| Code-switching is a common language phenomenon in language contact, theargument on using mother tongue in foreign language classroom had never stoppedsince the research on code-switching began to get involved in language classroom.In recent years, many overseas and domestic researches found that code-switchingis a useful teaching, cognitive and communicative strategies. In order to guaranteethe class going smoothly, most teachers choose code-switching to assist teaching. Atpresent, the related domestic and abroad studies developed maturely, but theresearches on code-switching in real classroom situation are still insufficient, andthe research on microcosmic perspective is also deficient. At the same time, theempirical studies on the interactions between teacher and students at home arerelatively less. In view of this, the author applies Jef Verschueren’s (1999)Pragmatics as a Theory of Linguistic Adaptation as the theoretical basement. Andthe generation of code-switching is discussed under the guidance of Yu Guodong’s(2000) Adaptation Model as well. Specifically, this study refines to the specificlanguage skills—vocabulary teaching aspect for the purpose of investigating thesignificance of college English teacher’s English/Chinese code-switching invocabulary teaching aspect empirically.The present study uses a combination of qualitative and quantitative researchmethods to investigate5college teachers and their classes altogether202students inShenyang Normal University. Each class is observed for45minutes and relatednotes are taken seriously. Besides that audio-recording is employed for each class soas to provide data for analysis. In order to understand the views of students andteachers on the vocabulary teaching of code-switching, the author providespre-questionnaire and semi-structured interviews to the5teachers. And for the sake of realizing the comprehensive information on the correlation betweencode-witching and vocabulary, the author hands out post questionnaire after10weeks. In addition,5students which are selected from the five classes respectivelywere interviewed separately, so as to guarantee the accuracy and reliability of theresearch.The main findings are as follows:(1) code-switching between English andChinese is a common phenomenon in the college English classroom; teachers oftenuse a variety of forms of code-switching in EFL classrooms. Teachers switch theircode in order to adapt certain teaching purpose: linguistic reality, teachers’ roles andpsychological intentions. The strategy of understanding-facilitating of theadaptation to psychological intentions is most frequently used strategy by teachers;(2) students of five classes mostly give the positive attitude to teachers’code-switching in class. They agree its facilitation to their vocabulary acquisitions;and teachers consider that code-switching is inevitable in teaching progress;appropriate code-switching can guarantee teaching quality of the whole class;(3)the ideal distribution of English and Chinese is: English and Chinese taking upapproximately7:3. Code-switching can deepen the impressions of the languagepoints; relieving the pressure; mastering explicit learning goals and learning skillsof vocabulary. Specifically, it can help students learn the word formation, wordcollocation, polysemic words, homonyms, synonyms and antonyms, confusablewords and culture differences;(4) in the teaching activities, timely and appropriateuse of code-switching also can create a relax class atmosphere; encourage studentsto participate; develop their self-confidence; remind students’ mistakes.The authors systematically summarized the results of the present study;obviously, code-switching plays an important role in vocabulary teaching of collegeEnglish. However, it is not to say that code-switching is the only teaching strategyin EFL classes. Owing to the author’s limited knowledge level, ability scope, andlimitation of this research itself, there are some problems still to be further studied. |
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