scholarly journals Code-switching in Iranian Elementary EFL Classrooms: An Exploratory Investigation

2011 ◽  
Vol 4 (1) ◽  
pp. 18 ◽  
Author(s):  
Ehsan Rezvani ◽  
Abbass Rasekh
Keyword(s):  
Foreign Language ◽  
Classroom Interaction ◽  
Systematic Investigation ◽  
Code Switching ◽  
Small Scale ◽  
Teacher Student ◽  
Exploratory Investigation ◽  
Efl Teachers ◽  
Language Classrooms ◽  
Efl Classrooms

This paper presents the results of a small-scale exploratory investigation of code-switching (CS) between English and Farsi by 4 Iranian English foreign language (EFL) teachers in elementary level EFL classrooms in a language school in Isfahan, Iran. Specifically, the present study aimed at exploring the syntactical identification of switches and the functions that the switches served. The data consist of field notes and scripts of audio-recordings of the teachers’ talk collected during classroom observations. The findings suggest that CS is a frequently applied strategy and a valuable resource for bilingual teachers in foreign language classrooms, and its judicious and skillful use can boost the quality of teaching. Moreover, it was found that EFL teachers in this study tended to use the learners’ L1 (i.e., Farsi) to serve a number of pedagogic and social functions, which contributed to better teacher-student classroom interaction. Implications may be drawn for language teacher education programs and for further research on systematic investigation into actual classroom practices.

The Impact of Teacher Speech Modification on the Quality of Interaction and Learning: An Analysis of Spoken Discourse in Saudi EFL Classrooms

2017 ◽  
Vol 9 (3) ◽  
pp. 79
Author(s):  
Hanaa Al-Ghamdi ◽  
Abdullah Al-Bargi
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
English Language ◽  
Positive Impact ◽  
Speech Rate ◽  
Classroom Interaction ◽  
Study Results ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
The Impact

The purpose of this study is to investigate, following a qualitative research design, the ways in which English as a Foreign Language (EFL) teachers modify their speech in an endeavor to create interactive learning environments facilitated by the implementation of strategies providing inherently comprehensible input for students. The study also seeks to examine students’ reactions to the use of such different speech modification strategies. The data gathered was taken from three different EFL classrooms with a total of sixty-two university students (forty male and twenty-two female) and three non-native speakers (NNS) of English language teachers. The data analysis reveals that EFL teachers regularly modify their talk through the use of different linguistic and interactional strategies in the Saudi EFL context, including the use of simplified grammar and vocabulary, shorter sentences, repetition, and emphatic stress and reduced speech rate. Other modification strategies include the use of clarification requests, confirmation checks, transition markers and hand gestures in order to facilitate student understanding and learning. The data analysis also suggests that teachers’ modification strategies have a positive impact on language learners in accelerating their comprehension and developing their classroom interaction. The study results provide valuable implications for foreign language classroom pedagogy and teacher training.

scholarly journals A Quest into Recasts as a Type of Corrective Feedback in Foreign Language Classrooms

2018 ◽  
Vol 7 (1) ◽  
pp. 175-184
Author(s):  
Pinar Sali
Keyword(s):  
Foreign Language ◽  
Classroom Interaction ◽  
Corrective Feedback ◽  
First Year ◽  
Analytic Model ◽  
State University ◽  
Feedback Strategy ◽  
Communicative Functions ◽  
Efl Teachers ◽  
Language Classrooms

AbstractThe present study was undertaken to investigate how EFL teachers utilise corrective feedback in their classrooms. To this end, an analytic model consisting of various corrective feedback moves was applied to a small amount of data consisting of 12 lesson-hour classroom interaction with a purpose of documenting the frequencies and distribution of corrective feedback, in particular, of recasts in relation to other corrective feedback types and of specific types of recasts. Data were gathered from first-year speaking classes at an ELT department in a large state university in Turkey. The findings indicated that recasts were the most frequently employed corrective feedback strategy by the teachers. A closer examination of those recasts further revealed incorporative declarative recasts as the most preferred type of recasting. Overall, what these findings suggest is that recasts might serve important communicative functions by helping EFL teachers provide input in an authentic and supportive manner and by building on learner output.

scholarly journals Teachers’ Code Switching in an EFL Context: Why and When?

