艺体生大学英语课堂中教师语码转换分析---基于问卷调查及课堂语料的分析-analysis of teachers code - switching in college english classes for art students - based on questionnaire survey and analysis of classroom corpus.docxVIP

AbstractRecent years, code-switching has become a hot topic for linguists. Study of code-switching between mother tongue and target language in the same turn or successive turns is very important in English class. Its role in the College English teaching for arts and sports majors cannot be ignored.Compared with English majors and other non-English majors, the English foundation of arts and sports majors is commonly poor, so it is hard for those students in an all-English class to fulfill the planned teaching task, thus code-switching in such class is inevitable. The researcher has recorded the College English classes of arts and sports majors by 6 teachers at Xiangnan University, gathered many practical examples of teacher code-switching, and through questionnaires, surveyed the attitudes of 16 teachers (including 6 teachers whose classes are recorded in this study) and 180 students, and the students? expectations on the contexts of teacher?s use of code-switching. A qualitative and quantitative way has been conducted in this study.The results of the above research show that code-switching has been frequently used in College English classrooms of arts and sports majors by those teachers, and that inter-sentential code-switching is more often used than intra-sentential code-switching. Most students and teachers take positive attitudes toward teacher code-switching; Students hold the greatest expectation of teacher code-switching when they try to understand and master English knowledge, while it is lower for teacher?s class management. Conversational analysis of classroom recordings indicates that three kinds of code-switching structures are used in College English teaching of arts and sports majors, namely, inter-sentential code-switching, intra-sentential code-switching and tag switching; and such code-switching by teachers can be used in teacher-student interactions as turn-taking, repair andpreference organizations. Based on Rolin-Ianziti ＆Brtownlie?s c