Code Switching in EFL Classroom Discourse: Teachers’ Function, Learners’ Voice, and Language Choice | ||
| Journal of Studies in Language Learning and Teaching | ||
| دوره 1، شماره 2، مهر 2024، صفحه 227-249 اصل مقاله (712.73 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22034/jsllt.2024.21390.1036 | ||
| نویسندگان | ||
| Mehrdad Amiri* 1؛ Saeedeh Abdollahi Saryazdi2 | ||
| 1Department of English Language Teaching, Farhangian University, Tehran, Iran | ||
| 2M. A. in TEFL, Khatam University, Tehran, Iran | ||
| چکیده | ||
| Employing code switching as an instructional medium in the foreign language classroom has proved to be controversial. Moreover, learners’ voice and implementing learners’ power in the classroom context can be pursued in English as a foreign language (EFL) classroom code switching. The goal of the current study was to examine how language choice and code-switching by instructors and students function in EFL classroom conversations. To do so, a qualitative study was designed, and the data were collected by means of in-depth live observations of four classes encompassing 50 intermediate-level EFL learners and interviews with EFL teachers of the aforementioned classes, as well as 600 minutes of the classroom interactions recorded in the observed sessions. Based on the descriptive and empirical methods used to analyze the data, code switching was widely used in intermediate EFL classrooms. The learners also used code switching to satisfy their immediate needs pertaining to facilitated learning. Finally, the teachers used code switching as a facilitating factor to enhance their learners’ understanding of pragmatic and socio-cultural aspects of the English language. Furthermore, the inter-sentential form of code switching was the most common one among the students followed by intra-sentential code switching and tag-switching. Different functions of code switching were also identified, and the learners’ errors were specified as the trigger to this phenomenon. These errors were analyzed and proved to be of pragmatic, semantic, and structural types, with the first one taking priority over the other two. The findings of the present study can help develop the interlanguage research, especially on bilingual and multilingual grounds. Both linguists and applied linguists can use the study findings in the future research on L2 classrooms. Moreover, EFL teachers and leaners can benefit from the study findings in their language choice in the L2 classroom for more clarified communication. | ||
| کلیدواژهها | ||
| EFL classroom discourse؛ Language choice؛ Language switching؛ Learners’ voice؛ Teachers’ functions | ||
| عنوان مقاله [English] | ||
| رمز گردانی در گفتمان کلاسی درس زبان انگلیسی به عنوان یک زبان خارجی: نقش معلمان، نظرات زبان آموزان، و زبان انتخابی | ||
| نویسندگان [English] | ||
| مهرداد امیری1؛ سعیده عبدالهی سر یزدی2 | ||
| 1گروه آموزش زبان انگیسی، دانشگاه فرهنگیان، تهران، ایران | ||
| 2کارشناس ارشد آموزش زبان انگلیسی ، دانشگاه خاتم | ||
| چکیده [English] | ||
| استفاده از رمز گردانی به عنوان یک رسانه آموزشی در آموزش زبان خارجی بحث برانگیز است. علاوه بر این، نظرات فراگیران و خواستههای آنها در اعمال قدرت درکلاس درس را میتوان به واسطه بررسی رمز گردانی کلاس زبان خارجی دنبال کرد. هدف پژوهش حاضر بررسی نحوه عملکرد انتخاب زبان و رمز گردانی توسط معلمان و زبان آموزان در کلاس مکالمه زبان انگلیسی بوده است. بدین منظور، پژوهشی کیفی طراحی و داده ها با استفاده از مشاهده دقیق چهار کلاس شامل 50 زبان آموز سطح متوسط زبان انگلیسی و مصاحبه با اساتید زبان انگلیسی کلاس های فوق و همچنین 10 ساعت (600 دقیقه) داده ظبط شده جمع آوری شد. تعاملات بین فراگیران و معلمان در کلاس های درس در جلسات مشاهده شده، ثبت و ظبط شد و با توجه به نتایج روشهای توصیفی تجزیه و تحلیل دادهها،ی توان گفت که رمز گردانی به طور گسترده در کلاسهای زبان انگلیسی سطح متوسط مورد استفاده قرار میگیرد. فراگیران، همچنین از رمز گردانی برای برطرف کردن نیازهای فوری خود در تسهیل یادگیری استفاده می کنند. در نهایت، معلمان از رمز گردانی به عنوان یک عامل تسهیل کننده برای افزایش درک زبان آموزان خود از جنبه های کاربردی و اجتماعی-فرهنگی زبان انگلیسی بهره می جویند. علاوه بر این، رمز گردانی بین جمله ای، رایج ترین شکل رمز گردانی در بین زبان آموزان بوده و پس از آن به ترتیب رمز گردانی درون جمله ای و رمز گردانی تک واژه ای قرار می گیرند. در این پژوهش کارکردهای مختلف رمز گردانی نیز شناسایی شدند و خطاهای فراگیران به عنوان محرک این پدیده مشخص شد. این خطاها تجزیه و تحلیل شدند و ثابت شد که دارای انواع «منظورشناختی»، «معنایی» و «ساختاری» هستند، که با اولویت اولی بر دو مورد دیگرهمراه است. یافته های پژوهش حاضر می تواند توسط مدرسین زبان انگلیسی و پژوهشگران حوزه آموزش زبان و زبان کاوی مورد استفاده قرار بگیرد. | ||
| کلیدواژهها [English] | ||
| انتخاب زبان, رمز گردانی, عملکرد معلمان, گفتمان کلاس درس زبان خارجی, نظرات زبان آموزان | ||
| مراجع | ||
|
Allwright, D. (1988). Observation in The Language Classroom. Longman.
