The Use of Code Switching: A Case of Iraqi Students in University of Karabuk

Abstract

Code switching (CS) is considered as a widespread multifunctional phenomenon in bilinguals’ speech both formally and informally. CS is common among Arabic speakers because they usually use it when switching from English to Arabic in their utterances. Iraqi students are enlisted within this rule because they usually use English-Arabic CS. The current study aims at exploring the types of code-switching used in students’ daily life conversations in University of Karabuk and in dormitory setting and the reasons for using this code switching. These conversations are recorded and transcribed into written texts. Then, they are analysed by using Appel and Muysken’s (2005) classification of code-switching. Basing on the data input, the findings showed that the intra-sentential type is the most frequent type used in these conversations. Also, the findings showed that the reasons for code-switching were primarily either to convey a message or to express gratitude. These results were congruent with Poplack’s (1980) hypothesis. The study contributes noticeably to the knowledge body of literature as highlighting the use of code switching in the Turkish city of Karabuk.

Identifying problems and difficulties in teaching English for zero beginner adult learners

“…Their obligations to their families and jobs, which force individuals to set aside time for second language acquisition, might be another factor [28]. The adult brain's diminishing neuroplasticity and students' lack of interest in textbooks that make minimal but believable connections for students are the additional challenges facing educators [29], [18], and [16].…”

“…Teachers may also face difficulties due to the adult brain's diminishing neuroplasticity and students' disinterest in textbooks. Even though they may not seem like much, these elements can have a big impact on students [29]; [18]; [16].…”

“…A plethora of factors influence the process of teaching and learning of the zero beginners. This could initially Cross Ref DOI: https://dx.doi.org/10.22161/ijtle.2.6.8 be attributed to the fact that such students do not study English in their early schooling and only utilize it in some higher education courses [16]. Furthermore, the effectiveness of the learning process is greatly influenced by the environment and family history.…”

“…Adult learners who are zero beginning often find it difficult to use their language abilities in everyday scenarios. [16] pointed out that not being able to communicate well in everyday situations may be discouraging and may result in a lack of useful language usage.…”