顺应模式角度下教师的语码转换.pdfVIP

Abstract Abstract AAbbssttrraacctt Code-switching, a common practice in foreign or second language classrooms, has gone through a controversial stage, with some arguing that foreign language teachers are supposed to adopt the English-only class to allow the students to get sufficient language input while others claiming that for various reasons mother tongue deservesalegal stancein foreign language classroomsto fulfill itsfunctions. This paper firstly classifies and reviews the previous studies according to frequency, functions and reasons. Based on the relevant theories of Poplack (1980), Myers-Scotton (1993), Verschueren (1987) and Yu (2001), the current study combines the three types and influences of students’ feedbacks on their teachers and then puts forward our own theoretical framework to explore the amounts/frequency, attitudes, types,motives and factorsof teachers’ English/Chinese code-switching. By taking two teachers and seventy-four students as subjects from two Chinese universities, this study firstly focuses on data collection, including questionnaire designed for students, classroom recording of both teachers and students, and interviews with the two teachers. Detailed data analyses show both these two teachers adopt inter-sentential CS, intra-sentential CS and tag switching which is consistent with Poplack’s classification out of the motives to adapt to linguistic reality, teachers’ roles and psychological intentions. Students’ attitudes, perceptions and influences on their teachers’ code-switching are also focused on as students are the other key factor in classroom teaching. Such a perspective has rarely been explored in previous studies. Findings areasfollows: (1)both the two teachers’ speech production consists of English and Chinese with different percentage, the proportion o