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of any languages (Zhang Zhenju, 1990) . As for the sociolinguists, theintroduction of the code has a great value for studying language. The reason is that, notlike any language, dialect, pidgin or Creole, code is a purely neutral term which makes ithas the ability to bear a wide range of denotation without any possible deviation.Therefore, in the study of an occasion in which there consists of different languages orthe varieties of languages, code is used to stand for any systems of language.Considering the special occasion we are talking about in this thesis, as in the occasionwhere English teachers teach English to senior high school students in China, the“code” here mainly refers to the languages of English and Chinese.As code-switching comprises a broad range of contact phenomenon and it isdifficult to characterize them distinctively, researchers usually define the term“code-switching” based on their own understanding, research objectives and methods.Utile today, it is still far away from finding a unified definition of code-switching.However, basically the divergences focus on the difference of code-switching andcode-mixing. Normally there are three categories trying to give answers to this question.The first category is that there are differences between code-switching and code-mixing.The second category is that there are no differences between code-switching andcode-mixing. And the last category is that some scholars are non-committal to thedifferences.
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2.2 The Theoretical Basis of Code-Switching
Based on the grammar, the purpose of studying code-switching is to explore thegrammar rules and restrictions, especially the restriction of syntax. Simply putting,using the grammar to study the code-switching aims to find out under grammar rulesand constriction, what kind of switching is proper and acceptable. In 1980，Poplackadvanced two grammar constraints for code-switching, namely the free-morphemeconstraint and the equivalence constraint.From the point of grammar, it reveals some characteristics of code-switching.However, the defects of it should not be neglected. On one hand，those constraintsmentioned above are built on the foundation of studying the code-switching betweenEnglish and Spanish. Then for the typological similarity of those two languages，itmakes this theory weak to be provided as evidence for the research of switchingbetween other languages. On the other hand, this theory studies the rules ofcode-switching by neglects the influence of the society, the mentality and the culture tothe switching. As a matter of tad, speakers usually do not notice or apply those rules orconstrains.
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Chapter 3 Research Methodology......... 13
3.1 Research Subjects......... 13
3.2 Research Instruments......... 13
3.3 Research Procedure......... 15
3.4 Data Analysis .........16
Chapter 4 Results .........19
4.1 Proportions of English and Chinese.........19
4.2 Factors Influencing Teacher's Code-Switching......... 21
4.3 Attitudes Toward Teacher's Code-Switching......... 22
4.4 Functions of Teacher's Code-Switching .........24
4.5 Structures of Teacher's Code-Switching......... 26
Chapter 5 Discussion .........27
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