近二十年国际中文教学课堂教师语码转换功能研究综述

Literature Review on Teachers’ Code-Switching in International Chinese Language Teaching Classes in the Past Twenty Years

摘要: 随着国际中文教育的蓬勃发展，教师课堂语码转换作为一项普遍且复杂的教学策略，其在促进教学效能、跨文化交际与学习者心理适应等方面的多维功能日益受到学界关注。然而，现有研究仍存在视角相对分散，对语码转换的系统性功能认知不足及其实践指导价值不高等问题。基于以上问题，本研究以中国知网2005~2025年国际中文教师课堂语码转换相关文献为域，通过人工筛选，获得40篇核心文献。笔者从文献类型、发刊趋势、研究类型、研究视角及研究内容五个维度展开分析。研究发现：近二十年研究呈现周期性波动；研究视角呈现多学科交叉趋势；研究内容聚焦语码转换的教学、交际、文化、心理情感、语篇及顺应六大功能，深刻揭示其作为教学策略的多维价值。现有研究存在视角碎片化、功能分类重叠等问题，建议未来研究需加强跨学科整合与教学场景适配性探讨，为国际中文教育中语码转换的规范化应用提供理论支撑。

Abstract: With the vigorous development of international Chinese education, teacher’s classroom code-switching, as a common and complex teaching strategy, has received increasing attention from the academic community for its multi-dimensional functions in promoting teaching effectiveness, cross-cultural communication, and learners’ psychological adaptation. However, existing research still has problems such as relatively scattered perspectives, insufficient systematic functional cognition of code-switching, and insufficient practical guiding value. Based on these issues, this study focuses on the literature related to teachers’ code-switching in international Chinese language teaching classes published in CNKI from 2005 to 2025. Through manual screening, 40 core papers were obtained. The author conducts an analysis from five dimensions: literature type, publication trend, research type, research perspective, and research content. The study finds that the research in the past two decades shows periodic fluctuations; research perspectives show a trend of interdisciplinary integration; research content focuses on six functions of code-switching: teaching, communication, culture, psychological emotion, discourse, and adaptation, profoundly revealing its multi-dimensional value as a teaching strategy. The existing research has problems such as fragmented perspectives and overlapping function classifications. It is suggested that future research should strengthen interdisciplinary integration and exploration of teaching scene adaptability to provide theoretical support for the standardized application of code-switching in international Chinese education.