Code-switching is commonly viewed with suspicion in EFL classes. The present article is to investigate and show the teachers and students' attitudes to code-switching (CS) used by teachers in EFL classes in China. A four-section 20-item questionnaire was developed and distributed to the students and teachers. The data from the questionnaire were tabulated, and frequencies and percentages were conducted by SPSS program. The results display that students have the similar opinions with the teachers in most of question items. This consistency suggests that teachers and students have a similar positive attitude to teachers' code-switching in EFL classroom. However there are some discrepancies in attitudes between the two samples in some question items. These discrepancies suggest that the use of code-switching in EFL classroom should be adapting to the practical teaching.

Recently, a regional newspaper agency in Mainland China reported on the Chinese celebrity Angelababy by using her English name (Net Ease Entertainment, 2016). A reader complained about this, suggesting that Angelababy's Chinese name needs to be in the report as well. The reader's comment and the name Angelababy went viral on many online news outlets, and comments were posted about the problems associated with such an English name from a large number of Chinese netizens.

This paper analyses the structure patterns of code-switching quantitatively and qualitatively based on EFL classroom discourse. Through the detailed analysis, the paper finds that there are different structure patterns in which teachers often switch their codes in English classroom. These structure patterns are reflected in different language levels: words and phrases level, clausal and sentence level. The functions of code-switching are determined by those structure patterns that teachers will choose for different purposes in the process of teaching.

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