Senior English Teachers' Beliefs And Behaviors Of Code-Switching In Classrooms

Code-switching has been an important issue in the sociolinguistics.Studies on code-switching are aimed to explore the social motivations underlying code-switching,and have discussed code-switching and social factors at the macro level.However,since the United States issued a “bilingual education policy” in 1968,scholars have gradually shifted the code-switching study from sociolinguistics to pedagogical linguistics,and continued to explore teachers' code-switching in classrooms.Code-switching in classrooms have attracted more and more people's attention,and domestic and foreign researchers have made considerable progress in many dimensions of code-switching in classrooms.At the same time,studies on teachers' beliefs and behaviors have also gradually increased,and have become a new field for scholars to explore.So,what are English teachers' beliefs about code-switching in classrooms? What about English teachers' behaviors of code-switching in classrooms?What's the relationship between English teachers' beliefs and behaviors of code-switching in their classrooms? What factors affect their beliefs and behaviors?This research will study the above research questions.Taking Hejin Middle school as an example,the author used the methods of questionnaires,interviews and classroom observations to explore high school EFL teachers' beliefs and behaviors of code-switching in their classrooms.Based on this,the author also used SPSS19.0 to collect the data of high school EFL teacher's beliefs and behaviors and analyse the relationship between their beliefs and behaviors.The research results are summarized as follows:1.High school EFL teachers' beliefs of code-switching in classrooms.It is shown that their beliefs of classroom code-switching is at the upper level.They have strong beliefs in the aspects of definition,the using principles,languages,evaluation and factors.As for the aspects of classification,function,motivation,time and frequency,the teachers have certain beliefs,but their beliefs are not very strong.However,with regard to the aspects of terms and definition,the teachers' understanding of terms are shallow and fuzzy,and their understanding of definition is not deep.Regarding to the using principles,some teachers don't know about the specific using principles,and they lack think about the specific implementation of code-switching.Finally,teachers' different teaching ages,education background and professional titles affect their beliefs.2.High school EFL teachers' behaviors of code-switching in classroom.It is found that the teachers' behaviors of code-switching have consistency and inconsistency.In the aspects of function,motivation,frequency and evaluation,the teachers' behaviors have consistency.But in the aspects of languages,time,classification,the teachers' behaviors have otherness.Otherwise,as for the aspects of frequency,because the teachers' overuse of code-switching,they ignore the all-round development of students' English learning,and limited the development of students' comprehensive English ability.With regard to motivation,college entrance examination makes the teachers focus on the students' testing scores,and ignore the development of students' comprehensive English ability.Finally,teachers' different teaching ages affect their behaviors.3.The relationship between high school EFL teachers' beliefs and behaviors of code-switching in classrooms,there are consistency and inconsistency between teachers' beliefs and behaviors.In the aspects of function,motivation,languages and frequency,the teachers' beliefs and behaviors are consistency.But in the aspects of classification,time and evaluation,the teachers' beliefs and behaviors are inconsistency.To a certain extent,the teachers' beliefs influence their behaviors.And some factors lead to the inconsistency in the teachers' beliefs and behaviors,that is the teachers' different learning experiences,the characteristics of students,teaching resources and the social environment of education.Based on the above findings,this paper finally provide some suggestions for English teachers and schools respectively.