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İkinci Yabancı Dil Olarak İngilizce Öğretilen Sınıflarda Kod Değiştirme: Öğretmen ve Öğrenci Perspektifi Örneği

Year 2024, Volume: 2 Issue: 1, 1 - 17, 31.05.2024

Abstract

Bu karma yöntemli çalışma, yabancı dil olarak İngilizce (EFL) öğretilen sınıflarda öğretmenlerin ve öğrencilerin kod değiştirmeyi kullanma algılarını keşfetmeyi amaçlamıştır. Katılımcılar, Türkiye'deki bir vakıf üniversitesinin İngilizce Hazırlık programında kolayda örnekleme tekniği kullanarak belirlenmiş 138 öğrenci ve 6 öğretmenden oluşmaktadır. Öğrencilerin algılarının cinsiyetlerine, yaşlarına veya İngilizce yeterlilik seviyelerine göre farklılık gösterip göstermediği de araştırılmıştır. Katılımcı öğretmenlere ve öğrencilere açık uçlu sorular ve 5’li Likert ölçeğinden oluşan iki ayrı anket uygulanmıştır. Bulgular, İngilizce öğretmenlerinin ve öğrencilerinin kod değiştirme kullanımını olumlu algıladıklarını ortaya koymuştur. Ayrıca, öğrencilerin cinsiyet veya yaşlarının kod değiştirmeyi kullanma algıları üzerinde anlamlı bir etkisi bulunmamıştır; ancak İngilizce yeterlilik düzeyinin istatistiksel olarak anlamlı farklılıklara neden olduğu görülmüştür. Çıkarımların, yükseköğrenim bağlamında istihdam edilen araştırmacılara, yöneticilere, öğretmenlere ve öğrencilere potansiyel faydası bulunmaktadır.

References

  • Ahmad, B. H., & Jusoff, K. (2009). Teachers’ code-Switching in classroom instructions for low English proficient learners. English Language Teaching, 2(2), 49-55. Retrieved from https://doi.org/10.5539/elt.v2n2p49
  • Alenezi, A. (2010). Students’ language attitude towards using code-switching as a medium of instruction in the college of health sciences: An exploratory study. Annual Review of Education, Communication and Language Sciences, 7, 1-22.
  • Asghar, A., Abusaeedi, R., & Jafarian, M. (2016). Observing students’ attitudes towards teachers’ code-switching in EFL classes. Does gender have any impact?. International Journal for 21st Century Education 3(1), 69-75. Retrieved from http://hdl.handle.net/10396/175047
  • Atkinson, D. (1993). Teaching in the target language: A problem in the current orthodoxy. Language Learning Journal, 8, 2-5.
  • Auerbach, E.R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27, 9-32. Bilgin, G. P., & Rahimi, A. (2014). EFL teachers’ attitude toward code switching: A Turkish setting. International Journal of Linguistics, 5(5). https://doi.org/10.5296/ijl.v5i5.4043
  • Cole, S. (1998). The use of L1 in communicative English classrooms. Language Teacher-Kyoto-JALT, 22, 11-14. Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches. 4th ed. Thousand Oaks, California, SAGE Publications.
  • Dendup, P. (2020). Code-Switching in the classroom: The perspectives of Bhutanese teachers. International Journal of Linguistics and Translation Studies, 1(3), 47-57.
  • Dewaele, J. M., & Wei, L. (2014). Attitudes towards code-switching among adult mono- and multilingual language users. Journal of Multilingual and Multicultural Development, 35(3), 235-251, Doi: 10.1080/01434632.2013.859687
  • Garrett, P. (2010). Attitudes to Language. Cambridge University Press.
