چکیده:
The use of L1 in language classroom has been traditionally
repressed by applied linguists. However, in recent years, it is
believed that switching to L1 can be considered a pedagogical
instrument by teachers rather than a heterodox. Consequently,
this two-phase study was an attempt to investigate the
functions that are fulfilled by EFL teachers through their use
of L1. In the first phase (i.e., theoretical phase), a thorough
analysis of the available literature on teacher codeswitching
was conducted with the aim of developing a typology which
would encompass various functions of teachers’ L1 use. In the
second phase (i.e., empirical phase), in order to test the
construct validity of the typology, data was collected from four
EFL teachers by videorecording an entire session of their
teaching. The instances of codeswitching in their performance
were transcribed and coded in the light of the typology. The
results of data analysis indicated that the typology has external
manifestations in teachers’ instances of codeswitching. It was
also discovered that, among the selected participants, L1 was
mostly used to fulfill pedagogical functions rather than social
ones. Implications of the findings are discussed and
suggestions for further research are provided.
خلاصه ماشینی:
"Taken together, despite the precious attempts made on the functions of language teacher CS, the available literature has some shortcomings; first, in many of the studies the participants have been aware of the focus of the research, a methodological flaw that threatens both internal and external validity of the findings.
e. , social functions), in contrast, has to do with those examples of teacher CS which aim at taking students’ emotional side into account, building rapport with students, disciplining the classroom, or giving instructions on how to perform different activities.
The typology for functions of language teacher CS Functions Subcategory Branch Definition Giving the equivalent Translation of a word of a word in L1 Translation Providing the L1 Translation of an entire meaning of an entire sentence sentence or utterance Giving some peripheral explanation on L2 Comment forms/culture when the primary focus is on communicative activities Making a comparison Contrast between L1 and L2 forms/culture Metalinguistic Providing grammar uses explanations when the Grammar explanation primary focus is on forms rather than meaning Pedagogical (methodological) functions Providing some key learning points (e.
5 The experimental phase In order to answer the second research question and also to put the validity of the developed typology into test, data was gathered from four different classes of EFL teachers with special focus on the instances in which they resorted to L1 (Persian) during their teaching.
Frequency of the use of two main categories and their subcategories Pedagogic Functions Social Functions Managing the Class Metalinguistic Use Communicative Translation Instruction Providing Total Total Use Number 50 49 56 175 4 26 30 Percentage 24."