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n and encyclopedicknowledge acquisition.As is stated in the previous part, the current English teaching is far from ideal.One of the reasons is that the quality of college English teachers such as their ownEnglish language proficiency, their encyclopedic knowledge storage, as well as theirawareness of English language teaching theories cannot meet the current requirements.Among them, language proficiency may be considered the most important.
“There is plenty of evidence from classrooms and the literature to suggest thatEnglish language proficiency is an important aspect of EFL teaching and teacherexpertise. In an EFL context where many of the language instructors are non-nativeteachers of English, and where appears to be a growing gap between the teachers’current level of language proficiency and the language proficiency level required inthe system, the question of language proficiency may become an increasingly crucialelement for professional development” (Nakata 2010: 76). In the same way, “in orderto develop EFL learners’ language proficiency, language teachers first of all shouldhave a good practical command of the target language, for otherwise fosteringstudents’ language proficiency would be a very difficult task to accomplish” (ibid: 77)When analyzing the causes of the problems in China’s college English teaching, ChenGuochong (2003: 51) pointed out that the question “How is the English proficiency ofcollege English teachers’ themselves?” has never been answered with related materials or data yet. Each time when there was a discussion about the ways toimprove college English teaching, very few would probe into this question or considerteachers’ own English proficiency as an important factor. It seems that the high levelof their English proficiency is beyond any doubt. However, this is not true. Accordingto him, the overall level of proficiency in English among our country’s collegeEnglish teachers is not as high as expected, especially that of younger ones (ibid).

Chapter Two Literature Review

2.1 Studies into Teacher Language
Western researchers in language teaching circle started to systematically observeand study on classroom language teaching in the 1950s and 1960s. Descriptivemethods began to be adopted for exploring what happened in and outside languageclasses. In the 1950s, modern classroom research began among teacher trainers,aiming at investigating what constituted effective teaching and helping studentteachers in subject-matter classes by offering them feedback on their performance inclass during their teaching practice (Allwright and Bailey 1991: 6). In the 1960s,based on the discourse analysis tradition in language classroom research, which hasprovided a foundation for research in linguistics and language pedagogy, Bellack et al.(1966) focused on describing classroom discourse involving a four-part framework:structure, solicit, respond, and react (Allwright and Bailey 1991: 98), which istraditionally considered as a pioneering study within this tradition.
In the 1970s, teacher language began to be studied on as an important part ofteaching research. Sinclair and Coulthard (1975) as well as Gaies (1977) and Henzl(1979) are among those who initiated researches on teacher language. The formerdeveloped a model for the description of teacher-pupil talk, based on a hierarchy ofdiscourse units. The latter focused on comparative studies of teacher language.Goffma本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。