Abstract
Code-switching is a widespread phenomenon throughout the world which has generated much discussion and debate. Researchers treat code-switching as a communicative strategy, but there is disagreement as to whether this strategy is an avoidance one or an achievement one. This case study is to explore the code-switching of a secondary EFL teacher in Chinese contexts. In particular, this research investigates the frequency of code-switching in EFL classes and then describe and analyze the functions of code-switching. Some related variables that influence teachers' code-switching will also be explored and compared. The data of the study is made up of notes and audio recordings at Hangzhou Greentown Yuhua School. This study intends to develop the teachers' conscious understanding of the principles underlying foreign language teaching and give some practical techniques that teachers can use in English lessons.
Keyword: code-switching; junior EFL classes; Chinese contexts; functions
Contents
Abstract
摘 要
1. Introduction-1
1.1 Research background-1
1.2 Purpose and significance of the research-1
1.3 Research questions-3
1.4 Organization of the thesis-3
2. Literature review-4
2.1 Definition of code-switching-4
2.2 Main approaches to analysis of code-switching-4
2.2.1 Linguistic approach-4
2.2.2 Sociolinguistic approach-4
2.3 Studies on code-switching in classroom discourse-5
2.3.1 Types of code-switching-5
2.3.2 Functions of code-switching-5
3. Methodology-7
3.1 Subjects-7
3.2 Instrument-7
3.2.1 Classroom observation-7
3.2.2 Audio recording-7
3.2.3 Interview-7
3.3 Procedure-8
3.3.1 Preparation-8
3.3.2 Procedure process-8
3.3.3 Data analysis-9
3.4 Research hypothesis-9
4. Results and Discussion-10
4.1 The results of classroom observation and recording-10
4.1.1 Intra-unit Code-switching-10
4.1.2 Inter-unit Code-switching-11
4.1.3 Tag-unit Code-switching-11
4.2 The teacher's feedback-12
4.3 The students' attitudes towards code-switching-12
4.4 Functions of code-switching-13
4.5 Factors influencing teacher's code-switching-18
5. Conclusion-20
5.1 Major findings-20
5.2 Pedagogical implications-21
5.3 Limitations and future research-21
References-23
Appendix 1-25