2015 ◽  
Vol 3 (1) ◽  
pp. 54
Author(s):  
Mehdi Khonakdar ◽  
Seyed Jalal Abdolmanafi-Rokni
Keyword(s):  
Foreign Language ◽  
Subject Matter ◽  
Likert Scale ◽  
Code Switching ◽  
Efl Context ◽  
Language Classroom ◽  
Efl Teachers ◽  
Foreign Language Classroom ◽  
Efl Classrooms

<p class="Default"><em>English is considered in Iran as a foreign language because Iranians enjoy this language in academic centers like schools and universities; therefore, the reasons of enjoying code switching in EFL classes can be considered as a study. This study was an attempt to investigate Iranian EFL teachers’ reasons for code switching in Iranian EFL classes by sixty Iranian teachers who teach English as a foreign language. This article, although preliminary in nature, attempted to highlight and explain some of the functions of code-switching in the foreign language classroom. In short, this study has been made to investigate the trends of code-switching in Iranian EFL classrooms. A questionnaire was adopted from Gulzar (2010) to know the reasons and functions toward code switching in EFL classes. Nine most important functions toward code switching were asked of the teachers to state their functions based on the Likert scale. The results showed that teachers have different reasons and functions for code switching in EFL classes. The reasons why code switching is used dependson different reasons such as time, syllabus, and subject matter and so on.</em></p>

scholarly journals Instructors’ ideas on the use of code-switching in EFL in Turkey: A case study

2017 ◽  
Vol 7 (1) ◽  
pp. 9-17
Author(s):  
Engin Evrim Onem
Keyword(s):  
Rank Order ◽  
Relevant Literature ◽  
Code Switching ◽  
State Universities ◽  
Future Research ◽  
Efl Teachers ◽  
Language Classrooms ◽  
Foreign Language Instructors ◽  
Teaching Ideas

Abstract   Code switching is a very common phenomenon in EFL language classrooms. The goal of this case study is to find out the possible reasons why EFL instructors employ code switching in ELT classes in Turkey. To achieve this, a brief questionnaire composed of the most common seven reasons mentioned in the relevant literature on code switching in language classrooms was compiled by the researcher and administered to ten EFL teachers working at different state universities in Turkey. The participants were asked to rank order the reasons from the most ideal to the least ideal purpose of employing code switching in classrooms for themselves and were later asked to write the reasons for their choices. It was found that “leaving no confusion about the topic” was the most common reason for the participants and the teachers who prioritized that reason seemed to have similar ideas about employing code switching in EFL. Discussion of the results and implications for future research are presented. Keywords: Code switching, language teaching, ideas about code switching, foreign language instructors.    

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 Exploring Peacebuilding Strategies to Develop Teacher-Student Interpersonal Relationships in English as a Foreign Language/English as a Second Language Classrooms

2021 ◽  
Vol 12 ◽  
Author(s):  
Jiangtao Fu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Interpersonal Relationships ◽  
Self Regulation ◽  
Language Education ◽  
Future Research ◽  
Teacher Student ◽  
Multiple Dimensions ◽  
Whole Person ◽  
Language Classrooms

In the conflict-affected era, there is now an urgent need for a peaceful world. Although the relevance of peace in language education, within English as a second language (ESL) or English as a foreign language (EFL), may seem irrelevant to some, the language of peace utilizes an interdisciplinary method that supports students in creating more reasonable discussions. Alternatively, the attention of language teaching is just on the development of cognition in preference to emotions, whereas methods that sustain the theory of the whole person through positive psychology should be presupposed. This review seeks to explore the connection between multiple dimensions of peace and the certain strategies and activities that can be implemented to build peace in EFL/ESL classrooms. Further, the related strategies on the issues, such as self-regulation, engagement, mindfulness, and motivations, are proposed. In a nutshell, the implications of peacebuilding for teachers, teacher-trainers, and future researchers are presented, and new directions for future research are set out.

scholarly journals Teachers’ Perceptions on Code-Switching in EFL Classroom Discourse

2021 ◽  
Vol 12 (2) ◽  
pp. 45-53
Author(s):  
Alireza Bonyadi ◽  
Mehdi Kheyrollahi Kalvanagh ◽  
Minoo Bonyadi
Keyword(s):  
Social Interactions ◽  
Code Switching ◽  
Classroom Teaching ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Students ◽  
Research Questions ◽  
Efl Classrooms ◽  
Linguistic Proficiency

