论文部分内容阅读
【Abstract】The paper presents an overview of code switching in terms of its definition，classification and functions on the part of both teachers and students.The appropriate use of code switching between the target language English and the native language Chinese in classroom teaching will help facilitate private college students’English proficiency，improve their learning efficiency as well as achieve better classroom teaching effect.
【Key Words】code switching； appropriate use； English proficiency
1.The Introduction to Code Switching
The term “code switching” （also written as code-switching or codeswitching） is broadly discussed and applied in many fields.Code switching，as a strategy of foreign language teaching，has received attention since 1980s （Wardhaugh，2000）.The advocates of code switching in foreign language teaching state that it is a good strategy of promoting efficiency in classroom teaching and learning.
With regard to the term “code switching”，Gumperz （1982） defines it as “the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or subsystems” （p.59）.In the context of foreign language classroom such as the English classroom in China，it refers to the alternate use of the native language Chinese and the target language English，a means of communication by language teachers （e.g.English teachers in Chinese context） when the need arises.
2.The Classifications of Code Switching
A great many attempts have been made for the purpose of providing the phenomenon of code switching with a typological framework.
One of the most frequently discussed classifications is that given by Poplack.Poplack （1980） identifies three different types of code switching.1） Tag switching is the insertion of a tag phrase from one language into an utterance of another language.It appears that the fixed phrases of greeting or parting are quite often contained in switches.2） Inter-sentential switching occurs at a clause or sentence boundary，where each clause or sentence is in one language or another.According to Romaine （1989），inter-sentential switching can be regarded as requiring greater fluency in both languages than tag switching since major portions of the utterance must conform to the rules of both languages.3） Intra-sentential switching takes place within the clause or sentence and is considered to be the most complex form of switching.It is most frequently found in the utterances，though it involves the greatest syntactic risk since the switching between languages occurs within the clause or sentence boundaries. 3.The Functions of Code Switching in English Classroom Teaching
3.1 The Functions from Teachers’ Perspective
The teachers’ use of code switching is not always performed consciously，which means that the teacher is not always aware of the functions and outcomes of the code switching process.Mattson and Burenhult （1999） name these functions as topic switch，affective function，and repetitive function.
1）Topic switch：Concerning topic switch，the teacher changes his or her language according to the topic that is under discussion.This is mostly observed in grammar class where the teacher shifts his or her language to the mother tongue of the students in dealing with particular grammar points being taught.At this point it can be suggested that a bridge from known content in the native language to unknown content in the target language is constructed so as to transfer the new content and meaning is also made clear in this way.
2）Affective function：It serves for expressing emotions.In this respect，code switching is used by the teacher in order to build solidarity and intimate relations with the students.In this sense，one may indicate that the contribution of code switching lies in creating a supportive language environment in the classroom.As mentioned before，this is not always a conscious process on the part of the teacher.
3）Repetitive function：By means of this function，the teacher uses code switching in order to transfer the necessary knowledge for the students for clarity.Following the instruction in the target language，the teacher code-switches to the native language in an aim to clarify meaning，and stresses importance on the foreign language content for efficient comprehension.
3.2 The Functions from Students’ Perspective
Similar to the functions of teachers’ code switching，the students are also not always aware of the reasons for code switching as well as its functions and outcomes.Although they may unconsciously perform code switching，it explicitly serves some functions either beneficial or not.Eldridge （1996） lists these functions as equivalence，floor-holding，reiteration，and conflict control.
1）Equivalence：In terms of equivalence，the student makes use of the native equivalent of a certain lexical item in the target language and thus code-switches to his or her native language.“Equivalence” functions as a defensive mechanism for students as it gives the student the opportunity to continue communication by bridging the gaps resulting from the target language incompetence. 2）Floor-holding：During a conversation in the target language，the students fill the gap with the use of the native language.It can be illustrated that this is a mechanism used by the students in order to avoid gaps in communication，which may result from the lack of fluency in the target language.It may be claimed that this type of language alternation tends to have negative effects on learning a foreign language，since it may result in the loss of fluency in the long run.
3）Reiteration：It is the third consideration in students’code switching，which is pointed out by Eldridge （1996） as “messages are reinforced，emphasized，or clarified where the message has already been transmitted in one code，but not understood” （p.306）.Under this circumstance，the message in target language is repeated by the student in the native language through which the students tries to present the meaning by employing a repetition technique.
4）Conflict control：For the potentially conflictive language use of a student （meaning that the student tends to avoid a misunderstanding or tends to utter words indirectly for specific purposes），the code switching is a strategy to transfer the intended meaning.The underlying reasons for the tendency to use this type of code switching can vary according to students’ needs，intentions or purposes.As a result，possible misunderstandings are avoided.
