The Functions of Code_Switching in EFL Classrooms

Code-switching is a concept which has existed in bilingual and multilingual societies and it occurs quite frequently in English as a second or foreign language classes. Especially when the learners are all bilinguals or multilinguals and they have to switch back and forth between their mother tongue and a second or foreign language. This paper is driven by the three objectives. First, the study investigates the situations which trigger code-switching in EFL classes in Balkh and Kandahar Universities of Afghanistan. Secondly, it investigates the perception of Afghan EFL lecturers in these universities towards code-switching. Third, to find out how the EFL lecturers use code-switching as an effective strategy while teaching English in their classes. In this study, the qualitative research approach was used to collect data from four Afghan English language lecturers of the two universities via the interview method. The results of this study indicate that these Afghan EFL lecturers have a positive perception regarding code-switching and they are using it in certain situations which facilitate their teaching and students’ learning of the content, however they also hold negative perception towards switching while teaching. The findings also show that the lecturers use code-switching in different situations such as when dealing with cultural issues that tend to be difficult to explain only in the target language, explaining grammar and new vocabulary, giving clear instructions, and instructing English for Specific Purposes (ESP) classes.

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Bring a Foreign Language and Its Cultures to Saudi EFL University-Level Classrooms

International Journal of English Linguistics ◽

10.5539/ijel.v7n4p83 ◽

2017 ◽

Vol 7 (4) ◽

pp. 83

Author(s):

Ali Ayed S. Alshahrani

Keyword(s):

Social Interaction ◽

English Language ◽

Positive Impact ◽

Target Language ◽

Research Approach ◽

Psychological Variables ◽

Language Classes ◽

Efl Students ◽

Actual Learning ◽

English Program

This study aims to investigate the effects Twitter has as a social networking platform on the development of Saudi EFL psychological variables (attitude, confidence, motivation, interest in L2 culture, social interaction and engagement), actual learning outcomes and the relationship between these psychological variables and their results. Twitter provides a valued accessible window to the target culture and promotes cross-cultural competence and comprehension that is focused on meaning rather than form, as well as repeated exposure to L2 cultural products, practices, perspectives and the target language. A sample of 39 students enrolled in an English course during the second semester of the 2014-2015 academic year, as well as two non-native English speakers (NNSs) working at the English Program, agreed to participate in the study. It adopts a combined inductive-deductive research approach to fulfil the research purpose and answer the research questions. The findings of this study underscore the latent use of the Twitter microblogging platform in EFL classes, as well as revealing the positive impact upon Saudi EFL students’ social interaction (engagement), enthusiasm and interest in learning more about L2 culture in English language classes.

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USE OF THE MOTHER TONGUE IN FOREIGN LANGUAGE INTERACTION

Education and Technologies Journal ◽

10.26883/2010.211.3175 ◽

2021 ◽

Vol 12 (1) ◽

pp. 177-181

Author(s):

Ekaterina Sofronieva ◽

◽

Christina Beleva ◽

Keyword(s):

Foreign Language ◽

English Language ◽

Mother Tongue ◽

Language Education ◽

Foreign Language Education ◽

Target Language ◽

Nursery Schools ◽

Comprehension Skills ◽

Research Findings ◽

English Speaking

The article offers a brief historical overview of some of the main methods in foreign language teaching and focuses on the use of the native language in their application. A modern study conducted among children from nursery schools in Bulgaria shows that when language education is carried out only in the target language, children also use only this language in their language interactions and vice versa. Some of the research findings are that 42.2 percent of the children whose teachers communicate with them in both languages, also make use of Bulgarian when trying to convey meanings and messages in English language. In general, children’s comprehension skills are better developed than their English speaking skills. In conclusion, the research results show that at the present stage, the offered foreign language education of children in nursery schools as entertaining as it may be, is not effective enough. Working methods and well-established approaches should be applied in early foreign language education of children in order to develop their skills to communicate in a new language.

