A Brief Analysis Of The English Teachers’Classroom Language In Secondary Schools

In China’s English classroom, teachers are an important bridge to contact students and English language, and the language spoken by teachers in classroom is the main way for students to receive language input. Teachers’correct and flexible using of the classroom language not only can enrich the teaching content of the English classroom, enhance students’interests in English learning, but also can develop students’ pragmatic competence.But in the real English classroom, there are a variety of problems exist in teachers’ teaching language, such as some teachers’ language is not standardized with too many grammatical errors; some teachers’ language is not systematic enough with too much arbitrariness; some teachers’ language is not active with too much monotonicity; and some teachers’language is too casual to pay attention to the feelings of the students. What is more serious is that the majority of teachers are not aware of the existence of these problems, which is not only harmful to the cultivation of students’ interests in English learning, but also will exert adverse effects on students’ English study in the future.Therefore, making use of the middle school internship organized by the university from October2011to January2012, I collected some classroom language from six high school English teachers(three pre-service English teachers and three experienced English teachers with five-year experience, thirteen-year experience and twenty-five-year experience respectively), made systematic analysis to their language with the two methods of observation and interview, and found out the reasons of these problems, such as the teachers themselves do not pay enough attention to the usage of classroom language; they are too much influenced by Chinese thinking; they do not have got sufficient professional qualities and so on. Considering the reasons involved, I put forward such possible solutions as to learn from others and be brave to practice; to use easy-understanding language; to use lively, humorous and flexible language; to use writing method and body language to supplement classroom language; to try to use "positive language" instead of "negative language"; to use encouraging words as much as possible and note the strategies of criticism, in order to establish some references for the English teachers to make some improvements themselves so as to create a better environment for students’English learning.