  • Goodman, D. (2006). Language study in teacher education: Exploring the language in language arts. Language Arts, 84(2), 145-156.
  • 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 & Ensino, 10(2), 371-393.
  • Gulzar, M. A. (2010). Code-switching: Awareness about its utility in bilingual classrooms. Bulletin of Education and Research, 32(2), 23-44.
  • Haman, E., Wodniecka, Z., Marecka, M., Szewczyk, J., Białecka-Pikul, M., Otwinowska, A., Mieszkowska, K., Łuniewska, M., Kołak, J., Miękisz, A., Kacprzak, A., Banasik, N., & Foryś-Nogala, M. (2017). How does L1 and L2 exposure impact L1 performance in bilingual children? Evidence from Polish-English migrants to the United Kingdom. Frontiers in psychology, 8, 1444. Retrieved from https://doi.org/10.3389/fpsyg.2017.01444
  • Hussein, R. F. (1999). Code-alteration among Arab college students. World Englishes, 18(2), 281-289. Retrieved from https://doi.org/10.1111/1467-971X.00141
  • Jingxia, L. (2010). Teachers' code-switching to the L1 in EFL Classroom. The Open Applied Linguistics Journal, 3, 10-23. Retrieved from https://doi.org/10.2174/1874913501003010010
  • Johansson, S. (2014). Code-switching in the English classroom : What teachers do and what their students wish they did [Doctoral Dissertation, Karlstad University]. Open access in DiVA http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31059
  • Karakaya, M., & Dikilitaş, K. (2020). Perceptions of the students and the teachers towards the use of code switching in EFL classrooms. The Literacy Trek, 6(1), 40-73.
  • Kumar, T., Nukapangu, V., Hassan, A., (2021). Effectiveness of code-switching in language classroom in India at primary level: A case of L2 teachers’ perspectives. Pegem Journal of Education and Instruction, 11(4), 379-385. Doi: 10.47750/pegegog.11.04.37
  • Momenian, M., & Samar, R. G. (2011). Functions of code-switching among Iranian advanced and elementary teachers and students. Educational Research and Reviews, 6(13), 769-777.
  • Nordin, N. M., Ali, F. D. R., Zubir, S. I. S. S., & Sadjirin, R. (2013). ESL learners’ reactions towards code switching in classroom settings. Procedia - Social and Behavioral Sciences, 90, 478-487. Retrieved from https://doi.org/10.1016/j.sbspro.2013.07.117
  • Ovando, C. J., Collier, V. P., & Combs, M.C. (2003). Bilingual and ESL classrooms. Boston: McGraw-Hill. Schmitt, N., & McCarthy, M. (1997). Vocabulary: Description, Acquisition and Pedagogy. Cambridge University Press.
  • Schweers, C. (1999). Using L1 in the L2 Classroom. English Teaching Forum, 37, 6-13.
  • Sert, O. (2005). The functions of code switching in ELT classrooms. The Internet TESL Journal, 11(8). Retrieved from http://www.iteslj.org/Articles/Sert-CodeSwitching.html.
  • Shartiely, N. E. (2013). Discourse strategies of lecturers in higher education classroom interaction: a case at the University Dar Es Salaam, Tanzania [Doctoral dissertation, Stellenbosch University]. http://hdl.handle.net/10019.1/80189
  • Weschler, R. (1997). Uses of Japanese in the English classroom: Introducing the Functional-Translation Method.

