英语专业课堂中教师语码转换的实证研究 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-05-31编辑:lgg点击率:7081
论文字数:37283论文编号:org201605201356258157语种:英语 English地区:中国价格:$ 66
关键词:英语论文范文英语专业课堂外语教学实证研究
摘要:本文是英语论文范文,笔者深入实际教学课堂,选取了华北电力大学外国语学院英语专业的精读课及文学课课堂中的教师语码转换现象为研究对象进行研究,根据所收集的一手课堂教学语料数据来了解英语专业课堂中教师语码转换的实际现状。
bsp;definitions of code-switching given by different researchers vary. Even linguists haven’t had a consensus about the definition of code-switching. Nevertheless, here this paper introduces several definitions from some distinguished linguists. Before we get to know what is code-switching, let us figure out what code is first. “(Ronald Wardhaugh, 1998) Code is a symbolic system of communication between two or more persons. It can be dialect, language, or register.” That is, code refers to a certain language form in communication or a particular language and its variants. During the process of communication, all kinds of code can be used interchangeably. In the speech community with more than one language, it is rare to see that only one code used in communication.
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2.2 Literature Review on Teachers’ Code-switching in Classroom
language teaching, whether first language can be used in teaching has always been an argument. Actually, since the end of nineteenth century, the position of first language in teaching was increasingly ignored because the use of first language might enable students focus on the first language and ignore the target language, which would be an obstacle in language learning process. Therefore, teachers tried to avoid using first language in teaching. While until 1970s, with the development of cognitive psychology, first language was reestimated. Pit Corder thinks that using first language in class is a teaching strategy for those students who haven’t get enough language knowledge and skills yet. Naturally, using first language leads to code-switching. However, code-switching occurred in language teaching is slightly different from code-switching in other situations. In the previous study of this paper, the author mainly discusses code-switching in a wide view based on its classification, functions and study perspectives. In the following part the author will narrow down code-switching scope and focus it only on foreign language teaching. The early studies on code-switching in classroom concentrate on teachers including their teaching methods as well as their class speeches. Martin-Jones (1995, 2000) reviews the study of code-switching in bilingual teaching during the past 20 or 30 years. Those studies on code-switching are interdisciplinary and affected by different schools. First these studies appear in America with an emphasis on bilingual education and later spread in Canada, South America, &nb
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