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Eslami, Mahnaz, Talebzadeh, Hossein. (1401). Switches that Count: Perceived Functions of University Instructors’ Code-Switching Practices in English Major Undergraduate Content versus Language Classes. جلوه هنر, 6(4), 51-79. doi: 10.22051/lghor.2022.36105.1492
Mahnaz Eslami; Hossein Talebzadeh. "Switches that Count: Perceived Functions of University Instructors’ Code-Switching Practices in English Major Undergraduate Content versus Language Classes". جلوه هنر, 6, 4, 1401, 51-79. doi: 10.22051/lghor.2022.36105.1492
Eslami, Mahnaz, Talebzadeh, Hossein. (1401). 'Switches that Count: Perceived Functions of University Instructors’ Code-Switching Practices in English Major Undergraduate Content versus Language Classes', جلوه هنر, 6(4), pp. 51-79. doi: 10.22051/lghor.2022.36105.1492
Eslami, Mahnaz, Talebzadeh, Hossein. Switches that Count: Perceived Functions of University Instructors’ Code-Switching Practices in English Major Undergraduate Content versus Language Classes. جلوه هنر, 1401; 6(4): 51-79. doi: 10.22051/lghor.2022.36105.1492

Switches that Count: Perceived Functions of University Instructors’ Code-Switching Practices in English Major Undergraduate Content versus Language Classes

Journal of Language Horizons
مقاله 3، دوره 6، شماره 4 - شماره پیاپی 14، اردیبهشت 2023، صفحه 51-79    اصل مقاله (440.42 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2022.36105.1492
نویسندگان
Mahnaz Eslami1؛ Hossein Talebzadeh* 2
1MA, Department of Foreign Languages, Faculty of Literature and Humanities, Kharazmi University, Iran
2Assistant Professor of Applied Linguistics, Department of Foreign Languages, Faculty of Literature and Humanities, Kharazmi University, Tehran., Iran
چکیده
There are contradicting views about the place of L1 and code-switching (as a common phenomenon) in language classrooms. Despite the plethora of studies investigating classroom code-switching, there is a lack of research comparing trans-languaging practices of university instructors across different contexts particularly in Iranian EFL undergraduate classrooms. The purpose of this study was to examine and compare the actual practices and perceived justifications and functions of code-switching in university level language and content classes. To do so, two groups of Iranian instructors (2 males and 4 females) teaching English major content classes (i.e., Principals of Translation, Translating Journalistic Texts, and Research Methodology) and language courses (i.e., Speaking and Listening, Reading Comprehension, and Writing) were observed, their classes were recorded, and they were interviewed through the stimulated recall technique. The switches’ professed functions were qualitatively analyzed and then were categorized into three broad pedagogical functions (curriculum access, classroom management, and interpersonal relations along with their sub-functions), and, ultimately, they were counted and compared quantitatively. The findings revealed that code-switching was perceived as a goal-directed strategy which was considerably more prevalent (especially intersentential type) in content classes. The findings in this study can make contributions to the work of university instructors, language teachers, and  other educational skateholders.The purposeful and fruitful practice of judicious code-switching as a communicative teaching strategy canhelp teachers reduce students’ cognitive and affective burden while improving their comprehension and learning.
کلیدواژه‌ها
classroom code-switching؛ content classes؛ language skills classes؛ perceived functions؛ undergraduate؛ university instructors
عنوان مقاله [English]
کدگردانیهایی که به کار می آیند: کارکردهای متصور کدگردانی اساتید دانشگاه در کلاسهای محتوایی و زبانی دوره کارشناسی رشته انگلیسی در مقابل کلاسهای زبان
نویسندگان [English]
مهناز اسلامی1؛ حسین طالب زاده2
1کارشناسی ارشد، گروه زبان های خارجی، دانشکده ادبیات و علوم انسانی، دانشگاه خوارزمی، ایران
2استادیار زبان‌شناسی کاربردی، گروه زبان‌های خارجی، دانشکده ادبیات و علوم انسانی، دانشگاه خوارزمی، تهران ، ایران
چکیده [English]
نظرات متناقضی در مورد جایگاه زبان اول و  کدگردانی (به عنوان یک پدیده رایج) در کلاسهای زبان وجود دارد. علیرغم انبوهی از مطالعات در زمینه کدگردانی در کلاس، در زمینه مقایسه شیوه های های زبان گردانی اساتید دانشگاه در محیط­ های مختلف به ویژه در کلاس های کارشناسی رشته آموزش زبان در ایران پژوهشهای اندکی وجود دارد. هدف از این مطالعه بررسی و مقایسه عملکردهای واقعی و دلایل و کارکردهای کدگردانی در کلاسهای مهارتهای زبانی و کلاسهای موضوعی در سطح دانشگاه بود. برای این کار، دو گروه از مدرسان درسهای محتوای اصلی و درسهای زبان انگلیسی مورد مشاهده قرار گرفته و کلاس های آنها ضبط شد، و از طریق روش یادآوری تحریک شده مصاحبه شدند. کارکردهای پیشنهادی آنها به صورت کیفی مورد تجزیه و تحلیل قرار گرفت و در سه کارکرد گسترده آموزشی (دسترسی به برنامه درسی ، مدیریت کلاس و روابط بین فردی و عملکردهای فرعی آنها) دسته بندی و سپس شمارش و مقایسه کمی شد. یافته ها نشان داد که کدگردانی به عنوان یک استراتژی هدفمند تلقی می شود که بطور قابل توجهی در کلاسهای محتوایی رواج بیشتری دارد. ما در پایان به بحث  در مورد پیامدهای نتایج برای مدرسان دانشگاه، معلمان زبان و سایر ذینفعان در پرتو عملکرد هدفمند و کدگردانی موجه به عنوان یک استراتژی ارتباطی، آموزشی می پردازیم که می تواند به معلمان در کاهش مشکلات شناختی و عاطفی دانش آموزان کمک کند و درک و یادگیری آنها را بهبود ببخشد.
کلیدواژه‌ها [English]
کدگردانی در کلاس, کلاسهای موضوعی, کلاسهای (مهارتهای) زبان, کارکردهای متصور, کارشناسی, مدرسان دانشگاه
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آمار
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