A Study Of Teaching Language In The Classrooms Of Second Foreign Language For English Majors

Classroom teaching occupies the main position of teaching activities, and teaching language is a critical factor in classroom teaching. This study regards teaching language in JSFL classroom as the metalanguage because it is used to interpret the target language which is the teaching content. This thesis focuses on the expressive forms and contents of teaching language as metalanguage in JSFL classrooms and aims to explore the functions in the class organization, the scene description, words explanation, learning evaluation and so on. On the basis of the above findings, this study proposes JSFL classroom should foster the thought of three teaching languages (Japanese, Chinese and English) applied as metalanguages.The concept of metalanguage, proposed by Polish logician Alfred Tarski in the 1930s, is a term that can be used to describe, interpret and comment on the target language. Metalanguage studies have been limited to the field of philosophy. However, in recent years, linguists have made systematic and scientific study of metalanguage and they have come to consensus that metalanguage is not only used to talk about itself, but also used to describe nature language. At this level metalanguage is a descriptive instrument or linguists'"jargon". The application of metalanguage in teaching has begun to draw academic attention. In the light of theory of metalanguage research abroad and at home, this paper first illustrates the concept of metalanguage in general and teaching language as metalanguage in classrooms. Combined with the features of JSFL for English majors, this study further elaborates the definition and categories of metalangauge in JSFL classroom. After giving such orientation, the system of evaluating teaching language as metalanguage in JSFL classroom are established. It points out that teaching aims stipulated in syllabus determines the teaching direction; teaching material supplies the source of the application of teaching language as metalangugae; teachers'quality and ability in application of teaching language as metalanguage and learners'cognitive and linguistic level in the comprehension of it are subjective and objective components. Then the relationship between teaching language as metalanguage and input-output hypothesis is presented. System in the classroom is set up as criterion to assess the application of teaching language in JSFL classroom. This thesis also conducts the empirical study. It first makes a questionnaire survey from students'point of view, and then does classroom observation and interviews with excellent JSFL teachers at last. Through the collection of related data, it reveals and analyzes the realistic status of teaching language as metalanguage applied in JSFL classroom, and discusses the problems and solutions.There are two findings in this thesis: first, it explores the relationship between theory of metalanguage and teaching practice. Theory of metalanguage directs teaching practice, and in returm, teaching practice is conducive to the development of theory of metalanguae; second, the scientific application of metalanguage into language classroom can improve the effectiveness of JSFL teaching and this thesis views English as one of metalanguges in JSFL classroom for English majors.