Shanehsazzadeh, M., Heidari Darani, L. (2017). Functions of Code-Switching Strategies among Iranian EFL Learners and Their Speaking Ability Improvement through Code-Switching. International Journal of Foreign Language Teaching and Research, 5(18), 97-109.
Mahsa Shanehsazzadeh; Laya Heidari Darani. "Functions of Code-Switching Strategies among Iranian EFL Learners and Their Speaking Ability Improvement through Code-Switching". International Journal of Foreign Language Teaching and Research, 5, 18, 2017, 97-109.
Shanehsazzadeh, M., Heidari Darani, L. (2017). 'Functions of Code-Switching Strategies among Iranian EFL Learners and Their Speaking Ability Improvement through Code-Switching', International Journal of Foreign Language Teaching and Research, 5(18), pp. 97-109.
Shanehsazzadeh, M., Heidari Darani, L. Functions of Code-Switching Strategies among Iranian EFL Learners and Their Speaking Ability Improvement through Code-Switching. International Journal of Foreign Language Teaching and Research, 2017; 5(18): 97-109.
Functions of Code-Switching Strategies among Iranian EFL Learners and Their Speaking Ability Improvement through Code-Switching
1English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2Department of English, Falavarjan Branch, Islamic Azad University, Isfahan, Iran
Abstract
This study investigated the impact of code-switching on speaking ability of Iranian low proficiency EFL learners. Moreover, it was an attempt to show what functions existed behind code-switching strategies used by the EFL learners. To this end, 60 male and female Iranian EFL learners age-ranged between 20 and 30 participated in the study. Data collection instruments which were used were the Interchange Objective Placement Test, a pretest, a teaching material, and a posttest. The speech of 60 Iranian EFL learners was recorded while they were performing some picture-description tasks. Then, their speech was transcribed and analyzed. The collected data were subjected to independent-samples t-test. The results indicated the two main functions of code-switching were equivalence and floor-holding. Furthermore, the findings of the t-test demonstrated that code-switching was an effective strategy among low proficiency level EFL learners and it could increase their motivation and interaction in the class discussions. Thus, they can speak in a positive environment and speaking is not an inhibitory factor anymore in their English learning.
Top