Teachers' Codeswitching in Secondary EFL Classrooms in Korea

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Lee, Sunglim

Contributors dc:contributor

• McClure, Erica F.

• Language, Linguistics

Language dc:language

eng

Identifier

(MiAaPQ)AAI3347435

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80075