Analysis Of College English Classroom Behavior For Tuition-free Normal Students

College English teaching, as one of the biggest educational activities, has been attached importance to by students and the whole society. Since the implementation of the policy for tuition-free normal education in2007, tuition-free normal students who are a special group of students have drawn gradual attention of the whole society in China. The present thesis, starting with investigating and contrasting the differences of classroom behaviors between tuition-free normal students and non-normal students, aims to discover and give prominence to features of tuition-free normal students’ classroom behavior, then analyze the reasons that result in this present situation of classroom behaviors. The author hopes this research could slightly enhance college English teaching and learning, especially college English teaching and learning for tuition-free normal students in China.Subjects of this research are81sophomores of two classes from a university in southwest of China. Among them, there are36tuition-free normal students in one class. and45non-normal students in another class. They are from the same school, and have the same professional background and same English teacher. In this research, both of qualitative research and quantitative research methods are applied, and data were collected by questionnaire, interview and classroom observation. During investigating and analyzing, through filtering, effective data of this research questionnaire is from75students, among which, there are34copies from tuition-free normal class and41copies from non-normal class. Subjects for interview were randomly selected from36tuition-free normal students and45non-normal students. Meanwhile, the author observed students of these two classes for six weeks only in English classes, thus the first-hand materials for this research were obtained to be twelve field notes after collating for a period of time.After questionnaire, classroom observation and interview, some findings are listed as follows:first of all, tuition-free normal students have lower scores on verbal participation, dominating others and self-disclosure except for much lower scores on learning orientation. Secondly, the attendance rate of tuition-free normal students is obviously lower than that of non-normal students. What is more, tuition-free normal students are more passive than non-normal students, in other words, non-normal students are relatively active. In addition, tuition-free normal students are not so accustomed to prepare well before classes. Finally, both tuition-free normal students and non-normal students have poorer ability for expressing themselves, especially in listening and speaking.Throughout analysis, it is found that the reasons which result in the present situation of classroom behavior for tuition-free normal students mainly include:firstly, according to the policy, tuition-free normal students have to return to their hometowns to teach, and they will hardly use English. Secondly, as far as curriculum provision is concerned, there is no special teaching requirement and curriculum provision for them. Thirdly, the evaluation system for tuition-free normal students is not reasonable.The result of this research may enhance college English teaching, especially college English teaching for tuition-free normal students and the implementation of policy for tuition-free normal students.