Abstract Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers’ concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any situation in which speakers switch from one accepted code into another. Through this perspective, various studies have been conducted to investigate different aspects of code-switching in EFL classrooms. The present study qualitatively investigated teachers’ perceptions on code-switching in their classrooms addressing two research questions, namely what types of code-switching EFL teachers were practicing in EFL classrooms and what were their perceptions on their code-switching. Four EFL teachers participated in the study. The analysis of the data collected through manual and electronic observations as well as structured interviews, indicated that intra-sentential and inter-sentential types of code-switching were practised throughout the classroom teaching processes. The main motives for resorting to code-switching were found to be EFL students’ lack of linguistic proficiency, keeping solidarity with the students and managing the classrooms.

scholarly journals Classroom Interaction in Teaching English as Foreign Language at Lower Secondary Schools in Indonesia

2017 ◽  
Vol 8 (6) ◽  
pp. 147 ◽  
Author(s):  
Hanna Sundari
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
English Language ◽  
Classroom Interaction ◽  
Deep Understanding ◽  
Language Teachers ◽  
English As Foreign Language ◽  
Language Classroom ◽  
Language Classrooms ◽  
Lower Secondary Schools

The aim of this study was to develop a deep understanding of interaction in language classroom in foreign language context. Interviews, as major instrument, to twenty experienced English language teachers from eight lower secondary schools (SMP) were conducted in Jakarta, completed by focus group discussions and class observation/recordings. The gathered data was analyzed according to systematic design of grounded theory analysis method through 3-phase coding. A model of classroom interaction was formulated defining several dimensions in interaction. Classroom interaction can be more comprehended under the background of interrelated factors: interaction practices, teacher and student factors, learning objectives, materials, classroom contexts, and outer contexts surrounding the interaction practices. The developed model of interaction for language classroom is notably to give deep descriptions on how interaction substantially occurs and what factors affect it in foreign language classrooms at lower secondary schools from teachers’ perspectives.   

scholarly journals Conceptualizing Language Learning Metaphors in the Saudi EFL Context: Practicality, Applicability & Appropriacy

2017 ◽  
Vol 6 (7) ◽  
pp. 277
Author(s):  
Mansoor S. Almalki
Keyword(s):  
Language Learning ◽  
English Language ◽  
Poor Performance ◽  
Policy Makers ◽  
Efl Context ◽  
Teacher Student ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
Teachers Attitudes

This paper tries to investigate the trends about the use of metaphors in the Saudi EFL classrooms. The proper implementation of metaphors (i.e. instruction, acquisition, and socialization metaphors) by teachers can be a reason for boosting source in the interactional and instructional patterns of the Saudi EFL classrooms, and the significance of these metaphors at aforementioned settings was investigated in the present study. Focusing upon the perceptive design of the study, a survey was conducted to know the significance of the three metaphors in the interactional settings of the Saudi EFL classrooms. This study targeted Saudi EFL teachers’ attitudes towards the three delimited metaphors.. The respondents consisted of 200 Saudi EFL teachers drawn from the English Language Centers of the Saudi Universities. A 22-item Likert-scale questionnaire was designed to know the opinions of Saudi EFL teachers about the dynamic use of metaphors in the context of the  Saudi EFL classroom. The findings of the study reflected that the Saudi EFL teachers represented by the cohort of this study presented a mixed attitudes towards the utilization of the three delimited metaphors. The findings show that a limited exposure of instructional metaphor may be one of the reasons of the poor performance of the Saudi EFL teachers. A limited exposure of  acquisition metaphor may also be damaging the dynamics of teacher student interactional and instructional patterns inside the Saudi EFL classrooms. The findings further  show that the teachers’ imbalanced use of class time and hardly any reliance on the coordinated interaction might be due to the limited exposure to the latest techniques embedded in the socialization metaphor. Although policy makers do not acknowledge the fundamental role of metaphors into classroom pedagogies, the participant-teachers recommended professional use of all the metaphors to achieve prerequisite dynamics of the EFL classrooms by fully acknowledging the applicability, appropriateness, and practicality of all the variables of acquisition metaphor.

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