A Study Of College English Teachers' Code-switching In The Classroom Of English Major

Code-switching has become a hot topic in the field of linguistics in the recent years. The role of L1 in L2 teaching is always a controversial issue in the history of language pedagogy. Therefore, the use of code-switching in L2 teaching has been paid more attention by many linguists.In China, the phenomenon of teachers'code-switching use in the classroom of English major is very common. In this study, the author observed and recorded two college English teachers'language use in the classroom of English major and transcribed recording for analyzing types and functions of teachers'code-switching. This study aims to describe and explain the real situation of teachers'code-switching in the classroom of English major.The analysis of types follows Poplack's (1980) Typology of Code-switching Model. Based on this model, code-switching is categorized into three types: inter-sentential code-switching, intra-sentential code-switching and tag-switching. According to Myers-Scotton's (1993) Matrix Language Frame Model, intra-sentential code-switching is divided into two types: intra-sentential code-switching with L1 as matrix language and intra-sentential code-switching with L2 as matrix language. According to the places of switching, inter-sentential code-switching is classified into inter-sentential code-switching at the sentence or clause boundary and inter-sentential code-switching between speakers'turns. By quantitative analysis, it shows that the main structural pattern of teachers'code-switching is L2-L1 switching at the sentence boundary. Teachers mainly use it to clarify meanings.In order to describe and explain the real situation of teachers'classroom code-switching, this paper also analyzes the functions of code-switching. Based on Rolin-Ianziti and Brownlie's (2002) Functions of Code-switching Model with some modifications, functions of code-switching are classified into two macro-categories: teaching functions and communicative functions. The teaching functions are further divided into three sub-categories: clarifying function, emphasizing function and checking students'comprehension. The communicative functions include four sub-categories: encouraging, praising, ordering and showing emotions. The quantitative analysis of the data indicates that teachers mainly use code-switching to perform teaching functions such as explaining or translating L2 expressions, emphasizing language points or checking students'comprehension. Sometimes teachers also use code-switching as a communicative strategy to benefit their teaching. Teachers switch to mother tongue to encourage, praise or order students in order to relieve students'anxieties, promote their learning interests and improve the teaching efficiency. Sometimes teachers also use code-switching to show their emotional changes to make the relationship between students and them closer or express their dissatisfied mood politely.The findings of this study prove that teachers can use code-switching to perform teaching and communicative functions to benefit teaching and enhance L2 input. Therefore, we should encourage teachers to use L1 in L2 teaching.