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dology throughout the twentieth century as the pendulum swung from one extreme to the other. Until recently, the monolingual principle predominated, mostly advocated by NESTs (native English speaking teachers) if only they themselves felt disabled by their lack of competence in the students’ first language (L1). As a consequence, non-NESTs were made to feel either defensive or guilty at their inability or unwillingness to conduct a class entirely in English. In the 1990s, however, his judicious use of the learners’ native language was again legitimized.” (傅大明, 2007: 55)
     He also said,” Among the reasons for its come back is the recognition of the L1 as the most genuine vehicle of communication between non-NESTs and their students in the monolingual classroom. Another major reason is that the native language proves to be a powerful teaching/learning tool in countless situations. Suffice it so say, today non-Nests may switch into the L1 at their discretion, and so may NESTs to the extent they can. ” (傅大明, 2007: 55)
     That is to say, the Chinese is permitted, even encouraged to use in English language teaching. In fact, students in Jinping benefit from the Chinese. Followings, I will analyze the reasons why the students in Jinping benefit from the Chinese in English learning.

A. Classroom size
Lei lei, a student of English Education Department, said in the paper Describe and Critically Evaluate the Possible Use of Communicative Approach in EFL Classroom in China, “One factor that affects the implementation in China is the classroom size. As in most secondary schools, there are more than 45 pupils in a classroom.本论文由英语论文网www.51lunwen.org整理提供 Pupils sit in rows and desks and chair are impossible to move around the classroom. ”
     In a classroom of Jinping schools, the number of the students in each class is above 60. And they are multi-level. Some learners are very proficient and participate all the time, and others are non-communicative; those with low English skills are mixed with those with quite high English skills. Jill Bell (1991) proposes four broad categories of factors contributing to a multilevel class: previous experience with education, country and culture of origin, individual factors, and situational factors (Betsy Parrish, 2006 191). Firstly, some learners in Jinping begin to study English in elementary school. While in countryside, students come into learning English in secondary schools. Secondly, the reason of multilevel is mainly cultural problem. Students from countryside are conservative and comparatively introverted. Compared with students who live in town, they do not want to open their mouths. They only answer questions when asked by the teacher. Days and months multiplying, some students can not catch up with others. Thirdly, in some schools, English teachers are non-English major. They do not know how to help develop the ability of the students to think in English for themselves, how to foster the students’ ability to study English on their own and how to give scope to the students’ initiative and creativeness for study English. Fourthly, some students are not good at English because they do not like English or they do not work hard at English. All in all, the outward behaviors students exhibit in class have as much to do with experiential and affective factors as they do with language proficiency.
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