EFL课堂教师语码转换的社会语言学研究摘 要汉语环境下的外语（英语）课堂语码转换现象非常普遍。为了揭示英语课堂语言转换的工作机制，本文从社会语言学的角度对英语课堂教师话语中语码转换的模式和功能做了深入细致的探索，对所考察的教师的话语使用，话语中语码转换的结构，语言的选择及其功能作了定性和定量分析，并对影响语码转换的社会语言因素做了详细分析和讨论。 本研究的语料是从某省会城市两所重点建设中学所录制的十个英语教师的十九节课的话语。为了研究目标的需要，教师的所有话语经转写后被切分成一系列话语单位。教师语码转换被分为三种不同类型：单位内转换，单位间转换和附加单位转换。通过对课堂的观察和对教师话语转写、编码，本研究区别了教师语码转换不同的使用功能。 根据社会语言学和课堂话语研究的成果，结合我们所做的课堂观察和先导性研究，本研究以社会语言学的标记性模式理论为基础，提出了分析EFL 课堂语码转换的理论假设。根据这个标记性理论和理论假设，我们使用问卷考察并对比分析了教师对英语课堂中教师语言转换的态度。结果显示，尽管在一些观点上出现分歧，教师对问卷的大部分问题的观点持相似的、积极的态度。与其他研究相比，本研究中教师语码转换在不同的句法结构上有其独特的模式和特征，教师更频繁的使用单位间转换。本研究进一步分析了英语课堂中教师语码转换对实现教育和社会交际两大目标所具有的功能, 并详细讨论了影响语码转换使用的一些社会语言学因素。语码转换在用来表达一定的人际关系时就是社会交际性的，而用来解释课堂的内容时就是教育学术性的，两者互动，相互补充。研究认为语言课堂就是一个浓缩的、发展中的双语（或多语）言语社区。语码转换研究应置于该社区社会语境下进行综观考察，才能探究课堂语码转换的使用机制。语码转换是语言课堂中的正常现象，不应看作是常规的偏离而受歧视和责难。语码转换是语言教学的一种策略，教师可以使用它来实现其教学和交际目标。 关键词：语码转换；结构；功能；态度；EFL课堂

A SOCIOLINGUISTIC STUDY OF TEACHERS’ CODE-SWITCHING IN EFL CLASSES ABSTRACTTeachers’ code-switching (CS thereafter) in secondary EFL classrooms is very common in the Chinese context. The purpose of this study is to make an exploration of patterns and functions of code-switching in teachers’ discourse in their English teaching from a sociolinguistic approach. The data used in the study is based on nineteen periods of audio-taped discourse collected in two key constructive secondary schools in a provincial capital. The teachers’ discourse is segmented into units of utterance. Three types of code- switching (intra-unit code-switching, inter-unit code-switching and tag-unit code- switching) and eight different pedagogical and social functions are identified according to the research goal. A detailed analysis is made quantitatively and qualitatively according to the coded transcripts of the periods. According to the theoretical framework (Meyers-Scotton’s MLF model and Markedness Model) proposed in the sociolinguistic literature, I have first described and analyzed the structural patterns of code-switching used in teachers’ discourse in our data. Focusing on the structural equivalence and contrast of word classes in both languages, I have found that English switched word classes are patterned like the structure of the Chinese counterparts. Given the surface similarities between the word order in both languages, most switches occur at points around which the word order of the two languages corresponds. It has also specifically shown that different syntactic word classes switch at different rate. These results could be explained by the structural equivalence and contrast between the two languages. I have numerically examined the utterance distribution and language choices in the teacher classes, the number of utterances of teachers and students in each period and by each teacher, frequency counts of the code-switches in terms of three types of switches, the correlation of language distribution and unit types and functions. There are differences between periods and teachers based on some sociolinguistic variables. In addition, I have found that discourse markers often trigger teachers’ switches from one language to the other. These switches may be marked or unmarked according to the following utterances.I have further identified and analyzed different functions of code-switching used by teachers in EFL classes for pedagogical and social goals. Code-switching was used to be social or communicational when it occurred interpersonally, or pedagogical when it was used to explain the content of the lesson. Four broad categories of functions have been analyzed and discusses. Code-switching in EFL classes can be regarded as a normal phenomenon in EFL classes, instead of deviation. Therefore code-switching, as a strategy used in language teaching, can be exploited by teachers to achieve their teaching goals. The attitudes to code-switching support the teachers’ use of code-switching in language classroom. Further discussions on some social variables are also made to understand how, why and when code-switching functions in EFL classroom.KEY WORDS: code-switching; structures; functions; attitudes; EFL classroom