課堂語碼轉(zhuǎn)換指教師在課堂中外語和母語的交替使用。從上世紀(jì)70年代開始,研究者們開始關(guān)注課堂中的語碼轉(zhuǎn)換,研究者們從語碼轉(zhuǎn)換的不同角度對(duì)課堂語碼轉(zhuǎn)換進(jìn)行了研究。目前國內(nèi)對(duì)課堂語碼轉(zhuǎn)換的研究主要集中于大學(xué)外語課堂,對(duì)高中英語課堂語碼轉(zhuǎn)換研究較少,對(duì)高中優(yōu)秀外語教師課堂語碼轉(zhuǎn)換的研究更為鮮見。因此,本研究聚焦高中英語課堂優(yōu)秀教師語碼轉(zhuǎn)換的真實(shí)情況,旨在為普通高中英語教師培養(yǎng)學(xué)生語言運(yùn)用能力提供借鑒。本研究圍繞著三個(gè)研究問題,主要了解:(1)高中優(yōu)秀英語教師不同類型語碼轉(zhuǎn)換的使用頻率和功能;(2)影響這些優(yōu)秀英語教師語碼轉(zhuǎn)換的因素;(3)學(xué)生們對(duì)這些優(yōu)秀英語教師的語碼轉(zhuǎn)換持有的態(tài)度。本次研究的研究對(duì)象均來自于一所省示范高中,具體包括5位優(yōu)秀英語教師和276學(xué)生。研究過程中使用了課堂觀察、課堂記錄、調(diào)查問卷和訪談這四種工具,對(duì)收集的數(shù)據(jù)分別使用了定量和定性兩種分析方式。研究的主要成果如下:首先,語碼轉(zhuǎn)換在這幾位教師的課堂中很普遍,在不同的年級(jí)和課程類型中教師語碼轉(zhuǎn)換的使用頻率不同,不同類型的語碼轉(zhuǎn)換具有不同的功能。其次,影響這幾位優(yōu)秀英語教師語碼轉(zhuǎn)換的因素可以分為三類:學(xué)生因素、教師因素和其他因素...

【文章頁數(shù)】：69 頁

【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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