Chapter One Introduction
1.1 Background of the Study
The outline of Higher Vocational English Curriculum has definitely put forward that the aim of this curriculum is to develop students’ practical ability to apply English, especially their listening and speaking ability. Teachers are demanded to take discourse interaction with students actively in classes actively. And teachers should deal well with the relationship between imparting knowledge to students and fostering their application ability. They should guide students to query and explore knowledge in order to promote students’ learning interest and develop their personalities. Teachers should pay more attention to the differences of students’ study requirements, and try to create a language environment in which students have much more studying enthusiasm. Most important of all, teachers should do their efforts to foster students’ awareness and ability to master and apply English knowledge, and to help students develop better. Comparing with the ones with English as their first or official language, Chinese learners for being short of a genuine ESE (English Speaking Environment) have considerably fewer opportunities to communicate in English both inside and outside the classrooms among peers. This implies that the English classroom is the main place where students acquire the target language. It is particularly prominent in Higher Vocational Colleges, for most of the students from these schools are poor in English and less autonomic in learning a foreign language. Undoubtedly, teacher discourse is considered as one of the vital resources for learners’ language input, and a key element in facilitating the interaction between teachers and their students as well as classroom management. We can definitely say that whether a classroom instruction is successful or not is to some extent determined by English teachers’ discourse.
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1.2 Purpose of the Study
A general situation can be seen in many higher vocational and technical colleges is that non-English major students’ English has a nickname of “deaf and mute” English and they are unable to communicate freely with others in English. Besides students’ language learning capability and effort, another reason which results to this abnormal phenomenon in education field is the English teachers’ classroom discourse. Classroom interaction is one of the important ways in facilitating students’ language acquirement. Based on the，英语论文网站，英语论文 |
