With the increasingly frequent international exchanges and cooperation, bilingualism and multilingualism have become a common social phenomenon. Along with this social trend, sociolinguistics, was once regarded as a marginal and small branch of linguistic research, which has been paid a growing number of attention from linguists and scholars in this field in recent years. Code switching is a central topic in sociolinguistics. In the past few decades, a large number of scholars have done a lot of research about code switching from articles, journals and books. Although many achievements have been made in code conversion in recent years, little work has been done in teaching Chinese as a foreign language. With the rapid development and immaturity of teaching Chinese as a foreign language, it is only in a marginal position in teaching methods and foreign language teaching research system. Based on linguistic theory, this paper analyzes the causes and functions of code switching in foreign Chinese teachers' classroom teaching by observing the phenomenon of code switching in foreign Chinese teachers' classroom teaching and conducting follow-up interviews with teachers and students after class. The results show that teachers can help students to accept new knowledge more effectively and they highlight the key points and difficulties in class, so teachers play an important role in improving the teaching quality. In addition, the conclusion reflects the actual situation of teaching Chinese as a foreign language to a certain extent, and provides a reference for improving the teaching ability and classroom teaching effect of foreign Chinese teachers.
Research on Anxiety in Classroom Teaching and Training of Students of Teaching Chinese to Speakers of Other Languages
