課堂語(yǔ)碼轉(zhuǎn)換指教師在課堂中外語(yǔ)和母語(yǔ)的交替使用。從上世紀(jì)70年代開(kāi)始,研究者們開(kāi)始關(guān)注課堂中的語(yǔ)碼轉(zhuǎn)換,研究者們從語(yǔ)碼轉(zhuǎn)換的不同角度對(duì)課堂語(yǔ)碼轉(zhuǎn)換進(jìn)行了研究。目前國(guó)內(nèi)對(duì)課堂語(yǔ)碼轉(zhuǎn)換的研究主要集中于大學(xué)外語(yǔ)課堂,對(duì)高中英語(yǔ)課堂語(yǔ)碼轉(zhuǎn)換研究較少,對(duì)高中優(yōu)秀外語(yǔ)教師課堂語(yǔ)碼轉(zhuǎn)換的研究更為鮮見(jiàn)。因此,本研究聚焦高中英語(yǔ)課堂優(yōu)秀教師語(yǔ)碼轉(zhuǎn)換的真實(shí)情況,旨在為普通高中英語(yǔ)教師培養(yǎng)學(xué)生語(yǔ)言運(yùn)用能力提供借鑒。本研究圍繞著三個(gè)研究問(wèn)題,主要了解:(1)高中優(yōu)秀英語(yǔ)教師不同類(lèi)型語(yǔ)碼轉(zhuǎn)換的使用頻率和功能;(2)影響這些優(yōu)秀英語(yǔ)教師語(yǔ)碼轉(zhuǎn)換的因素;(3)學(xué)生們對(duì)這些優(yōu)秀英語(yǔ)教師的語(yǔ)碼轉(zhuǎn)換持有的態(tài)度。本次研究的研究對(duì)象均來(lái)自于一所省示范高中,具體包括5位優(yōu)秀英語(yǔ)教師和276學(xué)生。研究過(guò)程中使用了課堂觀察、課堂記錄、調(diào)查問(wèn)卷和訪(fǎng)談這四種工具,對(duì)收集的數(shù)據(jù)分別使用了定量和定性?xún)煞N分析方式。研究的主要成果如下:首先,語(yǔ)碼轉(zhuǎn)換在這幾位教師的課堂中很普遍,在不同的年級(jí)和課程類(lèi)型中教師語(yǔ)碼轉(zhuǎn)換的使用頻率不同,不同類(lèi)型的語(yǔ)碼轉(zhuǎn)換具有不同的功能。其次,影響這幾位優(yōu)秀英語(yǔ)教師語(yǔ)碼轉(zhuǎn)換的因素可以分為三類(lèi):學(xué)生因素、教師因素和其他因素...

【文章頁(yè)數(shù)】：69 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the study
    1.2 Purpose of the study
    1.3 Significance of the study
    1.4 Overall structure of the thesis
Chapter Two Literature Review
    2.1 Definition of code-switching
    2.2 Classifications of code-switching
        2.2.1 Inter-sentential switching,intra-sentential switching and tag-switching
        2.2.2 Situational code-switching and metaphorical code-switching
    2.3 Approaches to the study of code-switching
        2.3.1 Sociolinguistic approach
        2.3.2 Psycholinguistic Approach
        2.3.3 Conversational analysis approach
        2.3.4 Grammatical approach
        2.3.5 Pragmatic approach
    2.4 Related studies on code-switching at home and abroad
        2.4.1 Studies on code-switching abroad
        2.4.2 Studies on the code-switching at home
Chapter Three Methodology
    3.1 Research questions
    3.2 Research setting
    3.3 Research subjects
        3.3.1 Subjects of classroom observation and interview
        3.3.2 Subjects of the questionnaire
    3.4 Research instruments
        3.4.1 Classroom observation
        3.4.2 Recording chart
        3.4.3 Questionnaire
        3.4.4 Interviews
    3.5 Data collection and analysis
        3.5.1 Data collection
        3.5.2 Data analysis
Chapter Four Results and Discussion
    4.1 Frequency of excellent teachers’code-switching
        4.1.1 Frequency of excellent teachers’code-switching in different grades
        4.1.2 Frequency of excellent teachers’code-switching in different types oflessons
        4.1.3 Frequency of different types of code-switching used by excellentteachers
    4.2 Functions of excellent teachers’code-switching
        4.2.1 Translation
        4.2.2 Meta-linguistic function
        4.2.3 Communicative function
    4.3 Factors affecting excellent teachers’code-switching
        4.3.1 Factors related to students
        4.3.2 Factors related to the excellent teachers
        4.3.3 Other factors
    4.4 Students’attitudes towards excellent teachers’code-switching
        4.4.1 Students’attitudes towards the use of code-switching
        4.4.2 Students’attitudes towards the frequency of the excellent teachers’code-switching
        4.4.3 Students’attitudes towards the functions of code-switching
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogic implications
    5.3 Limitations and suggestions
Bibliography
Appendix A
Appendix B
Appendix C
Appendix D: Paper Published During the Programme



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