Codeswitching in the Language Classroom: A Study of Four EFL Teachers’ Cognition

Samar, Reza Ghafar; Moradkhani, Shahab

doi:10.1177/0033688214534796

Cited by 14 publications

(16 citation statements)

References 37 publications

(34 reference statements)

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“…10 of them believed that if teachers want to use L1, they should be cautions which shows using L1 can be a risky move and may decrease the learning and most of them said if teachers want to use L1, they can use it to explain grammar points. The result supports the finding of Mugla and Seedhouse (2005). They came up with the fact that teachers made use of first language when they wanted to explain the grammatical points.…”

Section: Discussion Of Teachers' Attitudessupporting

confidence: 84%

Factors Contributing to the Use of L1 in English Classrooms: Listening to the Voice of Teachers and Students in Iranian Institutes

Tajgozari

2017

IJREE

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By the growing emphasis on communicative language skills, the attention toward using first language in second language classrooms has been raised. The primary aim of this study was to find out teachers' and students' perceptions toward the utilization of L1 in English classrooms in Institutes. In order to do this objective, the researcher used a mixed methods research design. Two groups of participants were used in this study. They were 56 EFL learners of elementary, intermediate, and advanced level and 11 EFL teachers who were selected through convenient sampling. The proficiency level of the students was determined using Nelson Proficiency Test (NPT). The quantitative data were collected through a questionnaire while the qualitative data were collected through teachers' interviews. After the data collection and analysis, the results of this study revealed that students in all language levels in Institutes had positive perceptions toward utilizing L1 in L2 classes, teachers indicated their eagerness toward using L1 in their classes, and used L1 in high schools more than in Institutes. Furthermore, this study has some implications for EFL teachers.

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Section: Discussion Of Teachers' Attitudessupporting

confidence: 84%

Factors Contributing to the Use of L1 in English Classrooms: Listening to the Voice of Teachers and Students in Iranian Institutes

Tajgozari

2017

IJREE

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“…Rolin-Ianziti and Brownlie (2002), too, as a part of their findings stated that teachers use L1 for classroom management. Samar and Moradkhani (2014), among others, have counted different purposes for using L1 in L2 classes by teachers. Students' better comprehension, according to them, was the most frequently stated purpose of using L1.…”

Section: Ok I Said It In Farsi So That You Don't Forget It and Also mentioning

confidence: 99%

“…The issue with these kinds of studies might be that they do not actually capture what really goes on in the classroom and it makes it next to impossible to verify what the teachers and students claimed, and prove any of the conclusions drawn. To go around this issue, some studies have used Conversation Analysis (CA) to capture what goes on in the classroom and base their conclusions on these documented evidences (De La Campa & Nassaji, 2009;Samar & Moradkhani, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Judicious Use of L1: A Sociocultural Investigation of Teachers’ Use of L1 in L2 Classrooms

Khonamri

2017

IJE

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This study is a sociocultural investigation of the reasons why teachers use L1 in L2 classes through different classroom "modes" (Walsh, 2011). So far, a few studies regarding L1 have focused on L1 use in different classroom contexts, and none have used Walsh's model of classroom modes. To this end, the present study used Walsh's model which quarters the classroom context along with the Conversation Analysis techniques, to meticulously examine the classroom interactions. The classes were chosen from three different teachers in Mazandaran, Iran. A total of 6 sessions were recorded and transcribed. Results suggest that teachers use L1 mostly for managing purposes: drawing students' attention, and making sure they have comprehended what they are supposed to do, and educational purposes: explaining difficult grammar and vocabulary, and eliciting desired structures or utterances. These findings might help teachers use L1 more efficiently and judiciously, instead of avoiding it when and where it might benefit the learners, as well as minimizing it in their classes as much as possible.

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“…In addition to the scholars who advocate either bilingual (L1 and L2 use together) or monolingual (target language only), there are some other scholars (Atkinson, 1987;Carless 2008;Storch & Aldosari , 2010;Ghorbani, 2011;Leeming, 2011;Al-Jadidi & Sanguinetti, 2011;DiCamilla & Anton, 2012;Çalış & Dikilitaş, 2012;Makulloluwa, 2013;Moore, 2013;Adnan, Mohamad, Yusoff, & Ghazali, 2014;Samar & Moradkhani, 2014) arguing that flexible and balanced use of L1 in L2 learning contributes a lot to language learning process.…”

Section: Introductionmentioning

confidence: 99%

Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors

Ekmekçi¹

2018

IES

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Whether or not to use students' native language (L1) in second or foreign language classes has always been debated by many scholars and researchers. This controversial issue has taken place in the literature with various case studies and findings. The current study investigates into both students and teachers' perspectives on using L1 in foreign classes. The study was conducted in a state university offering compulsory language education for at least one academic year in three foreign languages, English, German, and French in 2016-2017 academic year. As data collection instruments, two Likert-type questionnaires were administered to instructors and students. Ten English, seven German and three French Language instructors participated in the study together with 217 students from three compulsory foreign language preparatory classes. Descriptive data were analysed in order to determine the students and instructors' perspectives about L1 use. ANOVA test was also used to find out whether there exist significant differences among students and instructors with regard to L1 use. The results reveal that there is a statistically significant difference between English and German language students and between French and German language students with regard to L1 use in the foreign language classrooms. However, there is not a statistically significant difference between English and French language students with regard to L1 use in the foreign language classrooms. The findings also indicate that there is no statistically significant difference among English, French and German language instructors concerning the use of L1 in the classes.

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Codeswitching in the Language Classroom: A Study of Four EFL Teachers’ Cognition

Cited by 14 publications

References 37 publications

Factors Contributing to the Use of L1 in English Classrooms: Listening to the Voice of Teachers and Students in Iranian Institutes

Factors Contributing to the Use of L1 in English Classrooms: Listening to the Voice of Teachers and Students in Iranian Institutes

Judicious Use of L1: A Sociocultural Investigation of Teachers’ Use of L1 in L2 Classrooms

Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors

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