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Feasibility of CLIL Implementation in the Education System of Azerbaijan: Attitude towards CLIL and the English Language in Higher Educational Institutions

International Journal of English Linguistics ◽

10.5539/ijel.v6n5p188 ◽

2016 ◽

Vol 6 (5) ◽

pp. 188

Author(s):

Jamala I. Mammadova

Keyword(s):

Language Acquisition ◽

Foreign Language ◽

Education System ◽

English Language ◽

Language Skills ◽

Legal Framework ◽

Target Language ◽

Linguistic Groups ◽

Multilingual Societies ◽

High Level

This article examines the feasibility of introducing Content and Language Integrated Learning (CLIL) in the education system of Azerbaijan, and determining the most preferred target language for this matter. Azerbaijan is a country with traditions of multilingualism. There are certain challenges within the society in terms of ensuring communication among different linguistic groups, which necessitate examining appropriate language policy and acquisition solutions. CLIL, which enables individuals to learn more than two languages at relatively high level, seems to be a promising approach for overcoming the linguistic communication problems in Azerbaijan, and enabling to take socio-economic and cognitive advantages of multilingualism.Whereas the question of feasibility of certain language acquisition approach in a specific country requires studying several dimensions such as public attitude, economic aspects and legal framework, the focus of the empirical research of this article is directed to learning the attitude to CLIL, which is a relatively under researched field. In the research part, it is sought to answer questions whether CLIL is supported among students in Azerbaijan, and which foreign language is preferred most. Moreover, it was sought to examine the relationship among the variables of gender, social class, existing language skills, as well as attitudes to CLIL and target language preference.It was found that CLIL is supported by participants, and English is the most preferred foreign language. It indicates that multilingual societies like Azerbaijan are supportive of language acquisition choices that help preserve and develop multilingualism. Moreover, it was found that attitude to language acquisition method and the language itself differ due to income level and existing language skills.

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Lekcja języka obcego z uczniem niepełnosprawnym miejscem badań metodą indywidualnych przypadków

Neofilolog ◽

10.14746/n.2010.35.15 ◽

2010 ◽

pp. 153-162

Author(s):

Małgorzata Burzyńska

Keyword(s):

Intellectual Disability ◽

Foreign Language ◽

Cognitive Skills ◽

English Language ◽

Mother Tongue ◽

Foreign Language Teaching ◽

Case Study Method ◽

Preliminary Results ◽

Language Classes

The article presents preliminary results of research conducted during English language classes, with the case study method, among pupils with intellectual disability attending a primary special needs school. The research was meant to help answer the questions related to the possibility of incorporating foreign language teaching in the comprehensive process of their rehabilitation, and especially the development of individual cognitive skills as well as the mother tongue command. The article emphasizes the advantages of research based on a case study which enables the researcher to apply the principle of individualization and the treatment of every pupil as a subject no matter what the developmental barriers may be.

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Synchronic Account of Substitution among Educated Ohaozara Speakers of English

European Journal of Humanities and Social Sciences ◽

10.24018/ejsocial.2021.1.3.57 ◽

2021 ◽

Vol 1 (3) ◽

pp. 52-60

Author(s):

Okechukwu Okorie ◽

Joekin Ekwueme ◽

Nkeiru Angela Ezeh

Keyword(s):

Foreign Language ◽

English Language ◽

Native Speakers ◽

Mother Tongue ◽

Sampling Technique ◽

Target Language ◽

Second Language Speakers ◽

Audio Recorder ◽

Good Number ◽

Problem Data

Substitution is a natural experience among second language speakers because it occurs in a situation where the target language presents segments that do not exist in the native language of speakers. Native speakers, therefore, unavoidably try to overcome the linguistic problem of having to articulate sounds that are present in the foreign language but unavailable in their mother tongue. It is against this linguistic pedigree that this study explored the synchronic account of substitution among educated Ohaozara speakers of English using the Natural Phonology Hypotheses (NPH) as its analytical tool. The study aimed to identify and account for the particular cases of phonological substitution as it affects Ohaozara educated speakers of the English language and thereafter, recommend workable and sustainable remedies that would mitigate the problem. Data for the study were collected through the use of audio recorder and a reading comprehension passage. One hundred (100) educated Ohaozara speakers of English, who were drawn at random, using the stratified random sampling technique, participated in the study. The data were analyzed quantitatively in accordance with the tenets of NPH. The results showed that the speakers exhibited acts of phoneme substitution in most of their spoken discourses in English as evidenced by both data. The study offered a good number of recommendations and suggestions to mitigate the problem.

