An Adaptive Research Of Teacher's English/Chinese Code-switching In College English Classroom

Code-switching in college English classroom has attracted much attention of linguistsboth at home and abroad since 1970s as a central issue in linguistic field. Linguists have donevarious researches from different perspectives theoretically and empirically.This thesis analyzes the phenomenon from the pragmatic perspective on the basis of JefVerschueren's Adaptation Theory and Yu Guodong's Adaptive Model. The thinking of thisstudy is"feature description-conceptual framework-theoretical speculation"which has threelevels on medium (language, communicators and classroom environment) and five factors onmicro level (linguistic reality, teacher's roles, teacher's motivation, students'languagecompetence and the dynamic classroom environment). It designs a three-dimensionalmethodology framework which consists of"research design method-data collectionmethod-data analysis method"and combines case study with theoretical study. The qualitativeresearch collects data from ten college English teachers'classes in two universities ofQingdao city through audio recording, classes'observation, teacher interview while thequantitative part uses students'questionnaire. This thesis clarifies the internal mechanism andexternal conditions through data analysis, and combines data analysis methods of descriptivestatistical analysis with discourse analysis to find out the existing problems and reasons. Thusit puts forward four principles which should be followed in code-switching applying.Research shows that teacher's code-switching is not only a language phenomenon butalso a useful teaching, cognitive and communicative strategy. To make the best use ofclassroom code-switching, college English teachers should use code-switching temperatelyand follow the code-switching principles.Under the background of discourse analysis especially classroom discourse analysis ismuch concerned by linguists and educationalists, this thesis enriches and develops researches of classroom code-switching and will enlighten the theoretical and practical meaning forcollege English teaching. The innovations of this study represent on the influencing mode,generative mechanism, characteristics description and the originality of the research design.