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Jouibar, Bahareh, Hadian, Bahram, Vaez Dalili, Mehdi. (1401). The Effect of Code-switching on EFL Learners’ Speaking Accuracy, Fluency, and Complexity. جلوه هنر, 6(2), 65-80. doi: 10.22051/lghor.2021.34089.1407
Bahareh Jouibar; Bahram Hadian; Mehdi Vaez Dalili. "The Effect of Code-switching on EFL Learners’ Speaking Accuracy, Fluency, and Complexity". جلوه هنر, 6, 2, 1401, 65-80. doi: 10.22051/lghor.2021.34089.1407
Jouibar, Bahareh, Hadian, Bahram, Vaez Dalili, Mehdi. (1401). 'The Effect of Code-switching on EFL Learners’ Speaking Accuracy, Fluency, and Complexity', جلوه هنر, 6(2), pp. 65-80. doi: 10.22051/lghor.2021.34089.1407
Jouibar, Bahareh, Hadian, Bahram, Vaez Dalili, Mehdi. The Effect of Code-switching on EFL Learners’ Speaking Accuracy, Fluency, and Complexity. جلوه هنر, 1401; 6(2): 65-80. doi: 10.22051/lghor.2021.34089.1407

The Effect of Code-switching on EFL Learners’ Speaking Accuracy, Fluency, and Complexity

Journal of Language Horizons
مقاله 4، دوره 6، شماره 2 - شماره پیاپی 12، آبان 2022، صفحه 65-80    اصل مقاله (376.69 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2021.34089.1407
نویسندگان
Bahareh Jouibar1؛ Bahram Hadian* 2؛ Mehdi Vaez Dalili3
1PhD student in English Department, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran
2Assistant Professor of English Language Department, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran
3Assistant Professor of English Language Department, Isfahan Branch (Khorasgan), Islamic Azad University,
چکیده
This study aimed to investigate the extent to which L2 learners' use of L1 improves their speaking ability. Employing a quasi-experimental research design, the researchers studied the effect of learner code-switching on their speaking accuracy, fluency, and complexity scores. The participants of this study were 117 lower-intermediate students receiving English instruction in eight intact classes in different branches of a private institute. These classes were assigned to two +code-switching and –code-switching treatments randomly. While the participants in the +code-switching group could use Farsi for at most 30 seconds in each activity, those in the –code-switching group were not allowed to switch to their mother tongue. The findings of this study showed that there were no significant differences between the students’ speaking ability in terms of fluency and accuracy across the two groups. The complexity scores of the +code-switching group, however, was significantly higher than those in the –code-switching group. The results also showed a significant improvement in the speaking of the students in both groups. Based on the results, it can be said that that the use of controlled amounts of learner code-switching could be useful when complexity is the focus of an activity. Furthermore, no sign of detrimental effect of learner code-switching was traced in our study.
کلیدواژه‌ها
code-switching؛ speaking؛ accuracy؛ fluency؛ complexity
عنوان مقاله [English]
تأثیر رمزگردانی بر صحت، روانی، و پیچیدگی گفتار فراگیران انگلیسی به عنوان زبان دوم
نویسندگان [English]
بهاره جویبار1؛ بهرام هادیان2؛ مهدی واعظ دلیلی3
1دانشجوی دکتری گروه زبان انگلیسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
2استادیار گروه زبان انگلیسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
3استادیار گروه زبان انگلیسی، واحد اصفهان (خوراسگان)،دانشگاه آزاد اسلامی، اصفهان، ایران
چکیده [English]
این پژوهش بر آن است تا ببیند چه اندازه استفاده از زبان اول توسط فراگیران زبان دوم توانایی گفتاری آن‌ها را بهبود می‌بخشد. با به‌ کارگیری یک طرح پژوهش نیمه-تجربی، پژوهشگران تأثیر رمزگردانی زبان‌آموز را بر نمره‌های صحت، روانی و پیچیدگی گفتاری آن‌ها مورد بررسی قرار دادند. شرکت کنندگان در این پژوهش شامل 117 نفر دانش‌آموز پائین‌تر از سطح متوسط بودند که آموزش انگلیسی را در هشت کلاس در شعبه‌های مختلف یک مؤسسه خصوصی دریافت کردند. کلاس‌ها به صورت تصادفی به دو دسته‌ی ±رمزگردانی تقسیم شدند. در حالی‌که شرکت‌کنندگان در گروه +رمزگردانی می‌توانستد حداکثر به مدت 30 ثانیه از فارسی در هر تمرین استفاده کنند، آن‌هایی که در گروه –رمزگردانی بودند اجازه نداشتند به زبان مادری خود سخن بگویند. یافته‌های این پژوهش نشان داد که تفاوت معناداری در توانایی گفتاری دانشجویان از جنبة روانی کلام و صحت در بین شرکت‌کنندگان دو گروه وجود نداشت. اما نمره‌های پیچیدگی گفتار گروه +رمزگردانی، به طور چشمگیری بالاتر از میانگین گروه –رمزگردانی بود. نتایج همچنین نشان‌دهندة پیشرفت معناداری در گفتار دانش‌آموزان در هر دو گروه بود. بر اساس نتایج می‌توان گفت که میزان کنترل‌شدة رمزگردانی زمانی مفید است که پیچیدگی کانونِ یک فعالیت باشد. افزون بر این، هیچ نشانه‌ای از تأثیر مخرب رمزگردانی زبان‌آموز در بررسی ما یافت نشد.
کلیدواژه‌ها [English]
کلیدواژه: رمزگردانی, گفتار, صحت, روانی, پیچیدگی
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