A Study On Code-Switching In Junior High School English Classroom Under Adaptation Theory

The research of code-switching in classroom belongs to the research in educational practice from the perspective of pedagogical code-switching.Influenced by notions of Communicative Language Teaching Approach,and the requirement of Nine-year Compulsory Education English Curriculum Standards(2017 edition)in junior high school in China that teachers should be able to organize and implement classroom teaching in English,and the over-correction of traditional Grammar Translation Method,some Chinese teachers try to minimize the frequency or even avoid code-switching in teaching practice.Consequently,the classroom interaction often fails to get the expected result.Code-switching,as a phenomenon in foreign language teaching practice,is unavoidable in English classroom.Code-switching can be evolved into a teaching technique,which can remove quite a few obstacles in students' understanding of the teaching.It also saves a lot of teaching time and improves teaching efficiency and effect.In view of the phenomenon of code-switching in junior high school English classroom,the author has conducted a one-semester observation and research.This research was conducted in six middle schools in Hefei and Chifeng.Eighteen English teachers and 1124 students from eighteen natural classes(six natural classes in each grade,three grades in total)were selected as participants.Through observing three common types of English classes(listening and speaking,reading and writing and exercise class)in junior high school,in addition to questionnaires and interviews,the author probes into classroom code-switching from three aspects: the attitudes of teachers and students towards classroom code-switching,the causes of classroom code-switching and the functions of classroom code-switching.The main findings are as follow:(1)Teachers' and students' attitudes towards code-switching needs to be improved;(2)Classroom code-switching is arbitrary and codes are often switched unreasonably;(3)Teachers do not accurately grasp the function of classroom code-switching,resulting in a great reduction in teaching efficiency.In view of the above problems,the author attempts to construct Classroom Code-switching Model in junior high school based on adaption theory for teachers to reference,including adaption model of classroom code-switching and pragmatical structure of classroom code-switching.And in view of specific operation,the author makes the following suggestions:(1)Teachers and students should accept classroom code-switching and understand that code-switching plays an important role in the classroom;(2)Teachers should clarify the purpose and expected effect of code selection and switching before code-switching occurs;(3)Teachers should take code-switching as a teaching technique and apply it to teaching practice accurately and organically.The conclusion of this research attempts to provide a new perspective for the research of language teaching and enables teachers in junior high schools to apply code-switching into teaching practice accurately,effectively and reasonably in the classroom.