دانشگاه الزهرا

  اخبار و اعلانات

 آمار

تعداد نشریات25
تعداد شماره‌ها938
تعداد مقالات7,697
تعداد مشاهده مقاله12,622,610
تعداد دریافت فایل اصل مقاله8,985,914
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
مراجع
  1. Afroogh, M. R. (2018). Language-switching, language proficiency and task difficulty: A study on writing performance. International Journal of Linguistics, Literature and Translation, 1(1), 60-65. https://core.ac.uk/download/287360666.pdf
  2. Antón, M., & DiCamilla, F. J. (1999). Socio‐cognitive functions of L1 collaborative interaction in the L2 classroom. The Modern Language Journal, 83(2), 233-247. https://doi.org/10.1111/0026-7902.00018
  3. Atkinson, D. (1993). Teaching in the target language: A problem in the current orthodoxy. Language Learning Journal, 8(1), 2-5. https://doi.org/10.1080/09571739385200261
  4. Auerbach, E. R. (1993). Reexamining English-only in the ESL classroom. TESOL Quarterly, 27(1), 9-32. https://doi.org/10.2307/3586949
  5. Balosa, D. (2006). Three examples of better English learning through the L1. Essential Teacher, 3(1), 28-31.
  6. Bista, K. (2010). Factors of code switching among bilingual English students in the university classroom: A survey. English for Specific Purposes World, 9(29), 1-19. https://eric.ed.gov/?id=ED525827
  7. Bullock, B. E., & Toribio, A. J. E. (2009). The Cambridge handbook of linguistic code-switching. Cambridge University Press.
  8. Butzkamm, W., & Caldwell, J.A.W. (2009). The bilingual reform: A paradigm shift in foreign language teaching. Gunter Narr Verlag.
  9. Caine, R. N., & Caine, G. (1994). Mind/brain learning principles. Making connections: Teaching and the human brain. Addison-Wesley.
  10. Cook, V. (2001). Using the first language in the class-room. Canadian Modern Language Review, 57(3), 402-423. https://doi.org/10.3138/cmlr.57.3.402
  11. Cummins, J. (1981). Empirical and theoretical underpinnings of bilingual education. Journal of Education, 163(1), 16-29. https://doi.org/10.1177/002205748116300104
  12. Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221-240. https://journals.lib.unb.ca/index.php/CJAL/article/view/19743
  13. Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition, 26(1), 59-84. https://doi.org/10.1017/S0272263104026130
  14. Enama, P. R. B. (2016). The impact of English-only and bilingual approaches to EFL instruction on low-achieving bilinguals in Cameroon: An empirical study. Journal of Language Teaching and Research, 7(1), 19-30. https://doi.org/110.17507/JLTR.0701.03
  15. García, O. (2009). Bilingual education in the 21st century: A global perspective. WileyBlackwell
  16. Geranpayeh, A. (2003). A quick review of the English Quick Placement Test. Research Notes, 12, 8-10.
  17. Hardin, V. B. (2001). Transfer and variation in cognitive reading strategies of Latino fourth-grade students in a late-exit bilingual program. Bilingual Research Journal, 25(4), 539-561. https://doi.org/10.1080/15235882.2001.11074466
  18. Hasanah, A. N. (2019). The code switching produced by English lecturers in the English classroom [Unpublished doctoral dissertation]. Uin Sulthan Thaha Saifuddin Jambi. http://repository.uinjambi.ac.id/1257/
  19. Hoomanfard, M. H. (2017). EFL learners’ attitudes and perceptions of online and conventional peer written feedback: A tertiary level experience. Malaysian Journal of Languages and Linguistics, 6(1), 49-62. https://doi.org/10.24200/mjll.vol6iss1pp49-62
  20. Hoomanfard, M. H., Jafarigohar, M., & Jalilifar, A. R. (2021). Hindrances to L2 advanced students' incorporation of written feedback into their academic texts. Journal of Language Research, 12(37), 219-246. https://www.sid.ir/en/Journal/ViewPaper.aspx?ID=802555
