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English Department, Yasouj Branch, Islamic Azad University, Yasouj, Iran
Abstract:   (522 Views)
This study is an attempt to give a deeper insight into the EFL teachers’ attitudes towards code switching in Yasouj and elaborates why they switch to their mother tongue in their English classrooms and specifies what the different functions of this code switching are. To this end, 25 teachers teaching English at different high schools of Yasouj and its vicinity were selected based on a purposive sampling. Both quantitative and qualitative methods were used alongside each other in an effort to obtain accurate and sufficient information from the participants. The coding system of the Likert scale which Selamat (2014) used for the similar study, was used and numerical values assigned to each code. The data were obtained through the administration of questionnaire and interview. Structured data from the questionnaires were analyzed using the deductive approach. The interview data were analyzed thematically as well. Results indicated a number of positive and negative perceptions on the part of teachers regarding the use of code switching in high school classes. In addition, it was revealed that EFL teachers use different forms of code switching for three major functions as curriculum access, class management, and interpersonal relations. As the results of this study, code switching was acknowledged as functional and helpful strategy for teaching English in EFL classes and will have valuable implications for EFL teachers, administrators, Curriculum designers, and all those involved in EFL teaching and learning process.
Type of Study: Research | Subject: Special

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