South Korean High School English Teachers' Code Switching: Questions and Challenges in the Drive for Maximal Use of English in Teaching

By Dilin Liu, Gil-Soon Ahn, Kyung-Suk Baek, Nan Han. 2004

217 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/e45af7bd61451ce42e0914e39b749b4d79cc0266

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. E. Macaro
2. G. Hall
3. Guy Cook
4. Lili Tian
5. N. Kelly
6. Jennifer Bruen
7. Y. Lo
8. S. Graham

In Literature and Literary Theory

1. Lili Tian
2. E. Macaro
3. G. Hall
4. Guy Cook
5. Y. Lo
6. S. Graham
7. Karen E. Roehr
8. N. Kelly

Citations in the corpus

• First Language Use in Second and Foreign Language Learning (2009, unknown): “Even in studies where a link is made between amount of teacher fi rst language use observed and the functions to which it was put (Kharma & Hajjaj, 1989; Liu et al., 2004), it is not clear to the reader what the underlying teaching approach is.”
• Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study (2012, background): “The maximal position (for an example of teachers expressing this belief, see Liu et al., 2004) seems a-theoretical from a psycholinguistic perspective; a statement of inadequacy rather than a set of propositions that explain or predict language acquisition and skill development.”
• Own-language use in language teaching and learning (2012, background): “South Korean High School, for up to 32% of class time (Liu et al. 2004).”