Teachers and Students Code-Switching: The Inevitable Evil in EFL Classrooms
Teachers and Students Code-Switching: The Inevitable Evil in EFL Classrooms
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师生语码转换：英语课堂中不可避免的弊端
DOI：
10.26803/ijlter.19.2.5
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Ahmad S. Haider
中科院分区：
文献类型：
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作者：
R. Hussein;Hadeel Saed;Ahmad S. Haider
语码转换主要在各种社会文化背景下进行研究，特别是在外语和第二语言环境中。无论是在教师发起的活动中还是在师生互动中，大多数语码转换的例子似乎表明，这些互动反映了一种复杂的语言使用，并服务于各种教学目的。本研究旨在了解约旦高中英语教师和学生中语码转换的主要功能和作用。为此，课堂观察和问卷调查被用作工具。两名英语教师定期观察，并采取了为期四周的代码转换行为的笔记，检查，分类，最后分析。对约旦两所中学的330名学生进行了问卷调查。学生们被要求填写一份Likert类型的问卷。课堂观察结果表明，教师语码转换的原因包括情感功能、指示和语言能力等。问卷调查显示，学生语码转换的目的主要是为了保持人际关系，避免冲突和误解。本研究最后建议教师应提高学生在非语言领域的英语语言技能，如情感和人际关系。https://doi.org/10.26803/ijlter.19.2.5
Code-switching has been primarily investigated in a variety of sociocultural contexts, especially in foreign and second language settings. The majority of code-switching instances, whether in teacher-initiated activities or teacher-student interaction, seem to suggest that these interactions reflect a sophisticated language use and serve a variety of pedagogical purposes. This study aims to find out the main functions and roles of code-switching among EFL high school teachers and students in Jordan. For this purpose, classroom observation and a questionnaire were used as instruments. Two EFL teachers were regularly observed, and notes of their code-switching behaviour over four weeks were taken, examined, classified, and finally analysed. A questionnaire was used for 330 students from two secondary schools in Jordan. The students were asked to fill in a Likert-type questionnaire. From the classroom observation, the results showed that teachers code-switch for several reasons including affective function, giving instructions and directions, and linguistic incompetence. The questionnaire administered to students showed that students code-switch for non-linguistuc purposes such as maintaining rapport and interpersonal relationships as well as keeping the line of communication without interruption to avoid any sort of conflict or misunderstanding. This study concludes by recommending that teachers should improve students’ English language skills in non-linguistic domains such as the affective and interpersonal ones. https://doi.org/10.26803/ijlter.19.2.5