Evaluating The Use Of L1 In College English Classrooms Of China: A Case Study

This This study was undertaken to find out the features of teachers'language choice in College English (CE) classrooms. It is aimed at describing teachers'practice in L1 (the first language) use, focusing on the analysis of teachers'language use in instruction and during teacher-students interaction in the classroom. It also explores the related issues of'how much','when'and'why'teachers use their L1. Then a further discussion of the issue of evaluating the use of L1 is presented. In the research to be presented, Dynamic assessment (DA) was promoted, grounding on the Zone of Proximal Development Theory (ZPD), scaffolding and its extended approach Mediated Learning Experience (MLE). Four College English teachers and sixteen classes at a vocational college in the South of China were observed. Teacher interviews were conducted after classroom observation to distinguish their perception and actual practices. Administrator interviews were conducted to explore the norms of the college. The findings of this study revealed that Chinese was widely used by teachers in CE classrooms. A tendency towards L1 use in various contexts was found. The data from both interviews and the transcription of classroom observation identified not only students'English proficiency but also the curriculum as the most significant factors influencing teachers'language choice.Based on discussions about the possible explanation for the findings, pedagogical implications were drawn. This article suggests that teachers should develop more alternative methodology to reduce the amount of using L1. More L2 should be afforded in the classroom by carefully choosing effective methodology. Above all, teacher professional development is essential for raising teachers'consciousness concerning language use and improving their teaching efficiency.