Teacher’s Code Switching in EFL Undergraduate Classrooms in Libya: Functions and Perceptions
Teacher’s Code Switching in EFL Undergraduate Classrooms in Libya: Functions and Perceptions
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利比亚英语本科课堂教师的代码转换：功能与认知
DOI：
10.1177/2158244019846214
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发表时间：
2019
期刊：
影响因子：
2
通讯作者：
Özge Razı
中科院分区：
文献类型：
--
作者：
Mohamed Adriosh;Özge Razı
在过去的二十年里，人们对语码转换的兴趣越来越大。本民族志探索性研究揭示了利比亚大学英语作为外语（EFL）课堂CS的现状。本研究旨在探讨英语教师如何通过语码转换来促进教与学。来自利比亚三所大学的六名英语教师和他们的学生参加了这项研究。进行了15个小时的课堂观察，并采访了24名学生。结果显示，第一语言（L1），阿拉伯语，偶尔被课堂参与者用于不同的教学和社会功能。这些功能被标记为：澄清，重复，重述和社会化。教师和学生都对使用教师的CS来解决教学和社会问题持积极态度。
There has been an increasing interest in the topic of code switching (CS) for the past two decades. This ethnographic exploratory study uncovers the status quo of classroom CS in English as a Foreign Language (EFL) classrooms in Libyan universities. It aims to investigate how EFL teachers code-switch to facilitate teaching/learning process. Six EFL instructors and their students participated in this study from three universities in Libya. Fifteen hours of classroom observation were carried out and 24 students were interviewed. The results revealed that first language (L1), Arabic, was occasionally used by classroom participants for different pedagogical and social functions. Those functions are labeled as follows: Clarification, Repetition, Recapitulation, and Socialization. Both teachers and students hold positive attitudes toward the use of the teacher’s CS to tackle pedagogical and social issues.