Study Of The Adaptation Of Teachers' Code-Switching In Vocational College English Classroom

As a natural product of contact with more than one language, code-switching has been one of the focuses for researchers from various perspectives and fields. Its application in bilingual classrooms is of great importance in recent years. This study is a preliminary endeavor to probe into the EFL classrooms in the vocational colleges, which holds a considerable proportion and plays an important role in the institutions of higher education in China.In order to enrich the relevant literature of research on vocational college English teaching, this study tries to explore the features of teacher's use of English/Chinese code-switching in EFL classrooms in a vocational college, where the English basic skills of most non-English majors are relatively poorer than that of universities. Therefore, teaching objective should be based on students'English proficiency that becomes one of the most important motivations for teachers'use of code-switching. This research made efforts to find out the features of teachers'language choice in college English classrooms. It attempts to describe teachers'practice in EFL classroom and shows the frequency, amount, types of teachers'code-switching and the possible factors affecting teachers' use of code-switching in vocational college English classrooms.Both qualitative and quantitative analysis has been conducted in the investigation of teachers'using code-switching. The theoretical framework use here is Yu's Adaptation Model based on Jef Verschueren's Adaptation Theory. This thesis aims to conduct a detailed analysis of the pragmatic adaptability of teacher's English/Chinese code-switching in a vocational college through questionnaires and classroom observations, which involves five teachers and 150 non-English majors in Shandong Yingcai University. The conclusions are drawn on the basis of the previous analysis and findings that teachers often adopt code-switching as a sort of dynamic linguistic choice as well as a strategy during the teaching process, this kind of switching is an adaptation to linguistic reality, traditional teaching materials, students'English proficiency and psychological intentions. Meanwhile, teachers'use of English/Chinese code-switching commonly exists in classroom teaching and receives acceptance from most teachers and students there. Findings of the present study will shed light on the future EFL teaching for non-English majors, especially in vocational colleges.