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With the globalization expanding in every corner of the whole world, English, asan international lingua franca, which is one of the most eye-catching languages thatchosen as a L2 or FL (Shan, 2018) and spread in many English training institutionsand private or public schools. What’s more, it is common to find in the same classwho speak different languages at home because of the mobility of population, andwhose languages may or may not be part of the school curriculum (Hélot, 2012).

In many Asian countries, language teaching has treated language as separateentities to avoid contamination of target language (García & Li Wei, 2014). So usingmother tongue in English class is unfavorable under this kind of belief. Teachers, inreality, who always speaking Chinese would be looked on as unprofessional andlanguage deficiency in L2 or FL for learners in EFL class. Many educationalinstitutions and parents think that English-only class can create “pure” English or FLatmosphere to realize the maximum of TL output and cultivate learners’ full Englishpattern of thought nowadays. And additionally, there is still a group of Englishteachers speak English-only to senior high school students in English class amongmany schools, and require their learners try their best to speak English to cultivate a“perfect” English class atmosphere to other teachers who are viewing and emulatingthem so as to obtain a “good” evaluation, particularly in the demonstration class thatarranged formally by the English teaching leader. There is no denying thatEnglish-immersion class may be valuable and meaningful to learners and teaches inEFL class. However, what is the true learning efficiency of learners? Can teachers andlearners really achieve the teaching and learning goals that requested by teaching syllabus comprehensively and profoundly? College entrance examination, after all, istheir predominant challenge and task for both senior high school students and theirEnglish teachers. Besides, different learners have different English levels andpragmatic competence to interact with teachers, and learners who have low-standardhave to rely on their mother tongue to comprehend new or difficult knowledge,accomplish learning tasks and communicating with teacher or classmates in most case.Languages (English and Chinese), therefore, which are applied in one EFL class iscommon and acceptable for many students and English teachers in reality. As Pacheco(2016) pointed out, notwithstanding the popularity of English-immersion class inmany education programs, not all the students are capable of learning content throughEnglish only.

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1.2 Purpose and Significance of the Research

To acquaint the relationship between senior high school students’ language useand attitude in English class and their English efficiency in EFL class, this researchinvestigated four hundred senior high school students in Zhiyuan Middle School ofBao Shan city by filling paper questionnaire during the free time of students andteachers, and four classroom observations. The four main questions were: In the firstplace, what is the situation of t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。