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sp;Europe,  Africa  and  South-East  Asia.  Many  of  them even involve language education polices, paying special attention to how the policies are embodied in class teaching communication.  
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Chapter 3   Investigation on the Study ........ 16 
3.1 Research Questions ...... 16 
3.2 Research Methods ........ 16 
3.3 Research Subject .......... 17 
3.4 Research Process .......... 19 
Chapter 4   Findings and Discussions on Research .... 20 
4.1 Frequency Study of Teachers’ Code-switching in Class ....... 20 
4.2 Analysis of Classification of Teachers’ Code-switching in Class.... 26 
4.2.1 Classification of Teachers’ Code-switching Based on Poplack’s Theory ........... 26 
4.2.2 Classification of Teachers’ Code-switching Based on Muysken’s Theory ......... 32 
4.3 Functions Analysis of Teachers’ Code-switching in Class .... 34
4.4 Studies on Features of Teachers’ Code-switching in Class ............. 41 
4.5 Analysis of Reasons for Teachers’ Code-switching in Class ........... 42 
4.6 Pedagogical Implications ....... 43 
Chapter 5   Conclusion ........ 46 

Chapter 4   Findings and Discussions on Research 

After  the  long-period  class recording  and  observation,  the author has acquired the research material. However, it is all audio material, which needs to be further processed by transcribing to text. For a better and clearer written script, under the help of textbook from  students  and  other  teaching  materials  from  teachers,  the  author  uses  a  kind  of voice-handling software named Goldenwave to deal with the audio-recording to reduce the  background  noise  in  it  so  as  to  make  it  easier  to  transcribe  onto  pieces  of  papers. During the process of transcription, the author writes down not only language details but also non-language information in class and at the same time calculates how many times the teacher switches code between English and Chinese in each class of the two courses.  In  accordance  with  the  elaboration  of  code-switching  together  with  quantitative analysis  of  audio-recording  materials,  in  Chapter  four,  this  paper  shows  the  frequency, classification,  functions  and  features  of  teachers’  code-switching  in  English  major classroom, meanwhile find out the possible reasons why teachers use code-switching in class. At last, this chapter also puts forward pedagogical implications for future teaching. 

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Conclusion

Integrated  qualitative  research  methods  with  quantitative  research  methods,  this paper analyzes the phenomenon of teachers’ code-switching in English major classroom, aiming  at  conducting  a  comparatively  all-round  study  on  teachers’  code-switching  in class.  Based on the 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。