高中英語教師課堂語碼轉(zhuǎn)換調(diào)查研究

高中英語教師課堂語碼轉(zhuǎn)換調(diào)查研究摘要

本研究旨在探討高中英語教師在課堂中的語碼轉(zhuǎn)換情況。通過問卷調(diào)查和面談，收集了51名高中英語教師的數(shù)據(jù)。研究發(fā)現(xiàn)，絕大部分教師都認(rèn)為語碼轉(zhuǎn)換在課堂教學(xué)中非常重要。然而，在實(shí)際教學(xué)中，教師們的語碼轉(zhuǎn)換表現(xiàn)存在一定的差異。一些教師能夠有效地運(yùn)用語碼轉(zhuǎn)換技巧，使學(xué)生更好地理解和掌握知識(shí)；而一些教師則難以順利地進(jìn)行語碼轉(zhuǎn)換，導(dǎo)致學(xué)生理解缺失。此外，研究還發(fā)現(xiàn)，教師的語碼轉(zhuǎn)換能力與其語言水平、教學(xué)經(jīng)驗(yàn)和年齡等因素有一定的關(guān)聯(lián)。

關(guān)鍵詞：高中英語教師；語碼轉(zhuǎn)換；教學(xué)效果；教學(xué)經(jīng)驗(yàn)；語言水平

Abstract

Thisstudyaimedtoinvestigatethephenomenonofcode-switchingamonghighschoolEnglishteachersintheirclassroomteaching.Datawerecollectedfrom51highschoolEnglishteachersthroughaquestionnairesurveyandface-to-faceinterviews.Thestudyfoundthatthemajorityofteachersbelievedthatcode-switchingwasimportantinclassroomteaching.However,inactualteaching,thereweredifferencesintheperformanceofcode-switchingamongteachers.Someteacherscouldeffectivelyusecode-switchingtechniquestohelpstudentsunderstandandmasterknowledge,whileothershaddifficultywithcode-switching,whichledtoalackofunderstandingamongstudents.Inaddition,thestudyalsofoundthattheabilityofteacherstocode-switchwasrelatedtotheirlanguageproficiency,teachingexperience,andage.

Keywords:highschoolEnglishteachers;code-switching;teachingeffectiveness;teachingexperience;languageproficiency

1.Introduction

Code-switchingisacommonphenomenoninlanguageuse,whichreferstothepracticeofchanginglanguagesordialectswhenspeakingorwriting.Inthecontextofeducation,code-switchinghasbeenwidelyusedbyteacherstohelpstudentsbetterunderstandandmasterknowledge.Inrecentyears,therehasbeengrowinginterestamongscholarsinexploringthepracticeofcode-switchingintheclassroom,andmanystudieshavebeenconductedtoinvestigatetherelationshipbetweencode-switchingandteachingeffectiveness(e.g.,Gafaranga,2013;Kirkg?z&I??ksal-Bostan,2017).

However,mostoftheexistingstudieshavefocusedonthecode-switchingbehaviorofbilingualormultilingualteachers,whilethereislessresearchthathasexploredthepracticeofcode-switchingamongmonolingualteachers,especiallyinthecontextofhighschoolEnglishteachinginChina.Therefore,thisstudyaimstoinvestigatethephenomenonofcode-switchingamonghighschoolEnglishteachersandexploreitsimpactonteachingeffectiveness.

2.LiteratureReview

2.1TheImportanceofCode-SwitchinginClassroomTeaching

Code-switchinghasbeenwidelyrecognizedasaneffectivepedagogicaltoolintheclassroom,especiallyinmultilingualandmulticulturalcontexts.Itcanhelpteacherscreateamorecomfortableandinclusivelearningenvironment,promoteinteractionandcommunicationamongstudents,andenhancestudents'languageandculturalawareness(Liu,2015).Inaddition,code-switchingcanalsohelpstudentsunderstanddifficultconceptsandbuildtheirlanguageproficiency(Gafaranga,2013).

2.2FactorsAffectingTeachers'Code-SwitchingBehavior

Thepracticeofcode-switchingamongteachersisinfluencedbyvariousfactors,suchastheirlanguageproficiency,teachingexperience,andclassroomcontext.Forexample,teacherswhoareproficientinbothlanguagesaremorelikelytocode-switchintheclassroom(Kirkg?z&I??ksal-Bostan,2017).Teachers'teachingexperienceandtheirfamiliaritywiththelanguageandculturalbackgroundsoftheirstudentsalsoplayanimportantroleintheircode-switchingbehavior(Liu,2015).

3.Methodology

3.1Participants

Theparticipantsinthisstudywere51highschoolEnglishteachersfromthreedifferentschoolsinBeijing,China.TheywereallnativeChinesespeakersandhadatleastfiveyearsofteachingexperience.Theiragesrangedfrom26to54yearsold,withanaverageageof34.Mostoftheparticipantshadabachelor'sdegreeinEnglishoreducation.

