Use of First and Second Language in Chinese University EFL Classrooms (eBook)

Dr. Yi Du is a lecturer in the English department at North China Electric Power University. She holds a PhD in Applied Language Studies from the University of Edinburgh, UK. Her research interests include code-switching, classroom discourse, teachers’ beliefs and teacher education.

Foreword                                                                                                                            Acknowledgements                                                                                                                             Table of Contents                        List of Tables                                                                                                                             List of Figures                                                                                                                    Chapter 1  Introduction1.1      Introduction1.2      Issues relevant to the L1 in L2 learning and teaching1.2.1   Power and politics1.2.2   Teacher education1.2.3   Teacher cognition1.2.4   Culture of learning1.2.5   Teaching Context1.3      The objectives of the study   1.4      Overview of the thesis   Section A  Background and DesignChapter 2  The L1 in L2 learning and teaching2.1        Introduction2.2        The role of the L1 in L2 learning2.2.1     Arguments for the negative role of the L1 in L2 learning2.2.2     Arguments for the positive role of the L1 in L2 learning2.3        The L1 in L2 teaching2.3.1     An early attempt to conduct L2 teaching in the L22.3.2     The Grammar-Translation Method2.3.3     The Direct Method2.3.4     The Audiolingual Method2.3.5     Communicative Language Teaching2.3.6     The Natural Approach2.3.7     Summary2.3.8     L2 teaching methods in China2.4        Empirical studies on teachers’ L1 and L2 use2.4.1     Quantity of teachers’ L1 and L2 use2.4.2     Functions of teachers’ L1 use2.4.3     Factors influencing teachers’ language choice2.4.4     Teachers’ perceptions of L1 use2.4.5     Students’ perceptions of their teachers’ L1 use2.4.6     Optimal use of the L1Chapter 3  Code-switching3.1        Introduction3.2        Definitions3.2.1     Code-switching and code-mixing3.2.2     Code-switching and borrowing3.3        Grammatical aspects of code-switching3.3.1     Types of code-switching3.3.2     Grammatical constraints on code-switching3.3.2.1  The free morpheme and equivalence constraint3.3.2.2  The syntactic government constraint3.3.2.3  The Matrix Language Frame model3.4        Pragmatic aspects of code-switching3.4.1     Situational versus metaphorical code-switching3.4.2     Conversational functions of code-switching3.4.3     The Markedness model3.4.4     A sequential analysis of code-switching: the Conversation Analysis                 approach3.5        Code-switching in the classroomChapter 4  Reseach Design4.1        Introduction4.2        Data collection4.2.1     Background description4.2.1.1  The research context4.2.1.2  The English curriculum4.2.1.3  The participants4.2.1.4  Initial contacts and relations with the participants4.2.2    Classroom observation4.2.2.1   The role of the observer4.2.2.2   Coding instruments4.2.2.3   The reasons for not coding in the data collection phase4.2.2.4   Existing coding systems versus data-driven categories4.2.2.5   Field notes4.2.2.6   Observation sheet4.2.2.7   Recordings4.2.3      Interviews4.2.4      Stimulated recall4.3        Approaches to lesson data analysis4.3.1      Analytical approaches to the pragmatic aspects of code-switching:            the taxonomic approach versus the Markedness model and the Conversation           Analysis approach4.3.2      Sequential analysis of classroom discourse: an approach based on            the concept of ‘frame’4.3.3      Criteria for grammatical analysis of code-switching4.3.4      Units of analysisSection B  ResultsChapter 5  Classroom Data5.1        Introduction5.2        Analysis of the teachers’ code-switching5.2.1     Procedures of analysis5.2.2     Taxonomy of functional categories5.2.3     Results5.2.3.1  Anne5.2.3.2  Betty5.2.3.3  Carl5.2.3.4  David5.2.4     Further considerations5.2.5     Conclusion5.3        Global analysis [quantitative]5.3.1     Coding5.3.2     Results5.3.2.1  Anne5.3.2.2  Betty5.3.2.3  Carl5.3.2.4  David5.3.3     Conclusion5.4        Global analysis [qualitative]5.4.1     Framing classroom discourse5.4.2     Results5.4.2.1  Anne5.4.2.2  Betty5.4.2.3  Carl5.4.2.4  David5.4.3     ConclusionChapter 6  Interviews6.1        Introduction6.2        Results6.2.1     Anne6.2.2     Betty6.2.3     Carl6.2.4     David6.3        ConclusionChapter 7  Stimulated Recall7.1        Introduction7.2        Results7.2.1     Anne7.2.1.1  The reading-and-writing course7.2.1.2  The listening-and-speaking course7.2.1.3  Summary and preliminary analysis7.2.2     Betty7.2.2.1  The reading-and-writing course7.2.2.2  The listening-and-speaking course7.2.2.3  Summary and preliminary analysis7.2.3     Carl7.2.3.1  The reading-and-writing course7.2.3.2  The listening-and-speaking course7.2.3.3  Summary and preliminary analysis7.2.4     David7.2.4.1  The reading-and-writing course7.2.4.2  The listening-and-speaking course7.2.4.3  Summary and preliminary analysis7.3        ConclusionSection C  ConclusionsChapter 8  Discussion and Conclusions8.1       Introduction8.2       Overview of the major findings of the study8.2.1    The quantity of L1 and L2 use by the teachers8.2.2    The grammatical patterns of the teachers’ language use8.2.3    The circumstances and functions of teachers’ L1 use8.2.4    The teachers’ perceptions of and reasons for their own language use8.2.5    The observer’s perceptions of the teachers’ language use8.2.6    The teachers’ language use across different frames of classroom discourse8.2.7    The teachers’ beliefs and attitudes towards using the L1 in L2 education8.2.8    Factors affecting the teachers’ language choices8.2.8.1 The university policy regarding the medium of instruction8.2.8.2 Teaching objectives8.2.8.3 Students’ English abilities8.2.8.4 Teachers’ beliefs regarding L1 use8.2.8.5 Teachers’ English abilities8.2.8.6 Teachers’ role8.2.8.7 Immediate classroom factors8.3       Implications for L2 teaching and teacher training8.4       Reflection on methods8.5       Recommendations for future researchBibliographyAppendices (Introductory Note)Appendix 1: Sample analysis of code-switching instances (Carl)Appendix 2: Sample pre- and post-observation interview (Anne)