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超过30年在中国实施改革开放以来，大学英语教学已经高度发达，我们国家的经济，社会和文化的发展作出了巨大的贡献，其中包括与其他国家的贸易和通信。目前，大学英语已经在几乎所有的高等教育机构在中国的一门必修课。除了高校英语专业学习本课程，至少有两个学年，并要求参加大学英语四级考试（CET-4），通过在其中，虽然没有正式要求，必须为他们得到在一些大学的学士学位。取得CET-4证书后，他们采取CET-6，合格的，在大多数情况下，这是一个决定性的因素，为他们毕业后找到一份体面的工作。我国大学英语的重要性和必要性是不言而喻的。与此同时，在中国的大学学生人数的增加，有越来越多的大学英语教师。然而，我国已投入大学英语教学事业的努力相比，成就是显着的，甚至是不满意的。合格的英语为母语的需求相比，大学英语教学也难以跟上与thetimes的发展。大学英语教师与学生的高期望相比，难以适应大学英语教学系统（朱红梅2004：137）的不断发展。For more than thirty years since the implementation of the reform and opening-upin China, college English teaching has been highly developed, making greatcontributions to our country’s economic, social and cultural development, includingthe trade and communication with other countries. Presently, college English has beena compulsory course in almost all higher Educational institutions in China. All collegestudents except English majors are taking this course for at least two academic years,and are asked to take the College English Test Band 4 (CET-4), the pass in which is,though not officially required, a must for them to get a bachelor’s degree in someuniversities. After obtaining the CET-4 certificate, they take CET-6, the pass of whichis, in most cases, a decisive factor for them to find a decent job after graduation. Theimportance and necessity of college English in China is self-evident. At the same time,with the increase in student enrollment in China’s universities, there is an increasingnumber of college English teachers. However, compared with the efforts our countryhas put into the college English teaching cause, the achievement is far fromremarkable, even dissatisfactory. Compared with the needs for qualified Englishspeakers, college English teaching can hardly keep up with the development of thetimes. Compared with students’ high expectations, college English teachers havedifficulty in adjusting themselves to the constant development of college Englishteaching system (Zhu Hongmei 2004: 137).

1.1Purpose of the Present Research
English teaching is complicated work, the success of which depends on factorslike teachers, students, teaching aims, teaching content, teaching methods, andteaching procedures. As far as the author is concerned, these factors can be classifiedinto two, internal factors, like that of students, and external factors, including teachers,teaching aims and so on. Among the external factors, that of teachers is the mostdecisive and vital, since teaching aims, teaching contents, teaching methods andteaching procedures are all chosen and implemented by teachers. In a language class, teacher language serves not only as the tool of organization,but also as the language input in students’ acquisition process. Nunan said, “By theuse of teacher speech, teachers can achieve their teaching goals, implement theirteaching plans and fulfill their teaching tasks and consequently teacher speech mayfunction as the major source of comprehensible target language input the learner islikely to receive” (quoted in Le Jian 2010: 2). Whether a language class is successfulor not depends to a great degree on the effectiveness of teachers’ language. AsHakansson (1986) pointed out, “the number and quality of teacher talk has a greateffect on and is even a decisive factor of the success or failure of classroom teaching”.Besides, if used properly, teacher language can also be a source of encyclopedicknowledge, facilitating both students’ language acquisitio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。