An Analysis Of Senior High English Teachers’ Code-switching In Grammar Teaching

Code-switching refers to the phenomenon that occurs when a speaker alternatesbetween two or more languages, or language varieties, in the context of a singleconversation. Since1954when code-switching as a phenomenon was first identified, therehave been extensive and profound studies on the phenomenon in sociolinguistic,psycholinguistic, pragmatics and discourse analysis. In the recent years, code-switching hasobtained considerable achievements from different perspectives. Especially, it is regarded asone of the hot issues in bilingualism research, and how to use code-switching as a teachingstrategy has become a worthy discussion in China’s senior high English teaching. Since mostsenior high English teachers realize the significance and necessity of grammar teaching andbelieve that grammar should be taught throughout the whole process of senior high Englishteaching, what language they usually use in their teaching of grammar will be well worthstudying.The present research intends to study code-switching in senior high English grammarteaching. In the study the author wants to find out the solutions to the two questions:1. Whatare the types of teachers’ code-switching used in senior high English grammar classes?2.What are the functions of teachers’ code-switching in senior high English grammar classes?By sample analysis, teachers’ interview and students’ questionnaire, the author tries to analyzethe phenomenon and summarize the functions of code-switching in senior high grammar classes, including translation, emphasis and classroom management.The result of the study indicates that it is necessary and effective for senior high Englishteachers to adopt code-switching in appropriate time and appropriate amount in their grammarteaching. It can accelerate students’ acceptability and understanding of the complexity ofEnglish grammatical rules. What is more, the thesis makes it clear that senior high Englishteachers should first guarantee the students’ maximum of English input by following thelanguage principle “Use English if possible; use Chinese if necessary” and then try to usecode-switching timely and properly in their grammar teaching in order to improve theefficiency of the teaching and learning of grammar.