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This study explores the oral interaction between teachers and their students in university English as a foreign language classrooms in Mainland China with particular focus on teachers' codeswitching behaviours and students' reactions to these behaviours. Codeswitching in foreign or second language classrooms has been the subject of a great deal of research interest from the applied linguistics community in recent years, but patterns of codeswitching in "broadly communicative" classrooms have rarely been studied in great detail nor have students' strategic reactions to codeswitching been directly elicited from learners as a means of gauging the impact of teacher codeswitching. Moreover, there is a clear need to situate the debate about teacher codeswitching in a more rigorous theoretical framework. A case study approach best suited the aims of this research and two teachers were selected in an initial pha e (Phase 1) of the study because they conformed to a number of pedagogical and interaction-related criteria. In the main phase of the study data were elicited through a combination of systematic observation, stimulated recalls and teacher interviews. The codeswitching patterns of the two teachers were analysed both quantitatively and qualitatively. However, much greater emphasis is placed on the qualitative analysis of the codeswitching and students' reactions towards it. The findings show that the amount of codeswitching was relatively low but varied considerably by lesson. Most codeswitching was for medium-oriented lexical explanations. Students' reactions to their teachers' codeswitching varied by individual not by groups. The findings suggest an interesting pattern of variance between the two teachers in terms of their codeswitching behaviours and enrich our understanding of codeswitching in L2 classrooms and provide hypotheses that could be tested with larger samples. The findings also contribute to an understanding of the functions and consequences of codeswitching from the learners' perspective, which may contribute towards major advances in the field and have direct pedagogical implications.

The demand for English for Specific Purposes (ESP) in Vietnam is very great. In Hanoi alone, there are more than 20 universities and colleges in which English Foreign Language (EFL) is taught in the curriculum. Much has been done to improve the task of teaching and learning ESP. Not much work has been done, however, about ESP teachers, their roles, responsibilities and position in the process of learning and teaching. It is inevitable that the teacher plays a decisive part in English learning and teaching. It is therefore the purpose of this study is to explore and investigate the roles and functions of the ESP teacher. This investigation has been carried out through questionnaire, class observation and interviews with teachers. Factors are identified which make ESP teachers successful and effective. The study concludes by suggesting ways in which ESP teachers training in Vietnam could be improved

This mixed method study aims to investigate motivation and attitudes towards English foreign language learning among Swedish upper secondary school students at vocational and preparatory programs. A quantitative questionnaire has been distributed and qualitative interviews have been conducted concerning students’ attitudes, integrative and instrumental motivation regarding English foreign language learning. Sociocultural theory has been applied to analyze the data. The findings reveal that what motivates the participants to learn English is their desires for future studies, employment, travels and global communication. The questionnaire shows that there is no difference between students’ integrative and instrumental motivation, while the interview findings reveal that the students are more instrumentally than integratively motivated. In conclusion, the findings from both studies show that there is no difference in integrative and instrumental motivation among students at the vocational and preparatory programs. Furthermore, the results reveal that students’ motivation and attitudes regarding English are affected by their goals, desires and their surroundings.

This study regards the importance of exposure to English in English education. The study identifies factors of education proven to be effective when learning a language, such as exposure, the pupils’ lives as a platform, repetition, a calm and secure environment, learning connected to physical action and use of pictures and body language to aid verbal language. Lessons were designed in accordance with existing previous research and literature on exposure to the language. The lessons were carried out among first-graders to determine whether they were successful or not. The success was measured through results from a pre-test as well as a post-test which were both followed by interviews with the pupils. The differing results from the pre- and post-tests as well as the interviews with the pupils indicate the lessons are successful as the scores were higher in the post-test and the pupils could identify their own progress.