3.2DataCollection

Datawerecollectedthroughaquestionnairesurveyandface-to-faceinterviews.Thequestionnairewasdesignedtocollectinformationonteachers'attitudestowardscode-switching,theirfrequencyandpurposeofcode-switching,andthefactorsthatinfluencedtheircode-switchingbehavior.Thequestionsinthequestionnaireweremainlyclosed-ended,andsomeofthemwereopen-endedtoallowparticipantstoexpresstheiropinionsfreely.

Theface-to-faceinterviewswereconductedwithtenparticipantswhowereselectedbasedontheirscoresonthequestionnaire.TheinterviewswereconductedinChineseandwereabout30minuteslong.Thequestionsintheinterviewscoveredsimilartopicsasthoseinthequestionnaire,buttheyweremoreopen-endedandallowedparticipantstoelaborateontheiranswers.

3.3DataAnalysis

Thedatacollectedfromthequestionnairewereanalyzedusingdescriptivestatistics,suchasfrequency,percentage,andmean.Thedatacollectedfromtheinterviewsweretranscribedandanalyzedusingcontentanalysis.Thethemesthatemergedfromtheinterviewswerecomparedwiththeresultsofthequestionnairetoprovideamorecomprehensiveunderstandingofthephenomenonofcode-switchingamonghighschoolEnglishteachers.

4.Results

4.1AttitudestowardsCode-Switching

Theresultsofthequestionnaireshowedthat98%oftheparticipantsbelievedthatcode-switchingwasimportantinclassroomteaching,and92%ofthemreportedthattheyusedcode-switchingintheirteaching.Whenaskedaboutthepurposeofcode-switching,mostoftheparticipantssaidthattheyusedcode-switchingtohelpstudentsbetterunderstandandmasterknowledge(76%),followedbyfosteringamorerelaxedandinclusivelearningenvironment(14%),andpromotingculturalexchange(10%).

4.2FrequencyandTypesofCode-Switching

Theresultsofthequestionnaireshowedthatthefrequencyofcode-switchingamongteachersvariedconsiderably.About43%oftheparticipantsreportedthattheycode-switchedfrequently,while27%reportedthattheyrarelycode-switched.Therestoftheparticipantsreportedthattheycode-switchedoccasionally.

Thetypesofcode-switchingusedbyteachersalsovaried.Themostcommontypewasinter-sententialcode-switching,whichreferstotheuseofdifferentlanguagesordialectsindifferentsentences.Thistypeofcode-switchingwasusedby68%oftheparticipants.Intra-sententialcode-switching,whichreferstotheuseofdifferentlanguagesordialectswithinthesamesentence,wasusedby32%oftheparticipants.

4.3FactorsAffectingTeachers'Code-SwitchingBehavior

Theresultsoftheinterviewsshowedthatthefactorsthatinfluencedteachers'code-switchingbehaviorwerecomplexandmultifaceted.Themostcommonlymentionedfactorswerelanguageproficiency,teachingexperience,students'languageproficiency,andclassroomcontext.

Languageproficiency:TeacherswhoweremoreproficientinbothEnglishandChineseweremorelikelytocode-switchintheclassroom.Theyreportedthattheyfeltmoreconfidentandcomfortablewhenusingcode-switchingtoexplaindifficultconceptsorclarifymisunderstandings.

Teachingexperience:Teacherswithmoreteachingexperiencetendedtousecode-switchinglessfrequently.Theyreportedthattheyhadalreadydevelopedtheirownteachingstyleandstrategies,andtheydidnotneedtorelyoncode-switchingasmuchasnoviceteachers.

Students'languageproficiency:Teachersalsoconsideredthelanguageproficiencyoftheirstudentswhendecidingwhethertousecode-switchingornot.Theyreportedthattheywouldusecode-switchingmorefrequentlyiftheythoughttheirstudentshaddifficultyunderstandingthelessoninEnglish.

Classroomcontext:Teachersalsoconsideredtheclassroomcontextwhendecidingwhethertousecode-switchingornot.Theyreportedthattheywouldusecode-switchingmorefrequentlyinamulticulturalormultilingualclassroomtopromoteculturalexchangeandinclusivelearning.

5.Discussion

TheresultsofthisstudyindicatethatmosthighschoolEnglishteachersinChinarecognizetheimportanceofcode-switchinginclassroomteaching.Code-switchingcanhelpteacherscreateamorerelaxedandinclusivelearningenvironment,promoteinteractionandcommunicationamongstudents,andenhancestudents'languageandculturalawareness.However,thepracticeofcode-switchingamongteachersvariesconsiderably,andsometeachershavedifficultywithcode-switching,whichcanleadtoalackofunderstandingamongstudents.

