Code Switching in EFL Classrooms: A Bangladeshi Perspective

2016 ◽  
Vol 6 (5) ◽  
pp. 924
Author(s):  
Md. Obaidullah
Keyword(s):  
Foreign Language ◽  
First Language ◽  
Code Switching ◽  
Medium Of Instruction ◽  
Pedagogical Issues ◽  
Common Phenomenon ◽  
English As Foreign Language ◽  
Efl Classrooms

Code switching (CS) in classrooms, especially in bilingual classes, is a common phenomenon. This paper tends to expose the plausible reasons behind the application of first language (L1) in English as Foreign Language (EFL) classrooms where English is considered the medium of instruction in all spheres of pedagogical issues. Another important aspect of this study is to reveal the perception of both students and teachers towards their CS to L1. The findings of this survey show that a switch to L1, whether initiated by the teachers or the students, makes the lesson or topic discussed in the class more comprehensible.

scholarly journals EFL STUDENTS’ PERCEPTION TOWARDS THE USE OF BAHASA INDONESIA IN AN ENGLISH CLASSROOM

2019 ◽  
Vol 7 (1) ◽  
pp. 12
Author(s):  
Setya Resmini
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
First Language ◽  
Primary Data ◽  
English As Foreign Language ◽  
Advantages And Disadvantages ◽  
Efl Students ◽  
Negative Perceptions ◽  
English Classroom ◽  
Bahasa Indonesia

ABSTRACTThe issue of using first language (L1) in teaching English has always been a controversy in the field of teaching and learning English.  The purpose of this study was to investigate the English as Foreign Language (EFL) students’ perceptions towards the use of L1 (Bahasa Indonesia) in the English classroom. In this study, the descriptive qualitative method was employed.  The participants involved in this study are 40 EFL students in the second semester who learn General English in IKIP Siliwangi. A questionnaire which consists of 15 questions was distributed to the participants to gain primary data. To support the data from questionnaire, observation also conducted in the classroom. The findings reveal that the teacher’s use of bahasa Indonesia brought positive/negative perceptions towards students. The students give negative perception towards the teacher’s use of bahasa Indonesia in General English classroom. However, the students also recognized the advantages and disadvantages of the teacher’s use of bahasa Indonesia in the classroom.Key words: EFL; students’ perception; first language (L1); foreign language

scholarly journals An investigation of Semantic Interlingual Errors in the Writing of Libyan English as Foreign Language Learners

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Abdalmonem S. Rajab ◽  
Saadiyah Darus ◽  
Ashinida Aladdin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
First Language ◽  
English As Foreign Language ◽  
Lexical Choice ◽  
Foreign Language Learners ◽  
L1 Influence ◽  
Semantic Errors ◽  
L1 And L2 ◽  
Insufficient Knowledge

The aim of this paper is to investigate some semantic interlingual errors in the writing performance of Libyan English as Foreign Language Learners (LEFLLS). The study seeks to analyze these errorsthat appear in the learners’ written production. The data was gathered from 25 essays written by 25 Libyan postgraduates majoring in different fields. It was collected and organized according to the errors committed. Errors taxonomy adapted from James’ (1998) and Al-Shormani and Al-Sohbani’s (2012) was used in identifying and analyzing these errors. Semantic errors were classified into five categories namely formal mis-selection, formal mis-formation, lexical choice, collocation and lexico-grammatical choice. The semantic errors identified were 346. These errors were classified into four categories namely, formal misformation (46.7%), distortion due to spelling (32.4%), lexical choice (40.6%) and lexicogrammatical choice (2.4%). The results show that direct translation from the first language (L1), assumed synonym and misselection of letters sub-categories score the highest number of the errors, i.e.14.2%, 13.08% and 12.08% respectively. While the sub-category, both collocations incorrect error was the lowest (0.52%). The other errors take the form of paraphrase (11.5%) and Idiomacity (8.5%). Two main sources have been found to be the cause behind these errors namely, L1 influence and insufficient knowledge about the second language (L2). Moreover, cultural differences between L1 and L2 had its impact in the written products of Libyan students.

scholarly journals THE USE OF FIRST LANGUAGE IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Iitha Priyastiti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Sociocultural Theory ◽  
Teaching And Learning ◽  
Native Speakers ◽  
First Language ◽  
English As Foreign Language ◽  
Efl Context ◽  
Language Classroom ◽  
Language And Education

Discussions of the second language (L2) pedagogy have been studied not only in the language and education fields. Experts working in the psychology field also propose theories on applied linguistics because L2 acquisitions involve external and internal processes. However, despite numerous studies on the field, it appears that an issue regarding the use of first language (L1) still creates continuous debates. Although arguments opposing the use of first L1 present compelling theories as to their rationale, they appear to overlook the context in which teaching and learning process takes place. The studies were either conducted in English as a Second Language (ESL) or English as a Foreign Language (EFL), where teachers are native speakers who do not share the same L1 with students. Considering the uniqueness in classroom contexts, this paper is not going to argue or take sides on the conflicting views on the use of L1. Instead, it attempts to acknowledge the gap of the context in language teaching used in previous studies. Using a sociocultural theory, this article will describe the beneficial use of L1 with a focus on its use by teachers in an EFL context where teachers share the same L1 with students. Keywords: first language, English as a Foreign Language, sociocultural theory

