A Study Of Code-switching For Novice English Teachers And Expert English Teachers In Mongolian Senior High School

Code-switching was developed in foreign countries early,which is the hot topic in the field of classroom teaching research.From different perspectives,researchers use different methods to explore this linguistic phenomenon and have achieved fruitful results.Sociolinguistics,pragmatics and sociocultural theory build solid foundation for code-switching.Although the study of classroom code-switching starts later in China,it has attracted scholars' more and more attention in recent years.Among them,teachers' classroom code-switching has become the focus of domestic research.However,most studies only focus on code-switching between English and Chinese,there is few research about code-switching under trilingual environment.Due to the unique historical reasons,it has formed a multi-ethnic coexistence phenomenon with Mongolian and Han groups as the main part in Inner Mongolia.Before2000,Mongolian and Chinese courses were mainly offered in Mongolian schools,with English as an elective course in a few schools.At the beginning of the 21 st century,the Ministry of education in the autonomous region required full-time English teachers should be equipped and English courses should be offered for all Mongolian schools.Since then,language teaching of Mongolian schools changed from bilingual mode(Mongolian and Chinese)to trilingual mode(Mongolian,Chinese and English).And due to the influence of thinkingand culture of mother tongue,Chinese and English,which makes the phenomenon of the juxtaposition of three languages appear in classroom.Based on the reality of teachers' trilingual code-switching in English classroom of Mongolian senior high school,this study makes a comparative study on the code-switching between expert teachers and novice teachers in Mongolian senior high school by taking the matrix language framework of Myers-Scotton and the functional classification of Yao Mingfa's as the criteria.With classroom recording and questionnaire as the main research methods and interview as the auxiliary means,the author focuses on the following three research questions:1)What are the attitudes of novice teachers and expert teachers towards the use of code-switching?2)For the types of code-switching,what's the difference between novice teachers and expert teachers?3)In terms of the functions of code-switching,what's the difference between novice teachers and expert teachers?The conclusions of this study are presented as follows.Firstly,novice teachers and expert teachers have positive attitudes towards the use of code-switching.They use the most code-switching in teaching aspect.Then,it is followed by the use of code-switching in classroom management aspect for novice teachers.But expert teachers think the second is the use of code-switching in communicative aspect.Secondly,the code-switching of novice teachers is mainly 45%Chinese and Chinese as matrix language,followed by 31% English and English as matrix language,24% Mongolian and Mongolian as matrix language.But for expert teachers,the most code-switching is Mongolian and Mongolian as matrix language,which is 48%;English and English as matrix language is the second,the percentage is 36;the least is Chinese and Chinese as matrix language,which occupies 16%.Thirdly,For novice teachers,92% Chinese and Chinese as matrix language plays teaching function,and 57% English and English as matrix language plays communicative function.For expert teachers,91%Mongolian and Mongolian as matrix language plays teaching function,and 44% English and English as matrix language plays communicative function.The teaching implications of this study are as follows:Code-switching is a common phenomenon in class.To a certain extent,it can improve teaching efficiency and help students to understand teaching contents easily.Therefore,teachers should make code-switching timely and appropriately,make the target language priority as much as possible,ensure that students have a large number of target language input,and improve their English learning ability.There are some defects in this study: the sample of the research subject is small,and the researcher only investigates four Englishteachers,which can't reflect the overall situation of novice teachers and expert teachers fully.Therefore,expanding the sample size of the study becomes the improvement direction of the follow-up study.