| 摘要 | 第1-6页 |
| Abstract | 第6-11页 |
| 1 Introduction | 第11-15页 |
| ·Need for the Study | 第11-14页 |
| ·Research Questions | 第14页 |
| ·Structure of the Thesis | 第14-15页 |
| 2 Literature Review | 第15-29页 |
| ·The Notion of Code and Code-switching | 第15-17页 |
| ·Definitions of Code and Code-switching | 第15-16页 |
| ·Comparison between Code-switching, Code-mixing and Borrowing | 第16-17页 |
| ·Language Attitudes towards L1 and TL | 第17-22页 |
| ·Exclusive Use of Target Language | 第18-19页 |
| ·Appropriate Use of L1 | 第19-22页 |
| ·Empirical Studies on Classroom Code-switching | 第22-25页 |
| ·Theoretical Framework | 第25-29页 |
| ·Transfer of L1 from the Cognitive Views | 第25-26页 |
| ·Krashen’s Input Hypothesis | 第26-29页 |
| 3 Research Methodology | 第29-35页 |
| ·Introduction | 第29页 |
| ·Subjects | 第29-30页 |
| ·Subjects of Classroom Observation | 第29页 |
| ·Subjects of the Experiment | 第29-30页 |
| ·Instruments | 第30-31页 |
| ·Classroom Observation | 第30-31页 |
| ·Experiment | 第31页 |
| ·Procedures | 第31-35页 |
| ·Procedures of Data Collection | 第31-33页 |
| ·Procedures of Data Analysis | 第33-35页 |
| 4 Results and Discussion | 第35-51页 |
| ·Qualitative Results | 第35-43页 |
| ·Current Situation of Classroom Code-switching | 第35-36页 |
| ·The Functions of Classroom Code-switching | 第36-41页 |
| ·Distribution of the Functions of Code-switching | 第41-42页 |
| ·Discussion | 第42-43页 |
| ·Quantitative Results | 第43-51页 |
| ·Comparison of Students’English Proficiency of the Two Groups before the Experiment | 第44-45页 |
| ·Comparison of Classroom Interaction between the Two Groups during the Experiment | 第45-47页 |
| ·Comparison of Students’English Proficiency of the Two Groups after the Experiment | 第47-48页 |
| ·Discussion | 第48-51页 |
| 5 Conclusions | 第51-56页 |
| ·Major Findings | 第51-52页 |
| ·Pedagogical Implications for College English Learning and Teaching | 第52-53页 |
| ·Significance of This Study | 第53-54页 |
| ·Limitations of the Present Study and Suggestions for Further Research | 第54-56页 |
| References | 第56-60页 |
| Acknowledgements | 第60-61页 |