  21. Hoomanfard, M. H., & Rahimi, M. (2020). A comparative study of the efficacy of teacher and peer feedback online written corrective feedback on EFL learners’ writing ability. Journal of Language Research, 11(33), 327-352. https://www.sid.ir/en/Journal/ViewPaper.aspx?ID=787463
  22. Jafarigohar, M., Hoomanfard, M. H., & Jalilifar, A. R. (2018). A typology of supervisor written feedback on L2 students’ theses/dissertations. Iranian Journal of Applied Linguistics, 21(2), 43-87. https://ijal.khu.ac.ir/article-1-2936-en.html
  23. Koylu, Z. (2018). The use of L1 in the tertiary L2 classroom: Code-switching factors, functions, and attitudes in Turkey. Electronic Journal of Foreign Language Teaching, 15(2), 271-289. https://www.researchgate.net/publication/341001715_The_Use_of_L1_in_the_Tertiary_L2_Classroom_Code-switching_Factors_Functions_and_Attitudes_in_Turkey
  24. Mirhasani, A., & Mamaghani, H. (2009). Code-switching and Iranian EFL learners’ oral proficiency. Journal of Teaching English as a Foreign Language and Literature, 1(2), 21-31. https://www.sid.ir/en/journal/ViewPaper.aspx?id=201515
  25. Moodley, V. (2007). Codeswitching in the multilingual English first language classroom. International Journal of Bilingual Education and Bilingualism, 10(6), 707-722.  https://doi.org/10.2167/beb403.0
  26. Morini, G., & Newman, R. S. (2019). Dónde está la ball? Examining the effect of code switching on bilingual children's word recognition. Journal of Child Language, 46(6), 1238-1248. https://doi.org/10.1017/S0305000919000400
  27. Noorbar, S., & Mamaghani, H. J. (2016). The effect of code-switching on Iranian elementary EFL learners’ oral fluency, accuracy, and willingness to communicate. English Language Teaching, 3(4), 75-103. https://jmrels.journals.ikiu.ac.ir/article_1036.html
  28. Pachler, N., & Field, K. (2001). From mentor to co-tutor: Reconceptualising secondary modern foreign languages initial teacher education. Language Learning Journal, 23(1), 15-25. https://doi.org/10.1080/09571730185200051
  29. Peregoy, S. F., & Boyle, O. F. (2013). Reading, writing, and learning in ESL: A resource of teaching K-12 English learners. Pearson Education Inc.
  30. Prodromou, L. (2002). The role of the mother tongue in the classroom. IATEFL Issues (April-May), 6-8.
  31. Sert, O. (2005). The functions of code-switching in ELT classrooms. Online Submission, 11(8), 71-83. http://iteslj.org/Articles/Sert-CodeSwitching.html
  32. Simin, S., Teimouri, F., Kasmaee, H., & Rezaei, S. (2005). The role and the effects of code-switching in material learning. The first national conference on research in teaching English, translation, and linguistics, Isfahan, Iran.
  33. Stern, H. H. (1992). Issues and options in language teaching. Oxford University Press.
  34. Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly, 37(4), 760-770. https://doi.org/10.2307/3588224
  35. Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251-274. https://doi.org/10.1177%2F136216880000400304
  36. Syamsudin, S. (2018). Improving EFL learners’ speaking skill through the use of code switching strategies in the conversation. Journal of English for Academic and Specific Purposes, 1(1), 1-12. https://ejournal.uin-malang.ac.id/index.php/jeasp/article/view/5241
  37. Ustunel, E. (2016). Code-switching studies of L2 classrooms. In E. Ustunel (Ed.), EFL classroom code-switching (pp. 47-81). Palgrave Macmillan.
  38. Vygotsky, L. S. (1962). Thought and language. In R. Robert & A. Carton (Eds.). The collected works of L. S. Vygotsky (Vol. 1): Problems of general psychology (pp. 239-285). Plenum.
  39. Willis, J. (1981). Teaching English through English. Longman
  40. Wolfe-Quintero, K., Inagaki, S., & Kim, H. Y. (1998). Second language development in writing: Measures of fluency, accuracy, & complexity (No. 17). University of Hawaii Press.
آمار
تعداد مشاهده مقاله: 585
تعداد دریافت فایل اصل مقاله: 690


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب