A Study On Teachers’ English And Mongolian Code-switching In Mongolian Primary School-A Case Study In Bayan Wenduer Primary School

Code-switching,as a teaching method,plays a very important role in foreign language class.Appropriate use of code-switching not only can ensure the smooth communication,but also can stimulate students ’learning interest,and promote the relationship between teachers and students.The study of code-switching was developed in foreign countries early,since the 1980 s,foreign language classroom code-switching became the focus of research on code-switching.Scholars,as Poplack,investigate the classroom code-switching from different perspectives with different methods.Sociolinguistics,pragmatics,pedagogics and sociocultural theory built solid foundation for code-switching.The study of teachers’ code-switching has become the focus of domestic research.However,most studies focus on colleges,universities and high schools.Very few studies were on primary stage.The author chooses “A Study on Teachers ’ English and Mongolian Code-switching in English classrooms in Mongolian Primary School” as research topic,in order to provide effective suggestions for teachers’ code-switching.Based on the current situation of the teachers ’ classroom code-switching,this thesis is aimed to answer the following three research questions:1.What are the types of English teachers ’code-switching in Mongolian primary school? 2.What are the functions of English teachers’ code-switching in Mongolian primary school? 3.What are the causal factors of English teachers’ code-switching in Mongolian primary school? The relevant data were collected through classroom observation,questionnaires and interviews,and analyzed by using SPSS.The study findings are as the follows: 1.In Mongolian primary school English classroom,teachers use inter-sentential code-switching mostly,then intra-sentential code-switching,and the last is tag switching.2.The percentages of teaching functions of code-switching are slightly higher than classroom management function and communicative function,and the teaching function is mainly embodied in clarifying the content of textbook.3.The main causal factors of teachers ’ classroom code-switching include students’ English level,teaching aims,emotional factors and teaching hours.At the end of the thesis,according to the research results,some suggestions and implications are presented.The use of code-switching can improve teachers’ teaching efficiency and can help students to understand teaching content.Besides,teachers should adopt code-switching with clear attention and consciousness,try to use mother tongue and target language in balance,ensure that students have enough target language input,and improve students ’ English learning ability.Finally,the author puts forward the limitation of this study and the prospect of further studies.