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The Place of Arabic in English as a Foreign Language University Level Classes in Jordan

Arab World English Journal ◽

10.24093/awej/vol12no2.17 ◽

2021 ◽

Vol 12 (2) ◽

pp. 251-267

Author(s):

Tamador Khalaf Abu-Snoubar ◽

Bandar Khlil Mukattash

Keyword(s):

Foreign Language ◽

Language Proficiency ◽

English Language ◽

First Language ◽

Target Language ◽

English Speakers ◽

Structured Interviews ◽

Language Classes ◽

Language Classrooms ◽

Foreign Language Classrooms

Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.

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The Place of Arabic in English as a Foreign Language University Level Classes in Jordan

10.31235/osf.io/52twu ◽

2021 ◽

Author(s):

Tamador Khalaf Abu-Snoubar ◽

Bandar Khlil Mukattash

Keyword(s):

Foreign Language ◽

Language Proficiency ◽

English Language ◽

First Language ◽

Target Language ◽

English Speakers ◽

Structured Interviews ◽

Language Classes ◽

Language Classrooms ◽

Foreign Language Classrooms

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ACQUISITION OF THE INFLECTIONAL MORPHOLOGY OF ENGLISH AS A FOREIGN LANGUAGE: AN ERROR ANALYSIS APPROACH

The Buckingham Journal of Language and Linguistics ◽

10.5750/bjll.v5i0.211 ◽

2012 ◽

Vol 5 ◽

pp. 19-37

Author(s):

Emad M Al-Saidat

Keyword(s):

Foreign Language ◽

Learning Strategies ◽

English Language ◽

Mother Tongue ◽

Target Language ◽

Minor Role ◽

Inflectional Morphology ◽

Teaching English ◽

Arab Students ◽

A Minor

This paper aims to identify errors committed by Arab learners of English as a foreign language in the area of inflectional morphology. Errors are classified according to their type in comparison with what seems to be correct in the target language. In order to pinpoint the areas of difficulty and find what makes these areas difficult, the researcher classified errors with reference to their sources into intralingual, interlingual, ambiguous and other errors. The paper also aims at finding possible solutions for the difficulties learners encounter when learning a foreign language in general and English language in particular in a way that would help teachers overcome such difficulties when teaching English to Arab students. It concludes that learners’ mother tongue plays a minor role as the interlingual errors constitute less than 25% of the total number of learner errors; whereas, other factors such as overgeneralization and learning strategies play a major role in learning a foreign language as far as this sample is concerned.

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Code-switching in Intercultural Communication and English Language Teaching

Advances in Social Sciences Research Journal ◽

10.14738/assrj.87.10486 ◽

2021 ◽

Vol 8 (7) ◽

pp. 286-294

Author(s):

Samar Alharbi

Keyword(s):

Foreign Language ◽

Intercultural Communication ◽

English Language ◽

Mother Tongue ◽

Language Teaching ◽

Code Switching ◽

English Language Teaching ◽

The Other ◽

Teaching Context ◽

Language Classroom

Code-switching is the interplay between two languages. Code-switching happens when the speakers switch between two or more languages or linguistic varieties in the context of a particular discussion or conversation. Many people engage in code-switching or mixing practises by speaking a different language and their mother tongue when talking with other individuals who comprehend various languages. There are multiple reasons why people tend to code-switch during interaction with others. One important reason is that people consciously and unconsciously code-switch because they want to fit in. Code-switching is also implied in the language teaching context, where L2 learners cod switching between their mother tongue and the other language to get involved in the learning process. The practice of code-switching in Foreign language classroom has been examined thoroughly in the literature. This paper will introduce the concept of code-switching, its types and the reasons for code-switching. It will offer some implication of code-switching in English as a second or foreign language (EFL) classroom.

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FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

Knowledge International Journal ◽

10.35120/kij28072319r ◽

2018 ◽

Vol 28 (7) ◽

pp. 2319-2324

Author(s):

Rina Muka ◽

Irida Hoti

Keyword(s):

Second Language ◽

Foreign Language ◽

Language Learning ◽

Second Language Learning ◽

English Language ◽

Mother Tongue ◽

First Language ◽

Grammatical Knowledge ◽

Level Of Education ◽

The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

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