A Comparative Study Of The Classroom Language Used By College English Language Teachers

In recent years, there has been a surge in private English training institutions in China, while at the same time university English teaching often comes under criticism for not effectively improving learners’language proficiency. This study is centered on the classroom language used by English teachers, because of the significant amount of teacher talk in language classrooms and its essential role as a major source of language input. By making comparisons among three English language teachers, it is aimed at accounting for the popularity of private English training institutions in China and improving university English teaching by seeking a better understanding of the language used for English teaching.The study employed questionnaires and classroom recordings as the main sources of data. Students’motivations to sign up for institutional classes were found out through questionnaires. Classroom recordings were for the analysis of teachers’language choice and content choice.Data were analyzed in accordance with a two-part analyzing framework combining language features and content features in order to form a more comprehensive view of what really goes on in the classroom.The major findings of the study showed that there was a preference for institutional English teaching by the students surveyed. Judging from the classroom recordings, a greater similarity was found in classroom language between the Chinese institutional English teacher and the British English teacher. Both of them constructed a positive language learning environment by adopting a number of language features and content choices.Based on the research findings, this study concluded that a consistency was shown in the questionnaire analysis, language choice analysis and content choice analysis, and the similarities in classroom language between the institutional teacher and the British English teacher to some extent accounted for students’preference for private English training institutions. By implication, university English teachers were suggested to make clear and explicit instructions, provide more content feedback, elaborate ideas by vivid examples and real life stories, and loosen their control on the flow of classroom discourse. They were also expected to make various marked commands and draw on humorous language and personal comments to build relaxing classroom climate and solidarity with students. Limitations of this study are pointed out and suggestions are made for future research.