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

Hong Liu; Rining Wei

doi:10.1515/CJAL-2022-0207

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

Hong Liu, Rining Wei^*

^*Corresponding author for this work

Department of Applied Linguistics

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

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.

Original language	English
Pages (from-to)	254-273
Number of pages	20
Journal	Chinese Journal of Applied Linguistics
Volume	45
Issue number	2
DOIs	https://doi.org/10.1515/CJAL-2022-0207
Publication status	Published - 25 May 2022

Keywords

attitudes
classroom code-switching
language anxiety
learning motivation
proficiency

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10.1515/CJAL-2022-0207

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title = "Chinese University Students' Attitudes Toward Chinese-English Classroom Code-Switching",

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-{\`a}-vis the social psychology of CS and an optimal use of CS to assist language learning and teaching.",

keywords = "attitudes, classroom code-switching, language anxiety, learning motivation, proficiency",

author = "Hong Liu and Rining Wei",

note = "Funding Information: 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. Publisher Copyright: {\textcopyright} 2022 BFSU, FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy.",

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N1 - Funding Information: 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. Publisher Copyright: © 2022 BFSU, FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy.

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Y1 - 2022/5/25

N2 - 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.

AB - 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.

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KW - classroom code-switching

KW - language anxiety

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KW - proficiency

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

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Keywords

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