چکیده:
This study investigated the impact of code-switching on speaking ability of Iranian low proficiency EFL learners. Moreover, it was an attempt to show what functions existed behind code-switching strategies used by the EFL learners. To this end, 60 male and female Iranian EFL learners age-ranged between 20 and 30 participated in the study. Data collection instruments which were used were the Interchange Objective Placement Test, a pretest, a teaching material, and a posttest. The speech of 60 Iranian EFL learners was recorded while they were performing some picture-description tasks. Then, their speech was transcribed and analyzed. The collected data were subjected to independent-samples t-test. The results indicated the two main functions of code-switching were equivalence and floor-holding. Furthermore, the findings of the t-test demonstrated that code-switching was an effective strategy among low proficiency level EFL learners and it could increase their motivation and interaction in the class discussions. Thus, they can speak in a positive environment and speaking is not an inhibitory factor anymore in their English learning.
خلاصه ماشینی:
com Abstract This study investigated the impact of code-switching on speaking ability of Iranian low proficiency EFL learners.
Furthermore, the findings of the t-test demonstrated that code-switching was an effective strategy among low proficiency level EFL learners and it could increase their motivation and interaction in the class discussions.
On the other hand, Brice and Brice (2000) identified the use of complete sentences, phrases and borrowed words from language other than the primary language as different types of code-switching.
A group of scholars (Burden, 2001; Cole, 1998; Critchley, 1999; Greggio & Gil, 2007; Schweers, 1999; Tang, 2002) have argued that code-switching can be a useful tool in assisting English language teaching and learning process.
Functions of Learners' Code-Switching Goodman & Goodman (1979), in a study on writing in bilingual classrooms, found that students often use language switching in spoken language, but rarely in written language.
In this case, the student makes use of the native equivalent of a certain lexical item in target language and therefore code switches to his/her native tongue.
To explore the impact of code-switching on speaking ability of the experimental and control groups, an independent-samples t-test was run on the data and the results are shown in the following tables.
Considering the studies above, using code-switching strategies is effective particularly in classrooms with students at low level of proficiency.
Teachers’ Code-Switching in Classroom Instructions for Low English Proficiency Learners.
Teacher's and learner's use of code-switching in the EFL classroom: A qualitative study.