超语言视角下英语专业研究生课堂上教师语码转换研究

A Study of Teacher Code-Switching in the Classroom of English Postgraduates from the Perspective of Translanguaging

摘要: 超语言是国外语言教育研究的新领域。本研究从超语言视角出发，认为教师在课堂中进行语码转换不是潜意识和自动进行的，而是一种有目的的教学策略。通过课堂录音、问卷调查以及课后访谈的形式来探讨英语专业研究生教师在语言学课堂中发生语码转换的频率、原因及特点。研究发现，与人们普遍认为的英语专业研究生课堂全英授课有所不同，授课时教师会根据不同情况进行语码转换。而根据课后调查，出现这一现象最根本的原因是教师为了课堂中知识的构建，从而使得学生顺利消化吸收教学内容，成功的完成教学目标。此外，由于英语专业研究生课堂重点关注专业知识的讲授而不是语言的发展，因而，教师与学生并没有对课堂中出现的语码转换持完全否定的态度。

Abstract: Translanguaging is a new field of linguistic education research abroad. Based on the perspective of translanguaging, this study holds the idea that it’s not subconscious or automatic for a teacher to switch linguistic codes in class; instead, it’s a sort of purposeful teaching strategy. This paper explores the frequency, causes and characteristics of Code-switching in English postgraduate teachers’ linguistic classes through classroom recording, questionnaires and after-class interviews. The study finds that, unlike what is generally believed to be the full-English classroom instruction for English majors, teachers use code-switching in different situations. According to the survey after class, the most elemental reason that this phenomenon appears is for the teacher to explain professional terms and fill vocabulary blanks. In addition, because the classroom of postgraduates majoring in English is focused on lecturing on professional knowledge instead of language development, teachers and students do not have a completely negative attitude towards code-switching in the classroom.