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Chinese University Students’ Attitudes Toward Chinese-English Classroom Code-Switching

  • Hong Liu

    Hong LIU is an assistant professor at the Department of Applied Linguistics, Xi’an Jiaotong-Liverpool University. She holds a PhD degree in linguistics from Queen Mary University of London. Her research interests lie in bi-/multilingualism and language acquisition. She investigates bi-/multilingualism from both social and cognitive dimensions. Her recent publications include SSCI and A&HCI journal articles in Frontiers in Psychology (2020), International Journal of Bilingual Education and Bilingualism (2018), and Journal of Multilingual and Multicultural Development (2020).

         und Rining (Tony) Wei

    Rining (Tony) WEI [corresponding author] is a tenured Associate Professor at Xi’an Jiaotong-Liverpool University, China’s largest Sino-foreign institution. He directs the MA TESOL Programme there. He has supervised to successful completion nearly 30 MA and PhD dissertations, which cover three areas: English education, bilingualism, and English for specific purposes (ESP). Additionally, he serves as Associate Editor for TESOL International Journal and Co-Editor-in-Chief for International Journal of EAP: Research and Practice.
Veröffentlicht/Copyright: 18. Mai 2022
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Chinese Journal of Applied Linguistics
Aus der Zeitschrift Chinese Journal of Applied Linguistics Band 45 Heft 2

Abstract

This study investigates students’ attitudes towards classroom code-switching (CS) between Chinese and English, and how such attitudes are influenced by learning motivation and language anxiety, the two focal variables of the present study. A total of 550 students from a university in northwest China took part in an online survey. The results of quantitative analyses suggest a division of attitudes towards CS, acknowledging its usefulness but dismissing its symbolic value. Such attitudes can be predicted based on the focal learner characteristics. The implications of the findings are discussed vis-à-vis the social psychology of CS and an optimal use of CS to assist language learning and teaching.

Keywords: classroom code-switching; attitudes; learning motivation; language anxiety; proficiency

About the authors

Hong Liu

Hong LIU is an assistant professor at the Department of Applied Linguistics, Xi’an Jiaotong-Liverpool University. She holds a PhD degree in linguistics from Queen Mary University of London. Her research interests lie in bi-/multilingualism and language acquisition. She investigates bi-/multilingualism from both social and cognitive dimensions. Her recent publications include SSCI and A&HCI journal articles in Frontiers in Psychology (2020), International Journal of Bilingual Education and Bilingualism (2018), and Journal of Multilingual and Multicultural Development (2020).

Rining (Tony) Wei

Rining (Tony) WEI [corresponding author] is a tenured Associate Professor at Xi’an Jiaotong-Liverpool University, China’s largest Sino-foreign institution. He directs the MA TESOL Programme there. He has supervised to successful completion nearly 30 MA and PhD dissertations, which cover three areas: English education, bilingualism, and English for specific purposes (ESP). Additionally, he serves as Associate Editor for TESOL International Journal and Co-Editor-in-Chief for International Journal of EAP: Research and Practice.

Acknowledgments

This paper was supported by The Fundamental Research Funds for the Central Universities (grant number: 2020jbkyzy022) to Hong Liu. We would like to thank the anonymous reviewers, Professor Xuesong (Andy) Gao, and Dr Xiangdong Liu for their constructive advice for improving the earlier versions of this paper. We also wish to thank our research assistants, Ms Yue Su, Ms Meng Tang, and Ms Jing Wang for their technical support (e.g., formatting). Any remaining inadequacies in this paper are our responsibility.

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Appendix

A list of questions on key sections

English proficiency

Please indicate your proficiency on a scale of 7 (1 = minimum proficiency, 7 = native-like proficiency).

1. Speaking ability when discussing every-day life topics.

2. Speaking ability when discussing work-/study-related topics.

3. Speaking ability when discussing unfamiliar topics.

4. Listening ability when doing classroom and exam-related exercises.

5. Listening ability in conversations with native speakers.

6. Listening ability when watching English-speaking movies/TV-shows without subtitle.

7. Reading ability when reading novels, poems, and other literature genres.

8. Reading ability when reading news and other types of entrainment materials.

9. Reading ability when reading academic papers.

10. Writing ability when writing assigned essays.

11. Writing ability when having e-mail or other online/offline written correspondence with English speakers.

Motivation

Please indicate your agreement on a scale of 7 (1 = strongly disagree, 7 = strongly agree).

