Dissertation > Language, writing > FOREIGN > English > Language teaching

A Study of Teachers’ Code-switching in College English Intensive Reading Class

Author YuYanLi
Tutor SongZhiPing
School Northeast Normal University
Course Foreign Linguistics and Applied Linguistics
Keywords Code-switching College English Intensive Reading Class
CLC H319
Type Master's thesis
Year 2008
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Since the 1960s , some Western scholars have started to pay attention to classroom code-switching phenomenon in the past few decades , many scholars have done a lot of theory and practice and exploration, code-switching as an important means of bilingual teaching in Foreign Language Teaching plays an important role . In view of this, the article will explore the College English classroom teacher code-switching . Theory , this article will use the language transfer theory as the theoretical basis of this paper , if a teacher is able to note the positive role of language transfer , then you can correct method can be used to guide students to higher efficiency of second language acquisition . In research methods , the integrated use of qualitative and quantitative analysis method to conduct a more comprehensive analysis of the teachers' classroom code-switching . Including College English Classroom code-switching investigation , code-switching students in learning English , as well as analysis of the causes and conversion of code-switching strategy . In this study, a comprehensive analysis of the English class of Jilin Agricultural University , the data derived from the analysis of the teachers and students, questionnaires, interviews , testing, classroom recording . The study found that code-switching is a common phenomenon in college English classroom , most teachers to achieve the purpose of teaching through code-switching and code-switching on all aspects of students' English learning have varying degrees of impact . This paper analyzes the derived code-switching role in promoting college English teaching , teachers of English and Chinese code conversion should be limited to foreign language learning to promote , support, and complementary role . Modest , clever use of Chinese can play a positive role in teaching and arbitrary, and excessive use of Chinese but will be counterproductive . Right in the classroom use of code-switching , the teachers need to constantly strive familiar with the classroom , familiar with the specific circumstances of the students , on this point needs further investigation .

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