4.The Necessity of Implementing Code Switching in College English Teaching
On the part of students in private college，quite a few of them cannot know clearly and exactly what the teacher has lectured due to their inadequate knowledge of English.Consequently the use of code switching can enable them to have a good command of the new knowledge.In addition，students will feel less pressed when receiving knowledge through code switching，which results in the reduction of learning anxiety and the improvement of students’ English proficiency.On the part of teachers，they can provide students with a relaxed and joyful atmosphere by using code switching，which will promote English classroom teaching effect.Under the circumstance of this kind，students are offered more opportunities to get access to the teaching content.In a word，the proper application of code switching does good to developing college students’ English proficiency，learning efficiency and strengthening classroom teaching effect.
5.The Principles for Code Switching in Classroom Teaching
5.1 The Priority to the Target Language Due to the lack of English learning environment，the access to English in the classroom appears to be essential.The teacher is responsible for creating the situation of English study in which students are given a large amount of comprehensible input in an effort to fully involve students in the study of the target language.As for the students，endeavor made in understanding the teacher’s input of the target language plays a critical role in the process of learning a foreign language.Therefore，it pays to give priority to the target language from the perspective of teachers and students.
5.2 The Appropriate Use of the Native Language
This principle requires the teacher to have an in-depth knowledge of the course itself and the students’ features which need the teacher’s full preparation.It also calls for the teacher to choose the target language properly and adequately when helping students interpret the difficult language points such as terminology and long sentences，increasing the efficiency of students’ English study as well as enlivening the atmosphere of classroom teaching and learning.The appropriate use of the native language both in moderate amount and frequency serves as the support and assistance for facilitating the target language study.
5.3 The Adaptability
Code switching is a communicative strategy for speakers to achieve the ultimate goal of their intentions by means of the adaptability principle.Code switching aims at its adaptation to linguistic reality，social conventions and mental motivations （Verschueren，1999）.The implementation of the adaptability principle is to realize some concrete teaching objectives which are helpful in developing students’ English skills and enhancing the teaching effect.
Conclusion
In the light of the situation that English is taught as a foreign language in Chinese context，the introduction and implementation of code switching in college English teaching is indispensable.As a generally observed language phenomenon and teaching strategy，the appropriate use of code switching in private college is beneficial to improving students’ ability of English use，promoting students’ efficiency in studying English and reinforcing the classroom teaching effect.
References：
[1]Eldridge，J.（1996）.Code switching in a Turkish secondary school.ELT Journal，50（4），303-311.
[2]Gumperz，J.J.（1982）.Discourse strategies.Cambridge：Cambridge University Press.
[3]Mattsson，A.，
【Key Words】code switching； appropriate use； English proficiency
1.The Introduction to Code Switching
The term “code switching” （also written as code-switching or codeswitching） is broadly discussed and applied in many fields.Code switching，as a strategy of foreign language teaching，has received attention since 1980s （Wardhaugh，2000）.The advocates of code switching in foreign language teaching state that it is a good strategy of promoting efficiency in classroom teaching and learning.
With regard to the term “code switching”，Gumperz （1982） defines it as “the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or subsystems” （p.59）.In the context of foreign language classroom such as the English classroom in China，it refers to the alternate use of the native language Chinese and the target language English，a means of communication by language teachers （e.g.English teachers in Chinese context） when the need arises.
2.The Classifications of Code Switching
A great many attempts have been made for the purpose of providing the phenomenon of code switching with a typological framework.
One of the most frequently discussed classifications is that given by Poplack.Poplack （1980） identifies three different types of code switching.1） Tag switching is the insertion of a tag phrase from one language into an utterance of another language.It appears that the fixed phrases of greeting or parting are quite often contained in switches.2） Inter-sentential switching occurs at a clause or sentence boundary，where each clause or sentence is in one language or another.According to Romaine （1989），inter-sentential switching can be regarded as requiring greater fluency in both languages than tag switching since major portions of the utterance must conform to the rules of both languages.3） Intra-sentential switching takes place within the clause or sentence and is considered to be the most complex form of switching.It is most frequently found in the utterances，though it involves the greatest syntactic risk since the switching between languages occurs within the clause or sentence boundaries. 3.The Functions of Code Switching in English Classroom Teaching
3.1 The Functions from Teachers’ Perspective
The teachers’ use of code switching is not always performed consciously，which means that the teacher is not always aware of the functions and outcomes of the code switching process.Mattson and Burenhult （1999） name these functions as topic switch，affective function，and repetitive function.
1）Topic switch：Concerning topic switch，the teacher changes his or her language according to the topic that is under discussion.This is mostly observed in grammar class where the teacher shifts his or her language to the mother tongue of the students in dealing with particular grammar points being taught.At this point it can be suggested that a bridge from known content in the native language to unknown content in the target language is constructed so as to transfer the new content and meaning is also made clear in this way.