Almelhi, A. M. (2020). Understanding code-switching from a sociolinguistic perspective: A meta-analysis. International Journal of Language and Linguistics, 8(1), 34-45.
Ataş, U. & Sağın-Şimşek, Ç. (2021). Discourse and educational functions of students’ and teachers’ code-switching in EFL classrooms in Turkey. Linguistics and Education, 65, 100981.
Banaruee, H., Farsani, D. & Khatin-Zadeh, O. (2023, April). Culture in English Language Teaching: A curricular evaluation of English textbooks for foreign language learners. Frontiers in Education, 8, 1012786.
Bhatti, A., Shamsudin, S. & Said, S. B. M. (2018). Code-switching: A useful foreign language teaching tool in EFL classrooms. English Language Teaching, 11(6), 93-101.
Blom, J. & Gumperz. J. (1972). Directions in Sociolinguistics: The Ethnography of Communication. Rinehart and Winston.
Botztepe, E. (2003). Issues in code-switching: Competing theories and models. Working papers in TESOL and Applied Linguistics, 3(2), 1-27.
Bran, E. (2015). Using L1 in the classroom: Monolingual and bilingual approaches. Research and Science Today, 10(2), 175-181.
Caballero, N. & Celaya, M. L. (2022). Code-switching by primary school bilingual EFL learners: A study on the effect of proficiency and modality of interaction. International Journal of Bilingual Education and Bilingualism, 25(1), 301-313.
Cancino, M. & Díaz, G. (2020). Exploring the code-switching behaviors of Chilean EFL high school teachers: A function-focused approach. Profile: Issues in Teachers’ Professional Development, 22(2), 115-130.
Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. 2nd ed., Routledge.
Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 57(3), 402-423.
Daneshgar, M. (2023). Bilingualism or multilingualism impact on language skills of graduated students of Iran’s high schools. Language Science, 10(18), 279-308.
David, M. K. (2003). The Pakistani community in Machang, Kelantan: Reasons for language shift. International Journal of the Sociology of Language, 161, 47-53.
Djalilova, Z. (2023). Language learning strategies and their implication for teaching English. Центральноазиатский журнал образования и инноваций, 2(11), 18-22.
Dolea, A. (2018). Public diplomacy as co‐constructed discourses of Engagement. In Johnston, K. A. & Taylor, M. (Eds.), The handbook of communication engagement (pp. 331-345).
Edmonson, W. (2004). Code-switching and world-switching in foreign language classroom discourse. In House, J.& Rehbain, J. (Eds.), Multilingual communication (pp.155-178), John Benjamins Publishing Company.
Ellis, R. (2008). The study of second language acquisition. 2nd ed., Oxford University Press.
Greggio, S. & Gil, G. (2007). Teacher’s and learners’ use of code switching in the English as a foreign language classroom: A qualitative study. Linguagem & Ensivo, 10(2), 371-393.
Grosjean, F. (1982). Life with two Languages: An introduction to bilingualism. Harvard University Press.
Gumperz, J. J. (1982). Conversational Code-Switching in Discourse Strategies.
Gundarina, O. & Simpson, J. (2022). A monolingual approach in an English primary school: practices and implications. Language and Education, 36(6), 523-543.
Heller, M. (ed.) 1988. Code Switching. Anthropological and Sociolinguistic Perspectives. Mouton de Gruyter.
Hiver, P., Al-Hoorie, A. H., Vitta, J. P. & Wu, J. (2024). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research, 28(1), 201-230.
Hu, Y., Afzaal, M. & Alfadda, H. (2022). The perceptions of international learners toward teacher code-switching in the elementary and intermediate Chinese foreign language classrooms. Frontiers in Psychology, 13, 22-36.
