Abstract
Facing the current situation that Chinese students are poor in English productive ability, the mode of only English-medium teaching is put forward to completely improve students’ English abilities and comprehensive competence by creating second language acquisition atmosphere. Since few studies have been conducted on students’ attitudes toward only English-medium teaching in ELT classrooms especially from the perspective of students themselves, this paper, through questionnaires and interviews, focuses on students’ attitudes to figure out their preferences, evaluations and suggestions of teaching modes, and further discusses the practical application of only English-medium teaching in EFL classrooms from five respects: teaching purpose, course design, teacher’ qualification, students’ language level and teaching effect. It is concluded that only English-medium teaching is not of popularity among students giving their own English levels and the advancement of only English-medium teaching quality depends on the qualified teachers and suitable courses. Keywords: English teaching, Teaching effect, Teacher qualification, Students’ language level, Course design
Highlights
English-medium teaching means that teacher only uses English to lecture all the time without any other language in English classes
Second is transitional bilingual education which requires that students are taught with native language or mother tongue in the first period of learning time and after a period of study, they should be taught in foreign language or second language which they are learning
College students who have received English education for at least six years before have received the first period of transitional bilingual education for a long time, and it is proper for them to transit to the immersion programme
Summary
English-medium teaching means that teacher only uses English to lecture all the time without any other language in English classes. First is immersion programme which is the same with only English-medium teaching in classroom, it requires students to be taught in the language which they are learning, and the native language or mother tongue can not be used in teaching even on campus. Transitional bilingual education provides a period of time for students to adapt to the language they are learning. College students who have received English education for at least six years before have received the first period of transitional bilingual education for a long time, and it is proper for them to transit to the immersion programme. English-medium teaching among the English teaching modes aims at creating English listening and speaking atmosphere and providing the condition of second language acquisition for students. The views of Gao(2001) and Ma(1990) are all the analysis of teaching in English in an aspect of theory so that they are lack of the support from practical examination
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