Proportion of Using English in College Instructional Design in China

Min GUO

Abstract


Instructional languages design is an important step in a second language teaching process. Teaching English, as a second language, in a non-native English speaking country is quite different from that in native English speaking countries. Since teaching language is the main carrier of information and tool of communication, what’s the proportion of using English in choosing classroom instructional language? Is there a different effect on learners if teachers use English out of proportion? For most learners in China, Chinese is their mother language, how much Chinese should be used in teaching and how about the evaluation on learners…so many questions. Going through two-year-experiment on the proportion of English and Chinese, we arrive at the conclusion: seventy percent of English input in classroom instructional language design is the best, which in somewhat comply with Krashen’s Input Hypothesis, the result we got is that the better the learners’ level, the higher of the proportion is better. The method we used includes questionnaire and interview, with the data collected and analyzed by SPSS17.0.

Keywords


Instructional language; Language input; Proportion

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References


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DOI: http://dx.doi.org/10.3968%2Fj.sll.1923156320140801.4160

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