On Functions Of Teacher Code-switching In College English Classrooms

Numerous scholars at home and abroad have put emphasis on the research topics related to teacher language in foreign language classroom.Besides,in recent years,teacher code-switching is a common phenomenon in EFL classrooms.In China,English is used as a foreign language rather than everyday language.This thesis aims to explore the main functions and influential factors of English teacher code-switching in the classroom under such circumstance.This research starts from three aspects of teacher code-switching:(1)the main functions of college English teacher code-switching in the classroom;(2)whether differences exist in the functions of college English teacher code-switching and what causes these differences;and(3)if there are differences between the actual functions of teacher code-switching obtained through observation and functions that students expect from teacher code-switching and what causes these differences.This study chose 4 English teachers and 128 students in their classes of Hunan University as research subjects,with 24 class periods observed in their classrooms.There were four channels for data collection,namely,classroom observation,classroom recording,teachers’ interview,and students’questionnaire survey.The researcher analyzed the data through Excel,combined with quantitative analysis and qualitative analysis methods,and finally drew the following conclusions.(1).To begin with,college English teacher code-switching in the classroom has three main functions,namely,pedagogical function,classroom management function,and interpersonal function.These three main functions can be further sub-categorized into ten sub-functions,including translation,explanation of grammar and vocabulary,clarifying the lesson content,emphasizing important language points,dealing with exercises,eliciting responses from students,classroom routine,praise and comment,interpersonal relations and expressing humor;(2).In addition,the functions have certain frequency differences and three factors lead to these differences,namely,features of lesson contents of the College English course,the atmosphere of classrooms,and English proficiency of the students.(3).At last,the actual functions of teacher code-switching in class are almost consistent with the function that students expect.Only small differences exist in interpersonal function and the main factor that causes these differences is the limitation of class period.The results of this study had some implications for EFL teaching.At the same time,the research provides some reference for further study in this field.