Sophie Chang


Prof. Dr. A. H. Jucker

Effects of Teachers’ Code-switching in EFL classroom – A Case study in Taiwan

A range of studies argue that L2 should act as a medium of communication in the classroom. On the other hand, some suggest L1 helps L2 learning to some extent, and therefore L1 use in the classroom shouldn’t be under-evaluated. Following this line, this study tries to find out how much of L1 and of L2 should work together in the classroom, and when one language should switch to the other in order to benefit students’ L2 learning.

This study is proposed to be conducted in Taiwan where non-native speaking (NNS) teachers could switch between Mandarin (L1) and English (L2) in the classroom. The observations are to be conducted in two types of EFL classrooms where NNS teachers maximize L2 use while the other NNS teachers use L2 relatively less. This study aims to answer (1) to what extent a teacher’s code-switching results in the students’ use of L1 and L2 in an immediately adjacent interaction; (2) what the functions of the teachers’ code-switching in the two types of EFL classrooms are; and (3) how the different amounts and ways of code-switching show an influence on interaction and also on students’ L2 learning.