The Impact of Code-Switching on Bilingual EFL Learners’ Reading Comprehension
محورهای موضوعی : language teaching
پریسا یگانه پور
1
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
Zohreh Seifoori
2
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
کلید واژه: reading comprehension, EFL learners, Bilinguals, Code-Switching,
چکیده مقاله :
This study sought to investigate the probable effects of code-switching (CS) on Iranian bilingual English learners' reading comprehension. In this study, two intact classes of freshmen, taking the four-credit Reading and Comprehension Course 1, comprising a total of 70 participants, with 35 in each class, were randomly assigned as the experimental and the control groups after their initial homogeneity in reading comprehension was assessed via the reading section of the Preliminary English Test (PET). In the experimental group, the participants were allowed to switch codes during the twenty-hour-treatment that extended over five weeks. The participants in the control group, however, were required to rely exclusively on English as the language of communication and instruction with no CS. The independent samples t-test of the post test scores, administered at the end of the treatment, revealed significant differences in the reading comprehension of the two groups. The experimental CS group outperformed the control group. Since variables such as proficiency, teaching materials, and teach methodology, were kept constant in both classes, CS might be regarded as one of the probable causes of different levels of achievement in reading comprehension in both groups. Cautious use of CS to promote different aspects of the learning process will be discussed in the paper.
این پژوهش با هدف بررسی تاثیر کدگردانی بر خواندن و درک مفاهیم زبان آموزان ایرانی دوزبانه انجام گرفت. 70 دانشجوی سال اول کارشناسی انگلیسی در دو کلاس 35 نفره خواندن و درک مفاهیم 1 در این تحقیق شرکت کردند.همگنی اولیه گروهها با انجام آزمون استاندارد خواندن مورد سنجش قرار گرفت و سپس گروهها صورت تصادفی به عنوان گروههای شاهد و تحقیق تعیین شدند. در دوره آموزشی 20 ساعته که پنج هفته به طول انجامید به آزمودنی های گروه تحقیق اجازه داده شد تا برای درک بهتر مفاهیم از کدگردانی استفاده کنند در صورتیکه درگروه کنترل کلیه ارتباطات به زبان انگلیسی و بدون کدگردانی برقرار می شد. تحلیل نتایج پس آزمون خواندن و درک مفاهیم گروهها نشانگر تفاوت معنادار نمرات میانگین آنها و پیشرفت بیشتر گروه تحقیق یا کدگردان ها نسبت به گروه شاهد بود. از آنجا که متغیرهای دیگر مانند سطح دانش زبانی، مطالب آموزشی، و معلم در هر دو کلاس یکسان بود می توان کدگردانی را به عنوانی یکی از عوامل احتمالی بهبود مهارت خواندن و درک مفاهیم گروه تحقیق تلقی کرد. کاربرد محتاطانه کدگردانی با هدف ارتقاء جنبه هایی از فرآیند آموزش مورد بحث قرار خواهد گرفت.
Aitchinson, J, (1991) Language change: Progress or decay? Cambridge: CUP.
Atkinson, D., (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247.
Atkinson, D. (1993). Teaching monolingual classes. Harlow: Longman.
Auer, P. (1998). Code-switching in conversation: Language, interaction and identity.London: Routledge.
Auer, P. (991). The pragmatics of code-switching. Cambridge: Cambridge University Press.
Bonvillain, N., (1993). Language.New York; Holt.
Cook, V. (2001). Using the first language in the classroom.The Canadian Modern LanguageReview, 57(3), 402-423.
Deller, S., &Ronvolucric, M. (2002).Using the mother tongue: Making the most of thelearner’s language. London: Delta Publishing.
Duran, L. (1994). Toward a better understanding of code-switching, and interlanguageinbilinguality: Implications for bilingual instruction. The Journal of Educational Issues ofLanguage Minority Students, 14, 69-88. Retrieved December 2013 from
http://www.ncbe.gwu.edu/miscpobes/jeilms/.
Ferrer, V. (2005). The use of the mother tongue in the classroom: Cross-linguisticcomparisons, noticing and explicit knowledge. Retrieved December 13, 2013 from
Flyman, A, (1997).Communication strategies in French as a foreign language.WorkingPapers: Department of Linguistics, 46, 57-75. Retrieved December 13, 2013 from
Flyman, A., &Burenhult, N. (1999).Code-switching in second language teaching of French.Working Papers: Department of Linguistics, 47, 59-72. Retrieved December 13, 2013from
http://www.luur.lub.lu.se/luur:func=downloadFile&fileOld=624446.
Grosjean, F. (1982).Life with two languages.An introduction to bilingualism. Cambridge, Mass: Harvard University Press.
Huerta-Macias, A. (1983). Child bilingualism: To switch or not to switch? New York: Teachers’ College Press.
Jones, M. (1995).Code switching in the classroom: Two decades of research. In L. Milroy, & P. Muysken, (Eds.). One speaker, two languages: Cross disciplinaryperspectives on code-switching (pp. 1-14). Cambridge: Cambridge University Press.
Juarez, C. R., &Oxbrow, G. (2007). L1 in the EL classroom: More a help than a hindrance? ParataLinguarum 9, enero 2008. Retrieved November 2, 2013 from
http://www.ugr.es/portalin/articulos/PL_numero9/7%20Carolina.pdf.
Krashen, S., (1985).The input hypothesis: Issues and implications. Harlow: Longman.
Kirn, E., & Hartmann, P. (2002).Interaction 2: Reading. North America: NcGraw-HillCompanies.
Macaro, E. (2001). Analyzing student teachers’ code switching in foreign languageclassrooms: Theories and decision making.The Modern Language Journal, 85(4), 531-543.
Polio, C. G., & Duff, A. (1994). Teachers’ language use in university foreign languageclassroom: A qualitative analysis of English and target language alternation. The Modern Language Journal, 78,(3), 313-326.
Prodromou, L. (2000). From mother tongue to other tongue.TESOL Greece Newsletter,67, 7-8. Retreived April 9, 2013 from http://www.thracenet.gr/bridges/bridges5/
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Romaine, S. (1995).Bilingualism. Oxford: Blackwell.
Rubin, J., (1968). National bilingualism in Paraguay. New Haven, CT: Yale University.
Simon, D. (2001). Towards a new understanding of code switching in the foreign languageclassroom.In R. Jacobson, (Ed.).Code switching worldwide (pp. 311-342). Berlin: Mouton de Gruyter.
Wong, J. (2000). Don’t lose your accent! American students and their foreign born non-native-speaker college instructors.Intercultural communication studies, 11(1).
