Facilitative Effects of Learner-Directed Codeswitching: Evidence from Chinese Learners of English

Autor/inn/en	Zhu, Xiye; Vanek, Norbert
Titel	Facilitative Effects of Learner-Directed Codeswitching: Evidence from Chinese Learners of English
Quelle	In: International Journal of Bilingual Education and Bilingualism, 20 (2017) 7, S.773-787 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1087962
Schlagwörter	Code Switching (Language); English (Second Language); Second Language Learning; Teacher Influence; Interaction; Secondary School Teachers; Secondary School Students; Observation; Interviews; Language Usage; Foreign Countries; Qualitative Research; Statistical Analysis; Interpersonal Communication; Teaching Methods; Learner Engagement; Student Behavior; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interaktion; Sekundarschüler; Beobachtung; Interviewing; Interviewtechnik; Sprachgebrauch; Ausland; Qualitative Forschung; Statistische Analyse; Interpersonale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten
Abstract	This study examines the interaction between learner-oriented codeswitching (CS) practices and the degree to which intermediate Chinese L2 learners of English engage in classroom interaction. The guiding questions are whether the teacher's CS use facilitates classroom interaction at moderate L2 proficiency, and if so, at which specific stages of the lesson, and to what extent. A systematic comparison of two classroom types was carried out in the same Chinese secondary school, with English-only instruction versus with English-Chinese CS. A combination of quantitative and qualitative analyses was based on class observations (two classes per type) and subsequent teacher interviews. CS behaviour was analysed in relation to the particular teaching focus of the task at hand. Interviews included a stimulated recall technique using selected CS extracts to enrich insights from the teachers' perspective. The results showed a higher student response frequency as well as a longer mean utterance length in CS classes. Overall, codeswitches were systematically distributed across lesson stages and were closely related to changes in the teaching focus. These findings call for an optimal use of CS in instructed environments so as to maximise its benefits via a sensitive adjustment to specific pedagogic aims. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01