2）Affective function：It serves for expressing emotions.In this respect，code switching is used by the teacher in order to build solidarity and intimate relations with the students.In this sense，one may indicate that the contribution of code switching lies in creating a supportive language environment in the classroom.As mentioned before，this is not always a conscious process on the part of the teacher.
3）Repetitive function：By means of this function，the teacher uses code switching in order to transfer the necessary knowledge for the students for clarity.Following the instruction in the target language，the teacher code-switches to the native language in an aim to clarify meaning，and stresses importance on the foreign language content for efficient comprehension.
3.2 The Functions from Students’ Perspective
Similar to the functions of teachers’ code switching，the students are also not always aware of the reasons for code switching as well as its functions and outcomes.Although they may unconsciously perform code switching，it explicitly serves some functions either beneficial or not.Eldridge （1996） lists these functions as equivalence，floor-holding，reiteration，and conflict control.
1）Equivalence：In terms of equivalence，the student makes use of the native equivalent of a certain lexical item in the target language and thus code-switches to his or her native language.“Equivalence” functions as a defensive mechanism for students as it gives the student the opportunity to continue communication by bridging the gaps resulting from the target language incompetence. 2）Floor-holding：During a conversation in the target language，the students fill the gap with the use of the native language.It can be illustrated that this is a mechanism used by the students in order to avoid gaps in communication，which may result from the lack of fluency in the target language.It may be claimed that this type of language alternation tends to have negative effects on learning a foreign language，since it may result in the loss of fluency in the long run.
3）Reiteration：It is the third consideration in students’code switching，which is pointed out by Eldridge （1996） as “messages are reinforced，emphasized，or clarified where the message has already been transmitted in one code，but not understood” （p.306）.Under this circumstance，the message in target language is repeated by the student in the native language through which the students tries to present the meaning by employing a repetition technique.
4）Conflict control：For the potentially conflictive language use of a student （meaning that the student tends to avoid a misunderstanding or tends to utter words indirectly for specific purposes），the code switching is a strategy to transfer the intended meaning.The underlying reasons for the tendency to use this type of code switching can vary according to students’ needs，intentions or purposes.As a result，possible misunderstandings are avoided.
4.The Necessity of Implementing Code Switching in College English Teaching
On the part of students in private college，quite a few of them cannot know clearly and exactly what the teacher has lectured due to their inadequate knowledge of English.Consequently the use of code switching can enable them to have a good command of the new knowledge.In addition，students will feel less pressed when receiving knowledge through code switching，which results in the reduction of learning anxiety and the improvement of students’ English proficiency.On the part of teachers，they can provide students with a relaxed and joyful atmosphere by using code switching，which will promote English classroom teaching effect.Under the circumstance of this kind，students are offered more opportunities to get access to the teaching content.In a word，the proper application of code switching does good to developing college students’ English proficiency，learning efficiency and strengthening classroom teaching effect.
5.The Principles for Code Switching in Classroom Teaching
5.1 The Priority to the Target Language Due to the lack of English learning environment，the access to English in the classroom appears to be essential.The teacher is responsible for creating the situation of English study in which students are given a large amount of comprehensible input in an effort to fully involve students in the study of the target language.As for the students，endeavor made in understanding the teacher’s input of the target language plays a critical role in the process of learning a foreign language.Therefore，it pays to give priority to the target language from the perspective of teachers and students.
5.2 The Appropriate Use of the Native Language
This principle requires the teacher to have an in-depth knowledge of the course itself and the students’ features which need the teacher’s full preparation.It also calls for the teacher to choose the target language properly and adequately when helping students interpret the difficult language points such as terminology and long sentences，increasing the efficiency of students’ English study as well as enlivening the atmosphere of classroom teaching and learning.The appropriate use of the native language both in moderate amount and frequency serves as the support and assistance for facilitating the target language study.
5.3 The Adaptability
Code switching is a communicative strategy for speakers to achieve the ultimate goal of their intentions by means of the adaptability principle.Code switching aims at its adaptation to linguistic reality，social conventions and mental motivations （Verschueren，1999）.The implementation of the adaptability principle is to realize some concrete teaching objectives which are helpful in developing students’ English skills and enhancing the teaching effect.
Conclusion
In the light of the situation that English is taught as a foreign language in Chinese context，the introduction and implementation of code switching in college English teaching is indispensable.As a generally observed language phenomenon and teaching strategy，the appropriate use of code switching in private college is beneficial to improving students’ ability of English use，promoting students’ efficiency in studying English and reinforcing the classroom teaching effect.
References：
[1]Eldridge，J.（1996）.Code switching in a Turkish secondary school.ELT Journal，50（4），303-311.
[2]Gumperz，J.J.（1982）.Discourse strategies.Cambridge：Cambridge University Press.
[3]Mattsson，A.，