The students were chosen as the questionnaire for the following reasons. Firstly, there are bilingual courses have been carried out for all of them for one year. Secondly, they, who are juniors, have a certain subject knowledge base and English proficiency to understand the most of what bilingual teachers say in the classroom. Thirdly, the globalization of today’s business world need more international businessman than ever before. As students of Business College, who are potential businessman, they should get touch with the changeable economic world, collect more useful information，and widen their knowledge content. Yet, the best way of improving themselves is read the original writing of abroad, which capable needs to be trained. Thus there is an urgent need for the students to improve their English competence.
2. 3 Results of survey
There are four aspects of college bilingual teaching were investigated by this questionnaire: the students’ learning needs, the students’ attitude to bilingual teaching , bilingual learning process, as well as the effect of bilingual teaching.
For the aspect of students’ learning needs, almost student (above 50precent of the total) thought English is important to their study and work.
For the aspect of students’ attitude to bilingual teaching, 89﹪ of students considered bilingual teaching is a way of improving their English proficiency and make them qualified in the international competition.
For the aspect of bilingual learning process, 78﹪ students held the idea that teacher talk is occupied the almost class time, the way of teacher ask question is existing some problems, 67﹪ thought teachers always ask some closed and display question, and 56﹪ regarded the wait time after teacher ask is too short. 88﹪ can not understand what teacher say in English. Besides, in most bilingual teaching classroom, Chinese is major language and English as an assistant language. Moreover, most students expressed their concerned with the language proficiency both teachers and themselves. Those who held thought that the teacher’s language proficiency can not meet the demand of bilingual teaching take up 76﹪of whole, and 48﹪ care about their own limited proficiency.
For the effect on bilingual teaching, there were 20% students taking the idea that bilingual teaching brought them technical terms in English. And 62% had the idea that bilingual teaching impeded their learning of subject while 15% thought that bilingual teaching disturbed their subject learning greatly. Only 3% regarded bilingual teaching helpful to their subject learning.
In the last open question about more comment and suggestion on bilingual teaching, 19 students expressed their ideas mainly centered on the goal of the bilingual course, the use of English and Chinese in the bilingual classroom and the English proficiency of both the teachers and the students.
3 Present problems of teacher talk in college bilingual teaching
From the result of above questionnaire, we can see, there are some problems existing in today's bilingual teaching classroom. These problems concerned with teachers and students.
3. 1 Problems concerning with teachers
3. 1. 1 Teacher’s talking time
From the questionnaire, it pointed out that teacher talk occupied most of class time. In the classroom, it is understandable that teacher as a major speaker because the teacher must let the student comprehend as more subject knowledge as better. However, the teachers should pay much attention to the interaction with the students in classroom.
The appropriateness of the teacher talk time depends on the goal of the course. In the bilingual subject classroom, although English learning is taken as one of the goals, let the student know how to master the subject knowledge and apply the subject knowledge well should be considered to be very important part of teaching goals.
3. 1. 2 Usage of mother tongue
88﹪ of the selected students said they don’t understand clearly what their teacher say in English well, which impeded they master the subject knowledge. According to this problem, Gui argues that:“the ultimate goal of teaching course for the major is to convey subject knowledge and train the specialized skills instead of learning a foreign language. The amount of information sent to student varies with the instructional language.”[6]
In the bilingual teaching classroom, mother tone can not used through all the class time nor never mention in the class. Mother tongue is an assistant language used in the bilingual teaching classroom to let the student understand what teacher say.
3. 1. 3 Teacher’s proficiency
For a bilingual teaching classroom, a teacher’s English and subject ability are crucial to the success and failure of classroom activities. Learners may enjoy and thus learn the knowledge from teacher talk, such as English pronunciation, intonation, fluent, expression of a complete idea, and proper style etc. But nowadays, from the questionnaire, it is said that teacher’s proficiency is not satisfied by the students.
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