Hymes, D. (Ed.). (2001). Foundations in Sociolinguistics: An Ethnographic Approach. Psychology Press.
Jehma, H. (2022). Virtual versus physical code-Switching in English language classrooms. International Journal of Emerging Technologies in Learning, 17(21), 52-63.
Kley, K. (2021). Intersubjectivity in co-constructed test Discourse: What is the role of L2 speaking ability? In Czerwionka, L. Showstack, R. & Liskin-Gasparro J. (Eds.), Contexts of co-constructed discourse (pp. 183-208), Routledge.
Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Pergamon.
Kroskrity, P. V. (2000). Language ideologies in the expression and representation of Arizona. Applied Linguistics, 24, 143-152.
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. 2nd ed., Oxford University Press.
Maftoon, P. & Amjadiparvar, A. (2022). Teachers’ code-switching in EFL classes in Iran. Journal of Linguistic Studies Theory and Practice, 1(1), 15-31.
Mahmoudi, L. (2011). The use of Persian in the EFL classroom. The case of English teaching and learning at pre-university level in Iran. English Language Teaching, 4(1), 123-142.
Malik, L. (1994). Sociolinguistics: A Study of Code Switching. Anmol.
Mazlum, F. (2024). When to start teaching English? A comparative study of English language policymaking in Iran and Asian nations. Iranian Journal of Comparative Education, 6(4), 2783-2804.
Merrit, M., Cleghorn, A., Abagi, J. & Bunyi, G. (1992). Socializing multilingualism: Determinants of code-switching in Kenyan primary classrooms. In Eastman, C. (Ed.), Code switching (pp.103-124), Multilingual Matters.
Meyer, H. (2008). The pedagogical implications of L1 use in the L2 classroom. Maebashi Kyoai Gakuen College Ronsyu, 8, 147-159.
Mohamed, M., Razak, N. A. & Wahi, W. (2023). Peer-and self-assessment in primary school english language classrooms. World Journal of English Language, 13(7), 243-252.
Myles, J. (2002). Second language writing and research: The writing process and error analysis in student texts. TESL-EJ, 6(2), 1-20.
Nation, P. (2003). The role of the first language in foreign language learning. The Asian EFL Journal, 5(2), 111-123.
Paragae, I. P. N. S. (2023). Innovative teaching strategies in teaching English as a foreign language. English Teaching and Linguistics Journal (ETLiJ), 4(1), 1-9.
Pintado Gutiérrez, L. (2021). Translation in language teaching, pedagogical translation, and code-switching: Restructuring the boundaries. The Language Learning Journal, 49(2), 219-239.
Poplack, S. (1980). Sometimes I’ll start a sentence in Spanish. Toward a typology of code-switching. Linguistics, 18(7/8), 581-618.
Puspawati, I. (2018). Teachers’ use of code switching in EFL classroom and its functions. Journal of Foreign Language Teaching and Learning, 3(1), 42-51.
Ramírez Balderas, I. & Guillén Cuamatzi, P. M. (2018). Self and peer correction to improve college students’ writing skills. Profile Issues in Teachers Professional Development, 20(2), 179-194.
Romaine, S. (1995). Bilingualism. 2nd ed., Blackwell.
Sanei, T. (2022). Globalization, linguistic markets, and nuanced identity performances: Farsi-English code-switching in Iran. International Multilingual Research Journal, 16(2), 163-180.
Shokirovna, D. S. (2023). Difficulties in teaching English as a foreign language. American Journal of Language, Literacy and Learning in STEM Education (2993-2769), 1(9), 136-140.
Suliman, W. (2024). Using self-and peer-correction to enhance college students’ writing ability. Journal of the Nordic Academy of Wisdom, 2(12), 170-186.
Temesgen, A. & Hailu, E. (2022). Teachers’ code-switching in EFL classrooms: Functions and motivations. Cogent Education, 9(1), 2124039.
Toufaha, S. (2024). The Effect of Automated Error Corrective Feedback on The Improvement of EFL Learners’ Writing and Autonomy. Doctoral dissertation, University Kasdi Merbah Ouargla.
Van Ha, X. & Murray, J. C. (2021). The impact of a professional development program on EFL teachers’ beliefs about corrective feedback. System, 96, 102405.
Wei, L. & Milroy, L. (1995). Conversational code-switching in a Chinese community in Britain: A sequential analysis. Journal of Pragmatics, 23(3), 281-299.
Yletyinen, H. (2004). The Functions of Code Switching in EFL Classroom Discourse. Unpublished master’s thesis, University of Jyvaskyla. | ||
|
آمار تعداد مشاهده مقاله: 5,020 تعداد دریافت فایل اصل مقاله: 724 |
||