چکیده:
This study sought to investigate the probable effects of code-switching (CS) on Iranian bilingual English learners' reading comprehension. In this study, two intact classes of freshmen, taking the four-credit Reading and Comprehension Course 1,comprising a total of 70 participants, with 35 in each class, were randomly assigned as the experimental and the control groups after their initial homogeneityin reading comprehension was assessed via the reading section of the PreliminaryEnglish Test (PET). In the experimental group, the participants were allowed to switch codes during the twenty-hour-treatment that extended over five weeks. Theparticipants in the control group, however, were required to rely exclusively onEnglish as the language of communication and instruction with no CS. The independent samples t-test of the post test scores, administered at the end of thetreatment, revealed significant differences in the reading comprehension of the twogroups. The experimental CS group outperformed the control group. Since variables such as proficiency, teaching materials, and teach methodology, were kept constant in both classes, CS might be regarded as one of the probable causes of different levels of achievement in reading comprehension in both groups. Cautious use of CS to promote different aspects of the learning process will be discussed in the paper.
خلاصه ماشینی:
"According to Simon (2001), CS in foreign language classrooms has been typically thought of as a practice to be avoided, if not forbidden at The Impact of Code-Switching on Bilingual EFL Learners’ Reading Comprehension ParisaYeganepoor1, Zohreh Seifoori2* 1,2Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran *corresponding author: seifoori@iaut.
6. 23 Abstract This study sought to investigate the probable effects of code-switching (CS) on Iranian bilingual English learners' reading comprehension.
The role of learners’ mother tongue in EFL classrooms, as well as the use of translation as a language learning and teaching activity, has long been the subject of much controversy and academic debate.
Such negative attitude associated with L1 use is still evident in current learner-centered educational systems in which instructional attempts are made to help learners develop foreign language skills in a supportive communicative learning and teaching context that is characterized with sufficient amount of comprehensible input in the target language (Krashen, 1985).
Flyman (1997) underscored the strategic function of CS that allows foreign language learners with the same mother tongue to switch to their L1 in an attempt to overcome communication problems in classroom learner- learner interactions and comprehension problems when the content is beyond their cognitive resources.
On the other hand, owing to the significant role that language learners can play in the process of learning, their preferences and beliefs might be regarded as the defining factor influencing teachers’ answer to the question of whether to switch codes or not."