Ideal L2 self

1. I like to think of myself as someone who will be able to speak English fluently.

2. I like to think that I use English frequently and fluently at my future job.

3. I often imagine myself speaking English as if I were a native speaker of it.

4. When I think of the future, I always imagine myself using English in a variety of ways.

5. I like to think myself being able to function fully in English in every aspect of life.

Ought-to L2 self

1. People around me tend to think that it is an important thing to know English.

2. My parents really believe it is necessary for me to learn English.

3. If I fail to learn English, I'll be letting other people down.

4. I consider learning English important because the people I respect think that I should do it.

5. People around me believe that I must study English to be an educated person.

Attitudes towards CS in general

Please indicate your agreement on a scale of 7 (1 = strongly disagree, 7 = strongly agree).

1. It bothers me when people mix English and Chinese.

2. I think it is natural for people who speak both English and Chinese to mix them sometimes.

3. I think mixing some English into Chinese shows the integration of two cultures.

4. I think it’s better to speak either “pure” Chinese or “pure” English

5. I think people who constantly mix English into Chinese are showing off their ability to speak English.

Attitudes towards the use of CS in the classroom

Please indicate your agreement on a scale of 7 (1 = strongly disagree, 7 = strongly agree).

1. CS in classroom can increase my chances passing English exams.

2. CS in classroom is helpful when we prepare for exams.

3. CS in classroom can help me learn English.

4. CS in classroom can help me improve my English skills.

5. CS in classroom can help me boost my confidence in participating classroom activities in English class.

6. I participate more in English class if CS is practiced in class.

7. A teacher’s language competence in English is not high enough if his/her class is conducted in CS.

8. A teacher code-switches in the classroom because s/he cannot deliver the class in full English competently.

English use anxiety in classroom

Please indicate your agreement on a scale of 7 (1 = strongly disagree, 7 = strongly agree).

1. I never feel quite sure of myself in my English language class.

2. I get anxious and upset when I don't understand what the teacher is saying in English.

3. Even if I am well prepared for language class, I feel anxious about it.

4. I generally find trying to communicate in English frustrating in the classroom.

5. I always worry that I may miss something important when the language class is conducted in English.

Published Online: 2022-05-18
Published in Print: 2022-05-25

© 2022 BFSU, FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy

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https://doi.org/10.1515/CJAL-2022-0207
Schlagwörter für diesen Artikel
classroom code-switching; attitudes; learning motivation; language anxiety; proficiency

Artikel in diesem Heft

  1. Frontmatter
  2. The Processing of Chinese as a Second Language Guest Editor: Huili WANG
  3. The Influence of Chinese Proficiency and Cultural Background on CFL Learners’ Comprehension of Chinese Logogriphs
  4. Motor Compatibility Effect on the Comprehension of Complex Manual Action Sentences in L2: An ERP Study
  5. Orthographic, Semantic, and Contextual Influences on Initial Processing and Learning of Novel Words During Reading: Evidence From Eye Movements
  6. New Research Trends in TESOL Guest Editors: Rining (Tony) WEI & Xuesong (Andy) GAO
  7. New Research Trends in TESOL: An introduction
  8. Discourses of Chinese ELT Stakeholders on Native Speakerism
  9. The Influence of Combining Computer-Assisted Language Learning With Instruction on Chinese College Students’ L2 Pragmatic Ability
  10. Chinese University Students’ Attitudes Toward Chinese-English Classroom Code-Switching
  11. Second Language Acquisition
  12. How Selection of a Target Feature Impacts Corrective Feedback: Finding Answers Through Meta-Analysis of Chinese EFL Learners
  13. Cross-Cultural Communications
  14. Transformative Learning: Intercultural Adaptation of Chinese Teachers at the Confucius Institute in Spain
  15. Abstracts
  16. Chinese Abstracts
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Heruntergeladen am 20.11.2025 von https://www.degruyterbrill.com/document/doi/10.1515/CJAL-2022-0207/html?lang=de
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