Article review. Code switching is one of the richest areas in Second Language Acquisition (SLA).

Abundant researches have been carried out to discover variety of issues related to it. Those findings help in improving the SLA especially in classrooms. A !ournal written by Liu "ing#ia from $nglish %epartment& College of oreign L and SL

Languages& Three 'orges (niversity& China entitled Teacher’s Code-Switching to the L1 in EFL Classroom is a research in the Second Language Acquisition area and was written in )*+*.The research is mainly about an investigation in three Chinese universities to discover the general situation of the switching to Chinese and endeavours to test the positive role of the use of Chinese in the $ L classroom of Chinese (niversities. Apart from that& the study also intends to reveal the attitudes of teachers and students towards the patterns& functions& factors and influence of code switching in the $ L classroom of Chinese universities. The aims of the research is to prove that teachers, code switching to the L+ plays a positive role in the in the $ L classroom of Chinese universities by investigating the terms of the attitudes of the teachers and the students towards the patterns& the factors& the functions and the influence of the code switching to the L+. There are - research questions that are used to guide the research which are +) .hat are the attitudes of the teachers and students towards teachers, switching to the L+/ )) .hat is the dominant pattern of teachers, switching to the L+/ 0) .hat are the factors influencing teachers, switching to the L+/

8eanwhile& the classroom recordings are recorded without the researcher. 2n spite of that& Liu ()*+*) theoretical framewor5 is adopted from 9oplac5(+7:*) division of code switching& tag& inter. The theoretical frame too is coherent with the research aims and questions in order to guide 4n the other hand& the data has been obtained through questionnaires and classroom recordings which ma5e it into a mi#ed method research.hat are the functions of the teachers. Apart from that the data shows :*= of the teachers have positive views on teacher. questionnaires were collected. questionnaires and )-7 copies of students. The respondents both the teachers and students claim that the switching occurs sometimes or occasionally in the classrooms and it is used consciously or unconsciously. code switching in the classroom.hat is the influence of teachers.sentential and intra. 6* copies of teachers.1) .sentential switching in processing the data of the frequency of switching codes.s presence in order to get the general and authentic reflection of teachers. The research has proposes the research aims& ob!ectives& methodology and interpreting the findings adequately. The research manages to find .vital findings which are first< it is proven that code switching does occur in $ L classroom of Chinese universities both for ma!ors and non ma!ors. switching to the L+ on $ L learning and teaching/ As the aims of the research are to discover the general situation of the switching to Chinese and test the positive roles of the use of code switching& 2 would view that the researcher has operationali3ed the research adequately.s code switching to L+ compared to the students . To triangulate the data the researcher has adopt both qualitative (classroom recordings) and quantitative method (questionnaires). switching to the L+ practice/ -) .

words and emphasi3ing some important points in the $ L classes. 2nterestingly it contradicts 9oplac5.sentential is the most frequent pattern in code switching. Liu()*+*) finds that the dominant pattern is the inter. agree that code switching to Chinese is a good strategy of efficiency and benefits the $ L classrooms. . attitudes towards code switching& traditional methods and situational factors as one of the influences.which 66= hold the same view. The third finding is the students.sentential patterns. 2n addition& the fourth finding is related to the functions of the code switching to Chinese which are translating vocabulary items& e#plain grammar& managing class& building close relation with students& quoting others. ?ence& it would not portray a full picture of $ L teaching in China.sentential and intra. Last but not least& the fifth finding is both teachers. and students.s and Scheu ()***) views who propose that intra. urthermore& based from the research Liu concludes that code switching to Chinese is prevalent phenomenon in $ L classrooms of Chinese universities and plays an important role in $nglish learning and teaching process.sentential patterns. ?owever& the researcher does admit that it would be limitations in the research which generali3ation would not be proper as the research has only has relatively small respondents from the three universities only. $nglish proficiency is the most significant factor influencing the teachers switching to Chinese while the teachers. >ased from these five findings& Liu ()*+*) has fulfilled the aims of the research and they are adequately interpreted. Second& the data collected from the classroom recording shows that the three patterns introduced by 9oplac5 (+7:*) does e#ist in the classrooms including the tag& inter.

2n overall& this piece of research is easy to read as well as it stays focus on the research questions and aims which ma5es the research coherent and can be easily understood. belief and etc due to the aims of the research per se. code switching to Chinese such as students.>ased from these findings& from my point of view this research 5eep up with the current development in the SL@ L classroom as the findings will surely contribute to teachers and students in their teaching and learning process. According to $llis(+7:1) in an $SL@$ L classroom& teachers should aim to . Apart from that& other important references from renowned researchers in SLA such as $llis(+7:1)& .s view on types of code switching has been cited constantly throughout the research report as the significant reference used by Liu. education level& gender& learning styles& personality traits& teachers. 2n addition& Liu()*+*) too claims that this research is to represent the tip of an iceberg and suggests more e#tensive research can be carried out to perceive greater findings. 2t is because she has eliminates few influential factors related to attitudes towards teachers. rom the research 2 would discover that code switching plays a vital role in $ L classroom in the functions of code switching which certainly being influenced by the frequency of the code switching& the attitudes towards code switching for both teachers and students as well as the situations and factors that triggers code switching. 9oplac5. Thus& further researches are waiting for future potential A ilmore(+7:-)& Chaudron(+7::) and Lightbown()**+) as well as researchers on code switching such as Levine()**0)& Ti5unoff and Ba3que3. aria(+7:)) and Chen Liping ()**1) have been alluded to as they are closely related to the research.

. . $F$CC$S >$T..AT S282LAF2T2$S AC% %2 AFT2CL$S..... 2t is because& $SL@$ L teachers need to code switch in order to deliver important concepts& point& rules or etc in order the $ L@$SL students will understand it better.... code switching in the classroom occasionally either consciously or unconsciously..$$C T?$ ) .....hereas :*= of the teachers hold the same view towards the code switching& hence based from these two situations in my very own opinion it would reveal that code switching plays a significant role for both $SL@$ L teachers and students in the teaching and learning process. (((((((((((((.... 9@S ......create a pure foreign language environment as they are the important linguistic models for the students and by adapting code switching it will result in negative transfer in SL@ L learning. CF2T2CAL 9AFT T( DT$ .. ( C8>2C$ DC %L( S4D DT$ T8>A?) E$D...... ?owever& based from the research 2 find out that 66= of the students hold a positive view on teachers..