{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80075"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80075","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Teachers' Codeswitching in Secondary EFL Classrooms in Korea","abstract":"The contrastive pattern between the two teachers was found to be closely related to their inclinations toward two different pedagogical goals of English lessons: teaching for enhancing communicative competence of English or teaching in preparation for exams. The first teacher's predominant use of English and delay in codeswitching to Korean occurred in contexts where she promoted communicative use of English by providing meaning- and fluency-oriented activities. On the other hand, the second teacher's frequent voluntary codeswitching to Korean occurred in contexts where she taught English as a school subject, customizing the syllabus for the comprehension-oriented SAT-English and directing students' attention to school exams and performance evaluation. The second teacher used English when she could demonstrate the conversational uses of English without concern about the detrimental effects of student incomprehension on their academic progress. Her conflict between the two separate goals of teaching English resulted in frequent codeswitching between English and Korean in all situations.","abstract_html":"The contrastive pattern between the two teachers was found to be closely related to their inclinations toward two different pedagogical goals of English lessons: teaching for enhancing communicative competence of English or teaching in preparation for exams. The first teacher's predominant use of English and delay in codeswitching to Korean occurred in contexts where she promoted communicative use of English by providing meaning- and fluency-oriented activities. On the other hand, the second teacher's frequent voluntary codeswitching to Korean occurred in contexts where she taught English as a school subject, customizing the syllabus for the comprehension-oriented SAT-English and directing students' attention to school exams and performance evaluation. The second teacher used English when she could demonstrate the conversational uses of English without concern about the detrimental effects of student incomprehension on their academic progress. Her conflict between the two separate goals of teaching English resulted in frequent codeswitching between English and Korean in all situations.","abstract_has_math":false,"creators":["Lee, Sunglim"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["McClure, Erica F."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:11Z","date_published":"2015-09-25T19:55:11Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Language, Linguistics"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3347435"],"render_values":[{"text":"(MiAaPQ)AAI3347435","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80075","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McClure, Erica F."]},{"key":"dc:creator","label":"Author","values":["Lee, Sunglim"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:11Z","10000-01-01","2008"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language, Linguistics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80075","(MiAaPQ)AAI3347435"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The contrastive pattern between the two teachers was found to be closely related to their inclinations toward two different pedagogical goals of English lessons: teaching for enhancing communicative competence of English or teaching in preparation for exams. 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