority of the students and teachers think that Chinese should be used timely and sparingly in classroom teaching. And they also think that the proportion of Chinese use should be less than 10%.3. As the experimental study shows, for Junior 1 students, the proportion of Chinese use should be controlled between 1% and 10%. It can help students to get the maximum comprehensible input in target language.4. The use of Chinese is not only helpful in improving the grammar and vocabulary study, but also beneficial for teaching reading.According to the results of the study and theories, teachers in Junior 1 may know the use of the proportion of Chinese and English in some different situations so that students can gain the maximum comprehensible input in target language. Meanwhile, it can reduce students' anxieties and the difficulties in studying. It also can help to arouse students' interest in English learning and gain the maximum assimilation.