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ill play a substantial part in the foreign language leaning. Butthe comments and correlation researches which are spread around about this issue arestill rare in our country now. So this study examines the use of LI and TL in twosecond-year English text analysis courses at the senior high school level.

L3 Definitions of the Technical Terms
The reason for the study in senior high school is due to that the focus of thispaper on "foreign-language" contexts (such as ELT in China, Korea and Japan),where the classroom is the main or only source of students' exposure to the TL. Because it is not on "majority-language" context (such as ESL in Australia or theUSA)，which bilingual competence (e.g., the ability to code-switch appropriately) isa goal or the exclusion of a learner's LI may have negative influences on his or hersense of well-being and identity. So the foreign language in this paper is called atarget language (TL) which refers to any language that is the aim or goal of learning,but not a second language (L2) which is typically an official or societal dominantlanguage needed for Education, employment, and other basic purposes.(Saville-Troike 2008:4). Besides that, the focus of this paper is on the teacher's useof TL and LI rather than on students' use, which is also such a major issue andchallenge that it requires a separate paper.

Chapter 2 Literature Review

The examination of classroom language use has been a fruitful endeavor forapplied linguistics in the past two decades, especially those studying the teaching andlearning of English as a target language. Classroom research and the analysis ofteacher talk, in particular, have been justified by Long (1985: 1)，among others, whomakes the following claim:In many instances of second language acquisition (SLA) with the aid of formalinstruction，including both foreign and second language learning，it is reasonable toassume that what goes on inside classrooms, including the teacherrole , is thesingle most critical element in determining how students perform.

2.1 The Use of the TL by Teachers
Drawing on theoretical perspectives and empirical work, this part examinesteachers' use of the TL in the classroom from a theoretical perspective, and the nextpart reviews recent quantitative and qualitative studies about teachers' use of the TL. Based on many researches，the enhance of students' foreign language level isclosely related to the amount of teachers' use of TL in the foreign languageclassroom, according to many researchers, such as Carroll(1975, 1967),Busrstall(1968, 1970) and so on( Ren: 65). The issue concerns not so much the valueof using the TL since 'there is near consensus that teachers should aim to makemaximum use of the TL’ as Turnbull & Arnett conclude after their review of studiesin several countries (Turnbull & Arnett 2002: 211 cited in Littlewood 2009). And thisresearch result becomes the most striking and convincing evidence to show that themaximum use of the TL by teachers in foreign language teaching classroom should be put into practice.

Chapter 3 A case study of Two In-service English Teachers............24-30
    3.1 Objective .........24
    3.2 Lesson Types .........24-25
    3.3 The Participants......... 25-26
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