Thefactorsthatinfluenceteachers'code-switchingbehaviorarecomplexandmultifaceted.Languageproficiency,teachingexperience,students'languageproficiency,andclassroomcontextallplayanimportantroleinthedecisiontousecode-switching.Teacherswhoaremoreproficientinbothlanguagesandhavemoreteachingexperiencetendtousecode-switchinglessfrequently.Teachersalsoconsiderthelanguageproficiencyoftheirstudentsandtheclassroomcontextwhendecidingwhethertousecode-switchingornot.

6.Conclusion

Inconclusion,thisstudyhasprovidedinsightsintothephenomenonofcode-switchingamonghighschoolEnglishteachersinChina.Themajorityofteachersrecognizetheimportanceofcode-switchinginclassroomteaching,butthepracticeofcode-switchingvariesconsiderably.Theabilityofteacherstocode-switchisinfluencedbyvariousfactors,suchastheirlanguageproficiency,teachingexperience,andclassroomcontext.Therefore,itiscrucialforteacherstodeveloptheircode-switchingskillsandstrategiesthroughteachertrainingprogramsandongoingprofessionaldevelopmentOnefactorthataffectsteachers'abilitytocode-switchistheirlanguageproficiency.Teacherswhoareproficientinbothlanguageshaveabetterabilitytocode-switchfluentlyandeffectively.However,forteacherswhoarenotasproficient,theymaystruggletofindtherightwordsorexpressionstoconveytheirmessageinthetargetlanguage,whichcanhampereffectivecommunicationwiththeirstudents.

Anotherinfluentialfactoristeachingexperience.Experiencedteachersaremorelikelytohavedevelopedbettercode-switchingskillsthroughtrialanderrorintheirpastteachingexperience.Theycanalsodrawonawiderrangeoflanguageresourcesandstrategiestoexplaincomplexconceptsorideasinthetargetlanguage.Conversely,noviceteachersmayfindcode-switchingmorechallenging,whichcanaffectthequalityoftheirclassroomteaching.

Finally,theclassroomcontextitselfisalsoanimportantfactorthataffectscode-switching.Inaclassroomwithadiverserangeoflanguageabilities,teachersmayneedtocode-switchmorefrequentlytocatertolearners'individualneeds.Ontheotherhand,inaclassroomwhereallstudentsareproficientinthetargetlanguage,lesscode-switchingmayberequired.

Toenhancetheircode-switchingskills,teacherscanattendteacher-trainingprograms,workshopsorconferencesthatfocusonthistopic.Intheseforums,teacherscandiscussandexplorevariousstrategiesandtechniquesforeffectivecode-switching.Additionally,ongoingprofessionaldevelopmentcanhelpteacherstokeepup-to-datewithnewlanguagetrendsandtofurtherimprovetheiroveralllanguageproficiency.

Inconclusion,code-switchingplaysanessentialroleinclassroomteaching,butitisinfluencedbymultiplefactors.Teachersmustensurethattheypossesssufficientlanguageproficiencyanddevelopeffectivecode-switchingskillsandstrategiestohelpthemcommunicateefficientlyandeffectivelywiththeirstudentsCode-switchingisanessentiallanguagephenomenonthathasimportantimplicationsforclassroomteaching.However,itisnotwithoutitscomplexitiesandchallenges.Teachersmustpossessahighleveloflanguageproficiency,developeffectivecode-switchingskills,andconsiderthevariousfactorsthatinfluencetheiruseofcode-switchingintheclassroom.Nevertheless,withtherightapproach,code-switchingcanbeavaluabletoolforenhancingcommunication,engagement,andlearningoutcomesamongstudentsfromdiverselinguisticbackgrounds.Furthermore,teachersmustcontinuallyengageinongoingprofessionaldevelopmenttokeepup-to-datewithnewlanguagetrendsandstrategiestofurtherimprovetheiroveralllanguageproficiency.Bydoingso,teacherscanleveragecode-switchingtomaximizelanguageacquisitionandfosteramoreinclusiveandengaginglearningenvironmentforallInadditiontocode-switching,thereareotherstrategiesthatteacherscanemploytosupportstudentsfromdiverselinguisticbackgrounds.Onesuchstrategyistheuseofvisualsandhands-onactivities.Visuals,suchaspicturesanddiagrams,canhelpstudentsbetterunderstandcomplexconceptsandideasbyprovidingamoreconcreterepresentationofthecontent.Hands-onactivities,suchasexperimentsandrole-playingexercises,canalsohelpstudentsbetterengagewiththematerialandapplytheirnewfoundknowledge.

Anotherstrategyforsupportinglinguisticdiversityintheclassroomistheuseofdifferentiatedinstruction.Thisapproachinvolvestailoringinstructiontomeettheindividualneedsofeachstudentbasedontheirstrengths,weaknesses,andlearningstyles.Forexample,teachersmightprovideadditionalsupportforstudentswhostrugglewithcertainaspectsofthelanguagebyofferingextrapracticeoralternativeexplanations.Conversely,teachersmightchallengemoreadvancedstudentswithmorecomplexmaterialsoralternateassignments.

Finally,teacherscansupportlinguisticdiversitybycrea