摘要
本文主要讨论外语教学中教师课堂教学语言的使用对学生外语成绩的影响。研究通过问卷调查和档案研究方法，收集了80名来自非英语专业二年级学生和60名来自英语专业二年级学生在中学阶段和大学阶段教师教学语言使用的情况以及过去一年的口语和笔试成绩通过对相关数据的分析，我们发现，在外语教学中，以英语为主的教学语言对非英语专业学生的口语成绩有显著的影响，但对他们的书面成绩没有影响，比如词汇与语法。而对英语专业的学生，不论用英语为主的或汉语为主的教学语言，对他们的口语和书面成绩都没有显著影响。因此，在中学阶段，以母语为主要教学语言，能对学生第二语言的语音习得产生短暂性的影响，随着在大学阶段不断的语言练习，这种影响将逐渐消失。本研究的结果表明，以目的语为主的教学语言将有利于学生的二语习得。
This paper probes into the relationship between teacher's classroom language and student's achievement in second language acquisition. An investigation was made among 80 non-English majors, and 60 English majors who were all second -year students in Fuzhou University, to examine the impact of the classroom language in their senior middle school English classes upon their English scores in the University. A questionnaire was designed to approach the two dimensions of the SLA achievements, i.e. spoken English and written English such as vocabulary and grammar. A comparison was made between scores of the students who had exposed themselves to Chinese as their classroom language and the score of those who exposed themselves to English as their classroom language. The result suggested that the classroom language only impacted the scores of spoken English of the non-English majors. No significant difference was found between the two types of exposures in the other dimension-written English. For English majors two types of exposures produced no significant difference in two dimensions-spoken English and written English. The study supports the point that in senior middle school the use of native language only produces tentative effect on the pronunciation acquisition and this effect may disappear if any intensive training is provided in the university. The study defines the opinion that when they are presented the target language as classroom language second language learners can achieve better.
引文
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