The Comparative Analysis Of The Second Language Classroom Teaching Strategies In The Non-target Language Environment

Teaching Chinese under the context of non-target language environment has increasingly drawn attention from the field of Chinese L2teaching, not only due to the vigorous development of the Chinese L2teaching in a global sense, but also because of the fact that ninety-nine percent of L2Chinese learners are overseas. Therefore, it is of great importance for the field of Chinese L2teaching to learn from other languages'L2teaching in respect to the teaching strategy.Nevertheless, the author found that there is no relevant research regarding the comparative study of L2foreign languages teaching under the context of non-target language environment in the field of Chinese L2teaching. Therefore, by integrating qualitative and quantitative methods, the author aimed to conduct an empirical study to compare the classroom teaching strategies of Chinese, French, and German under the context of non-target language environment.Firstly, the author re-categorized and re-defined different teaching strategies based on the previous research. Then, the author designed a survey for L2(Chinese, French, and German) learners and teachers of the University of Oklahoma. Secondly, the author did a great number of observations of these three foreign languages'classroom teaching in an attempt to carry on the comparative study. Lastly, the author, on the basis of the outcomes of the survey and classroom observation, interviewed two teachers in each of the three foreign languages in hope of obtaining a deeper understanding on the question of how to take advantage of different teaching strategies properly.This thesis bears the following three innovations:1. The study object of the thesis is the teaching strategy under the context of non-target language environment, which clearly enriches the research of L2classroom teaching.2. The study, on the basis of a solid literature review, re-categorizes and re-defines the L2classroom teaching strategy in order to carry out a more detailed quantative research concerning the L2classroom teaching strategy.3. The study provides insights to L2Chinese teaching in the U.S. and globally as well.The conclusions of the study are as the following.1. The use of teaching strategies of the L2Chinese teachers is much less than that of L2French and L2German teachers, especially in terms of indirect strategy and cooperative strategy.2. Students' attitude and preference are affected by how well teachers implement their teaching strategy.3. L2Chinese teachers should keep a balanced use of the direct teaching strategies. 4. L2Chinese teachers should enrich their indirect teaching strategies in order to provide better classroom teaching.5. L2Chinese teachers also should take a better advantage of the cooperative teaching strategies on the basis of students' preference and language proficiency.In a nutshell, this study aims to make some recommendations for the overseas L2Chinese teaching through the analysis of teachers'L2classroom teaching strategies including Chinese, French, and German.