چکیده:
Code-switching (CS), an alternation between two or more languages or language varieties, has long been researched in language education. A great number of studies by applied linguists have explored the reasons for, and the potential usages of code-switching in foreign language education over the past years. This study explores the perceptions of English language learners across various proficiency levels concerning teachers’ use of CS, in this case Farsi in English classrooms. It also examines the roles and functions of CS in the classroom. Fifty teachers and 105 language learners from University of Tehran Language Center (UTLC) in Tehran, Iran were involved in this study. The necessary data were obtained through questionnaires. The results suggested that the Elementary (EL) learners seem to benefit from the teachers' use of first language in class, whereas English-only classroom is preferred by Intermediate (IN) and Upper Intermediate (UI) ones. It was also revealed that maximum exposure of the learners to the target language seems necessary. The results suggest that, concerning the learners' levels (EL, IN and UI), teachers’ and learners’ Code Switching can work as a useful language teaching strategy. The findings of this study can have implications for English as a Foreign Language (EFL) classrooms and can be used by language teachers.
خلاصه ماشینی:
The Perceptions of Language Learners across Various Proficiency Levels of Teachers’ Code- switching Abbas Ali Rezaee Associate Professor, University of Tehran, Iran Sajjad Fathi M.
This study explores the perceptions of English language learners across various proficiency levels concerning teachers’ use of CS, in this case Farsi in English classrooms.
A major objective of the study is to make recommendations for teachers of foreign languages according to the results of the analyses regarding the students' personal attitudes across various proficiency levels toward teachers’ CS.
Contrary to the belief that L1 use is destructive in the foreign language classroom, many researchers are now arguing that L1 can be beneficial as a cognitive tool that aids in TL learning (Dailey-O’Cain & Liebscher, 2009).
Along with this study, Then and Ting (2009) also conclude that on the condition that the proficiency level of the students in the target language is not sufficient, CS is a necessary tool for teachers to facilitate students’ comprehension of the content area.
g. , Alenezi, 2010; Evans, 2009; Rezvani & Rasekh, 2011; Yao, 2011) have investigated the students’ perception of CS but, to the knowledge of the researchers, none of them has been conducted across various proficiency levels of English.
Based on the students’ responses to the questionnaire, it was found in the current study that EL students had positive opinions toward the use of CS in general, and teacher CS in particular which is in agreement with Ahmad and Jusoff's (2009) findings which showed learners support CS in ELT classrooms.