Difference between revisions of "Wang2016"
SaulAlbert (talk | contribs) (BibTeX auto import 2016-04-07 03:53:14) |
SaulAlbert (talk | contribs) |
||
| Line 1: | Line 1: | ||
{{BibEntry | {{BibEntry | ||
| − | | | + | |BibType=ARTICLE |
| − | | | + | |Author(s)=Junqing Wang; Junli Wu; |
|Title=Conversation Code-switching in Class with Chinese as Foreign Language | |Title=Conversation Code-switching in Class with Chinese as Foreign Language | ||
| − | |||
|Tag(s)=EMCA; code switching; classroom; chinese; SLA; class communication strategy; bilingualism; code-switching; conversation analysis; Chinese as foreign language | |Tag(s)=EMCA; code switching; classroom; chinese; SLA; class communication strategy; bilingualism; code-switching; conversation analysis; Chinese as foreign language | ||
| − | | | + | |Key=Wang2016 |
|Publisher=Academy Publication | |Publisher=Academy Publication | ||
|Year=2016 | |Year=2016 | ||
| Line 15: | Line 14: | ||
|URL=http://dx.doi.org/10.17507/tpls.0604.30 | |URL=http://dx.doi.org/10.17507/tpls.0604.30 | ||
|DOI=10.17507/tpls.0604.30 | |DOI=10.17507/tpls.0604.30 | ||
| + | |Abstract=This study focused on the function, forms, and frequency of conversation code-switching used by bilinguals in the class with Chinese as foreign language. Qualitative questionnaire and quantitative conversation audio data were collected and analyzed among 56 teachers and 315 overseas students as participants in the study. The questionnaire and data conversation analysis showed both teachers and students were free to use their L1 or L2 according to their own needs and desires, which meant code-switching was not as directly related to the target language proficiency as expected. Instead, it could be a strategy for successful class communication to repair trouble source in listening, understanding or expressing. In some cases, code-switching could be a turn mark to initiate a new turn or remind other participants to be attentive to catch the utterance at the possible transition relevant space (TRS). It also found code-switching between L2 and L1 possibly meant some trouble source initiated repair in understanding, expression or interaction especially in foreign language class conversation. Finally, neither teacher nor students meant to prefer L1 or L2, they preferred to switch to the appropriate language in sequence organization to make sure the class interaction could be carry on smoothly. | ||
}} | }} | ||
Revision as of 06:53, 7 April 2016
| Wang2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Wang2016 |
| Author(s) | Junqing Wang, Junli Wu |
| Title | Conversation Code-switching in Class with Chinese as Foreign Language |
| Editor(s) | |
| Tag(s) | EMCA, code switching, classroom, chinese, SLA, class communication strategy, bilingualism, code-switching, conversation analysis, Chinese as foreign language |
| Publisher | Academy Publication |
| Year | 2016 |
| Language | |
| City | |
| Month | apr |
| Journal | TPLS |
| Volume | 6 |
| Number | 4 |
| Pages | 894-905 |
| URL | Link |
| DOI | 10.17507/tpls.0604.30 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This study focused on the function, forms, and frequency of conversation code-switching used by bilinguals in the class with Chinese as foreign language. Qualitative questionnaire and quantitative conversation audio data were collected and analyzed among 56 teachers and 315 overseas students as participants in the study. The questionnaire and data conversation analysis showed both teachers and students were free to use their L1 or L2 according to their own needs and desires, which meant code-switching was not as directly related to the target language proficiency as expected. Instead, it could be a strategy for successful class communication to repair trouble source in listening, understanding or expressing. In some cases, code-switching could be a turn mark to initiate a new turn or remind other participants to be attentive to catch the utterance at the possible transition relevant space (TRS). It also found code-switching between L2 and L1 possibly meant some trouble source initiated repair in understanding, expression or interaction especially in foreign language class conversation. Finally, neither teacher nor students meant to prefer L1 or L2, they preferred to switch to the appropriate language in sequence organization to make sure the class interaction could be carry on smoothly.
Notes