Code-Switching in the EFL Classroom: A Case of Teacher and Learner Perspective

Year 2024, Volume: 2 Issue: 1, 1 - 17, 31.05.2024

Abstract

This mixed-method study aimed to explore teachers’ and learners’ perceptions of using code-switching in the English as a Foreign Language (EFL) classroom. The participants consisted of a convenience sample of 138 learners and 6 teachers from the preparatory program of a foundation university in Turkey. Whether learners’ perceptions differed by their gender, age or proficiency level was also investigated. Two questionnaires in the form of a 5-point Likert-scale with several open-ended items were administered to the participating teachers and learners. Findings revealed that EFL teachers and learners perceived the use of code-switching positively. Furthermore, learners’ gender or age had no significant effect on their perceptions of using code-switching; however, proficiency level caused statistically significant differences. Implications may potentially benefit researchers, administrators, teachers and learners employed in the context of higher education.

References

  • Ahmad, B. H., & Jusoff, K. (2009). Teachers’ code-Switching in classroom instructions for low English proficient learners. English Language Teaching, 2(2), 49-55. Retrieved from https://doi.org/10.5539/elt.v2n2p49
  • Alenezi, A. (2010). Students’ language attitude towards using code-switching as a medium of instruction in the college of health sciences: An exploratory study. Annual Review of Education, Communication and Language Sciences, 7, 1-22.
  • Asghar, A., Abusaeedi, R., & Jafarian, M. (2016). Observing students’ attitudes towards teachers’ code-switching in EFL classes. Does gender have any impact?. International Journal for 21st Century Education 3(1), 69-75. Retrieved from http://hdl.handle.net/10396/175047
  • Atkinson, D. (1993). Teaching in the target language: A problem in the current orthodoxy. Language Learning Journal, 8, 2-5.
  • Auerbach, E.R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27, 9-32. Bilgin, G. P., & Rahimi, A. (2014). EFL teachers’ attitude toward code switching: A Turkish setting. International Journal of Linguistics, 5(5). https://doi.org/10.5296/ijl.v5i5.4043
  • Cole, S. (1998). The use of L1 in communicative English classrooms. Language Teacher-Kyoto-JALT, 22, 11-14. Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches. 4th ed. Thousand Oaks, California, SAGE Publications.
  • Dendup, P. (2020). Code-Switching in the classroom: The perspectives of Bhutanese teachers. International Journal of Linguistics and Translation Studies, 1(3), 47-57.
  • Dewaele, J. M., & Wei, L. (2014). Attitudes towards code-switching among adult mono- and multilingual language users. Journal of Multilingual and Multicultural Development, 35(3), 235-251, Doi: 10.1080/01434632.2013.859687
  • Garrett, P. (2010). Attitudes to Language. Cambridge University Press.
  • Goodman, D. (2006). Language study in teacher education: Exploring the language in language arts. Language Arts, 84(2), 145-156.
  • 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 & Ensino, 10(2), 371-393.
  • Gulzar, M. A. (2010). Code-switching: Awareness about its utility in bilingual classrooms. Bulletin of Education and Research, 32(2), 23-44.
  • Haman, E., Wodniecka, Z., Marecka, M., Szewczyk, J., Białecka-Pikul, M., Otwinowska, A., Mieszkowska, K., Łuniewska, M., Kołak, J., Miękisz, A., Kacprzak, A., Banasik, N., & Foryś-Nogala, M. (2017). How does L1 and L2 exposure impact L1 performance in bilingual children? Evidence from Polish-English migrants to the United Kingdom. Frontiers in psychology, 8, 1444. Retrieved from https://doi.org/10.3389/fpsyg.2017.01444
  • Hussein, R. F. (1999). Code-alteration among Arab college students. World Englishes, 18(2), 281-289. Retrieved from https://doi.org/10.1111/1467-971X.00141
  • Jingxia, L. (2010). Teachers' code-switching to the L1 in EFL Classroom. The Open Applied Linguistics Journal, 3, 10-23. Retrieved from https://doi.org/10.2174/1874913501003010010
  • Johansson, S. (2014). Code-switching in the English classroom : What teachers do and what their students wish they did [Doctoral Dissertation, Karlstad University]. Open access in DiVA http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31059
  • Karakaya, M., & Dikilitaş, K. (2020). Perceptions of the students and the teachers towards the use of code switching in EFL classrooms. The Literacy Trek, 6(1), 40-73.
  • Kumar, T., Nukapangu, V., Hassan, A., (2021). Effectiveness of code-switching in language classroom in India at primary level: A case of L2 teachers’ perspectives. Pegem Journal of Education and Instruction, 11(4), 379-385. Doi: 10.47750/pegegog.11.04.37
  • Momenian, M., & Samar, R. G. (2011). Functions of code-switching among Iranian advanced and elementary teachers and students. Educational Research and Reviews, 6(13), 769-777.
  • Nordin, N. M., Ali, F. D. R., Zubir, S. I. S. S., & Sadjirin, R. (2013). ESL learners’ reactions towards code switching in classroom settings. Procedia - Social and Behavioral Sciences, 90, 478-487. Retrieved from https://doi.org/10.1016/j.sbspro.2013.07.117
  • Ovando, C. J., Collier, V. P., & Combs, M.C. (2003). Bilingual and ESL classrooms. Boston: McGraw-Hill. Schmitt, N., & McCarthy, M. (1997). Vocabulary: Description, Acquisition and Pedagogy. Cambridge University Press.
  • Schweers, C. (1999). Using L1 in the L2 Classroom. English Teaching Forum, 37, 6-13.
  • Sert, O. (2005). The functions of code switching in ELT classrooms. The Internet TESL Journal, 11(8). Retrieved from http://www.iteslj.org/Articles/Sert-CodeSwitching.html.
  • Shartiely, N. E. (2013). Discourse strategies of lecturers in higher education classroom interaction: a case at the University Dar Es Salaam, Tanzania [Doctoral dissertation, Stellenbosch University]. http://hdl.handle.net/10019.1/80189
  • Weschler, R. (1997). Uses of Japanese in the English classroom: Introducing the Functional-Translation Method.
There are 25 citations in total.

Details

Primary Language English
Subjects Language Studies (Other)
Journal Section Research Articles
Authors

Kübra Erdem 0000-0002-4111-2469

Early Pub Date May 21, 2024
Publication Date May 31, 2024
Submission Date November 29, 2023
Acceptance Date January 17, 2024
Published in Issue Year 2024 Volume: 2 Issue: 1

Cite

APA Erdem, K. (2024). Code-Switching in the EFL Classroom: A Case of Teacher and Learner Perspective. Journal of English Language, 2(1), 1-17.