A Taiwanese College English Teacher's Teaching Belief and Code-switching Practice

• Main Authors: Zhong, Zhi-Hao, 鍾志豪
• Other Authors: Liang, Jong-Shing
• Format: Others
• Language: en_US
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/44608059603611010708

碩士 === 國立屏東大學 === 英語學系碩士班 === 103 === The study aimed to investigate one college English teacher’s teaching belief and his code-switching practice in class. The participant was a male college teacher who taught Advance English in a southern university. The teacher and his class were observed for 12 weeks, from September, 2014 to January, 2015. The data were collected through the interview, classroom observation, and the stimulated recall interview. During the period, four class periods in the beginning, in the middle, and near the end of the semester were chosen for data analysis. The data were transcribed verbatim for data analysis. The major findings are as follows. First, the teacher’s classroom language use showed a fixed pattern. In order to offer students much English input, he used more English in the beginning of the semester. As time went by, the time that he spoke English decreased; instead, he spoke much Chinese near the end of the semester. Second, the teacher’s code-switching fulfilled the following functions: translation, managing the class, metalinguistic uses, building rapport with students, providing instructions, and communicative uses. Third, after the researcher compared the teacher’s teaching belief and his code-switching practice, the findings showed that his teaching belief was consistent with his actual practice in the aspects of language use and code-switching. The study concluded with the implication for English education, limitations for this study, and the suggestions for future research.