A Study on Adaptation of Teachers’ English-chinese Code-switching in Vocational College English Class
|School||Shandong Normal University|
|Course||Curriculum and Pedagogy|
|Keywords||teachers’code-switching adaptation of code-switching the function of code-switching vocational college English class|
In the last decades, whether teachers’mother language should be used in EFL classroom has become a hot topic. Some researchers oppose to teachers’use of mother language in EFL classroom. They believe that mother language is harmful to target language input. However, extensive investigations of teachers’talk show that mother language still plays a subsidiary role in EFL classroom. Therefore, teachers’code-switching between target language and mother language in EFL classroom has drawn researchers’attention.In China, since late 1990s, researches on code-switching in EFL classroom have been gradually increased. These researches are carried out in secondary school or in universities, but little has been done in the vocational college. It still holds a considerable proportion in the institutions of higher learning and plays an important part in Chinese education. Thus, in our study, we aim at investigating the features of teachers’code-switching in vocational college English class. Especially, we want to find adaptations and functions of teachers’code-switching with Yu Guodong’s Adaptation Model.In this paper, we investigate the features of teachers’use of code-switching through classroom recording, questionnaire and interview. The classroom recordings of the teachers’talk are transcribed to examine adaptations and functions of code-switching. Two questionnaires are used to estimate the frequency of teachers’code-switching and the amount of teachers’Chinese code and to investigate students’and teachers’attitudes toward code-switching. The interview is to explicate teachers’opinions and experience on using code-switching when teaching English. Meanwhile, this study tries to apply computer language program to this field to calculate the numbers and proportions of Chinese and English words in the cases of the adaptation. And we qualitatively analyze the proportions of mother language that are used in different adaptations. It provides new direction and useful reference for further researches.This study obtains the following results with quantitative and qualitative analysis methods. Firstly, teachers’code-switching is prevalent in EFL classroom in vocational college. And Chinese code is still overused in class. Secondly, the purpose of teachers’code-switching between English and Chinese is to adapt to linguistic reality, teachers’roles and teachers’psychological motivations. These adaptations reveal the functions of code-switching such as gap-filling, class-management, understanding-facilitating, emphasis-giving, efficiency-improving, authenticity-keeping, generalization, anxiety-avoidance, humor-creating and intimacy-keeping. Among these functions, the functions of understanding-facilitating, anxiety-avoidance and class-management are of great importance. Thirdly, teachers’code-switching is mainly influenced by these factors: the differences between languages and cultures, students’English proficiency and teachers’English proficiency. Fourthly, most students and teachers hold positive attitude toward teachers’code-switching, and most students believe teachers’code-switching is helpful to learn English. Finally, on the basis of findings, the thesis puts forward some principles for teachers to follow.