English medium instruction: Global views and countries in focus

2017 ◽  
Vol 52 (02) ◽  
pp. 231-248 ◽  
Author(s):  
Ernesto Macaro ◽  
Anna Kristina Hultgren ◽  
Andy Kirkpatrick ◽  
David Lasagabaster
Keyword(s):  
Foreign Language ◽  
English Language ◽  
First Language ◽  
English For Academic Purposes ◽  
English For Specific Purposes ◽  
Medium Of Instruction ◽  
Teaching Content ◽  
The World ◽  
English Medium Instruction ◽  
Huge Variety

In virtually every research paper on this topic we come across we read that, in the particular context that the writer is operating, English as a medium of instruction (EMI) is on the increase. But what exactly is EMI? If we consider every classroom around the world in which learners are exposed to English language as their second language (L2) we are faced with a huge variety: English as a foreign language (EFL); Immersion, English for academic purposes; English for specific purposes, English for examination purposes, Content and language integrated learning (CLIL); content-based teaching; content-based language teaching, and so on. And then we have EMI. Here at the EMI Oxford Centre we define EMI as:The use of the English language to teach academic subjects (other than English itself) in countries or jurisdictions in which the majority of the population's first language is not English.This definition was first used in Dearden (2015).

scholarly journals Understanding Language Learning: Review of the Application of the Interaction Model in Foreign Language Contexts

2014 ◽  
Author(s):  
L Quentin Dixon ◽  
Shuang Wu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Empirical Studies ◽  
Interaction Model ◽  
Medium Of Instruction ◽  
English As Foreign Language ◽  
Foreign Language Acquisition ◽  
Language Classroom

Purpose – This paper examined the application of the inputinteraction-output model in English-as-Foreign-Language (EFL) learning environments with four specific questions: (1) How do the three components function in the model? (2) Does interaction in the foreign language classroom seem to be effective for foreign language acquisition? (3) What factors might facilitate/impede interaction, which, in turn, positively or negatively affect output? (4) What are effective teaching methods to enhance interaction and ensure quality of output?   Methodology – A systematic search for empirical studies was conducted in the selected databases, which yielded 26 studies from different parts of the world. These studies met the preset criteria concerning medium of instruction, setting, relevancy and quality.   Findings – The review demonstrated that when input, interaction and output worked together, positive English le

scholarly journals Code-Switching as a Pedagogical Tool in English as a Foreign Language (Efl) Classrooms

2021 ◽  
Vol 2 (2) ◽  
pp. 193-211
Author(s):  
Hammad Mushtaq ◽  
Rida Rabbani
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Code Switching ◽  
Pedagogical Tool ◽  
Male And Female ◽  
Learning Speed ◽  
Efl Students ◽  
Efl Classrooms ◽  
Students Success

The study explores and analyzes the pedagogical implications of code switching between Urdu and English languages in undergraduate EFL classrooms. It examines the ways in which code switching can be employed in EFL classrooms as a teaching and learning tool to boost learning speed and understanding of the language students. The objectives of the study were achieved by carrying out a mix of qualitative and qualitative research methodologies. A sample of thirty teachers and thirty students (male and female in both cases) was taken from a Rawalpindi based university and college. Questionnaires were designed to collect data, from students and teachers, containing both open and closed-ended questions. The analysis of responses revealed that a limited, deliberate and controlled use of code-switching in EFL classrooms benefits both teachers and learners as it considerably supports the pedagogical process and boosts EFL students’ success

scholarly journals Teachers’ Use of Code Switching in An English as a Foreign Language Context in Indonesia

2018 ◽  
Vol 3 (2) ◽  
pp. 111
Author(s):  
Lingga Agustina Suganda ◽  
Bambang A Loeneto ◽  
Zuraida Zuraida
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Code Switching ◽  
Medium Of Instruction ◽  
Classroom Context ◽  
Efl Teachers ◽  
Teachers And Students ◽  
English Competence ◽  
Language Context

This study proposed to investigate the phenomena of code switching which refers to the use of English and Indonesian as a medium of instruction used by the English as a Foreign Language (EFL) teachers in their classroom discourse. It depicted the attitudes of EFL teachers and their students towards the patterns, functions, and influence of code switching in two EFL classes in Indonesia. The data were collected from classroom observation, interview, and questionnaire which explored the occurrence of code switching during the teaching and learning process as well as the teachers and students’ perception on its use in the classroom context. The results indicated that the switching between English and Indonesian in the EFL classrooms was very natural since it also became a tool to show the cultural, social, and communicative aspects of each language despite the amount of its use which varied greatly from teacher to teacher due to their students’ English competence.

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