The Empirical Study Of Teacher's Codeswitching In College English Classroom

We find ourselves in a world with multinationalism and multilingualism in which bilingual communication has become a frequent phenomenon. It has become a common sociolinguistic phenomenon to switch their linguistic codes between two languages in communication. Since the 1960s, many foreign scholars have conducted empirical studies to explore whether it's wise to switch codes in foreign language teaching. There exist relevant disputes which need further research. This study treats college English teachers'codeswitching in EFL classroom.This study, based on Jef Verschueren's Adaptation Model (1999) and Yu Guodong's theoretical framework of Adaptation Model (2001), attempts to analyze the teachers'English/ Chinese codeswitching in EFL classroom from the perspective of pragmatics. Pragmatic adaptation is the focus of this thesis.This author adopts quantitative research method to collect the data from 5 teachers in Nantong University by the way of classroom observation, audio recording, interviews and questionnaires. Several rules have been found after thoroughly analyzing the research materials. Firstly, all teachers have utilized this way to realize their specific teaching aims. Secondly, teachers switch codes to adapt to linguistic reality, teachers'role and psychological motivation. It's also found that most of the students favor the decent amount of first language to facilitate understanding, explain difficult grammatical structures and create classroom atmosphere. To sum up, first language acts as a medium and plays an unavoidable role in pedagogical field.