Essay on Code Switching in spoken English Class

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Code Switching in spoken English Class
Liu Yang
This paper investigates how code switching functions as a medium of communicative tool between students in a spoken class in Hubei University of China. The findings indicate that code switching in spoken form allowed for effective communications between students in a natural and cozy way for all students involved.
Literature review
1.Definition of code switching
Code switching was first investigated systematically in the 1960s and 1970s. There have been numerous definitions ranging in specificity, and several theoretical models aimed at describing and explaining its many features and manifestations. Like any area of scholarly inquiry, the definitions vary depending on the
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During the last four decades, social functions of code switching were the main focus of many studies.(McClure & Wentz, 1975; Poplack, 1981).
Grosjean (1982,p.152) came up with several additional oral functions of code switching like marking group identity, emphasizing solidarity, excluding others from a conversation, raising the status of speaker and adding authority or expertise to a message. Skiba (1997, p. 10) claimed that code switching enabled students to possess autonomy over a long period of time with the function of enhancing the individual’s expressive capacity.
In the 1990s, researcher scholars had been exploring code switching in bilingual classrooms and found it efficient as a communicative strategy that were used among bilingual students (Aguirre, 1988; Hudelson, 1983; Olmedo-Williams, 1983). Eldridge (1996) came up with three categories of code switching in a foreign language classroom: equivalence, floor holding and reiteration. A similar study was carried out by Sana (2010), who added his own four categories of code switching: student-student code switching, student-researcher codes switching, comfort code switching and sorry code switching.
Li (2000) firstly grouped the functions of code switching into two dichotomies: discourse-related functions and participant-related functions. The first one means organizing conversations by making contributions to the interactional meanings of the particular utterances, and the latter means switching

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