EFL課堂的第一語言運(yùn)用與語碼轉(zhuǎn)換研究.pdf

1、上海交通大學(xué)碩士學(xué)位論文EFL課堂的第一語言運(yùn)用與語碼轉(zhuǎn)換研究姓名：李海龍申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：外國語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師：王同順20061201iiiABSTRACT How to assess the role of the first language (L1) in English as a foreign language (EFL) teaching constitutes a fundamental yet hig

2、hly controversial issue. The foreign language (FL) teaching reform under progress to some extent accentuates the importance and urgency of the issue. The foci of the debate can be generalized as whether the positive e

3、ffect of L1 use in EFL teaching outweigh its possible negative influence, and whether the phenomena of code switching should be viewed as a facilitator or an inhibitor. With the advancement of FL teaching reform, furth

4、er research in this respect appears necessary in order to better guide the practice of FL learning and teaching. The thesis contains five chapters, which are briefly introduced as follows. The first chapter is a gene

5、ral introduction, including research background, EFL teaching situation in China and thesis organization. The second chapter presents literature review. The relevant literature embraces aspects of theoretical discussion

6、and empirical studies exploring the role of L1 in EFL classroom language development; the definition of code switching and its functioning in language teaching, along with specific illustrations from many a research. The

7、 third chapter concentrates on the methodological description of the study, including research questions, research subjects, and research procedures. The fourth chapter includes the analysis of questionnaire data analysi

8、s and teacher-student code switching extracts in classroom setting; teacher interview serves as an auxiliary means to buttress the analysis. The fifth chapter comes to a conclusion summarizing research implications, limi

9、tations and questions to be further explored. The research instrumentation employed in the current study includes questionnaire, classroom observation and teacher interview. The first part of the questionnaire investig

10、ates the scope of L1 and L2 use in classroom teaching; and the second part specifically addresses the functions of code switching in EFL classroom interaction. Classroom observation is employed to collect code switching

11、extracts to illustrate the functioning of code switching. Further research on code switching can be conducted within the cognitive framework to investigate the development of lexical representation and pragmatic compet