A Study Of Teacher Code-switching In Non-English Major Classrooms

Since the advent of the natural method, the argument on the use of the first language (L1) in the EFL classroom has never stopped. Advocators of English-only policy believe that code-switching in classroom will hinder language acquisition. In contrast, opponents of using L1 in EFL classroom argue that appropriate and timely code-switching can facilitate L2 teaching and learning. Domestic researchers also have a heated discussion on the use of L1 in L2 classroom. Some scholars advocate English-only approach, while many others find that a large amount of teachers do switch codes between the target language and the mother tongue in order to facilitate teaching. Taking teacher code-switching in non-English major classrooms in China as the research focus, this study intends to reveal the current situation of teacher code-switching, analyze the different types and functions of code-switching, and to explore the kinds of code-switching facilitative to L2 teaching and learning.The data of the study includes transcriptions of classroom audio-recordings and questionnaires, with classroom recordings serving as the main source of data. Subjects of the study are teachers and their non-English major learners in Grade One and Grade Two in a college in Jilin City. Two questionnaires were distributed to 10 teachers and 540 non-English majors for the purpose of getting information about the frequency of teacher code-switching in different courses, the degree of consciousness in using code-switching, teachers'and students'attitudes towards the function and actual use of code-switching and learner expectations of code-switching. The audio-recordings include 4 teachers'16 class periods (altogether 720 minutes). To guarantee the diversity of the data, subject teachers are selected on account of gender, professional title and age. Lesson types are Intensive Reading Course as well as Listening and Speaking Course. The audio-recordings of teacher talk were transcribed to examine the existence of teacher code-switching, calculate the amount and frequency of the Chinese code, analyze and study three types of code-switching based on Poplack's Typology of code-switching (that is, inter-sentential switching, intra-sentential switching and tag switching). Meanwhile, the qualitative analysis of the transcribed data reveals three major functions (that is, teaching function, managing function and communicative function) of the most commonly-used code-switching and their result on learning.The findings of the study fall into several aspects. First, teacher code-switching is prevalent in non-English major classrooms. Averagely, code-switching appears 46 times which means that in a 45-minute class, teacher's use of Chinese makes up 23.2% of their talk. It is found that the frequency of code-switching is closely related to students' English proficiency and the teaching goals of the lesson. Second, the main functions of code-switching are teaching, managing and communicative functions. Third, most teachers and students hold positive attitude to teacher code-switching, believing that appropriate and timely code-switching can assist student's acquisition. Meanwhile, teacher code-switching sometimes reflect the lack of teacher self-awareness and self-monitoring, which results in the overuse of code-switching.The study proves that Chinese (LI) can facilitate and promote English acquisition, especially when it is used by teachers in explaining grammar and word usages and managing class. Necessary code-switching can promote students to internalize the knowledge and can improve teaching efficiency. Therefore, we should encourage teachers' reasonable use of L1. At the same time, however, teachers should adjust the amount and frequency of code-switching timely as well as the nodes of code-switching according to students'needs and their comprehension, and try to avoid the overuse of code-switching.