Written and Oral Codeswitching Prevalence: Functions and Didactic Implications in Esl Context

Abstract

Despite longitudinal studies conducted along written and oral codeswitching linguistic prevalence considering ESL context, none of the ensuing studies has attempted to propose a theory delineating the preceding occurrence committed by L2 interlocutors which add to the novelty aspect of this paper. The quantitative analysis redounds to the formation of philosophical data on the constructive aspects associated to codeswitching occurrence in ESL classroom despite its adverse impressions in the context of pedagogy. This paper predominantly explores codeswitching from L1 to L2 in a multifaceted milieu as it has hidden purposes and functions along the channels of communication. For instance, codeswitching for equivalence (Mam the villain in the story is “masama”, because uhmmm…. She done bad thing to the main character). After careful scrutiny, the study emphasizes that the highlighted linguistic prevalence should uncover its positive aspects for communicative competence sake. The paramount goal must always be the understanding of the text and glitches along the channels of communication must be deemed secondary. This practice has functions and purposes in the context of the interlocutors of the language itself. They do such for clarity, emphasis, emotion expression, and equivalence for the most part. The role of ESL teachers counts a lot to bring the students to a high level of communicative competence. L1 shall serve as a bridge to reach L2 fluency.

Features of Behaviorism in Second Language Acquisition (SLA): An Empirical Excerpt from Applied Linguistics View

“…This is manifested by some of the captured sentences during the class observation. Discourse line X 12 , X 13 , X 14 , and X 15 are evidences of L2 attempts by the students with noted slight flaws on argument and morphological structure. Nonetheless, the slight errors can be negligible as they do not necessarily indicate a clear picture of collective grammatical incompetence.…”

“…These sentences are an epiphany of students' collaborative work and grammar prowess at an early age learning L2 patterns from L1 exposure. In truth, line X 13 and X 14 show grammatical flaws but this can be acceptable at a transition stage. Line X15, likewise, manifests the influence of L1 morphological structure associated to literal translations by the learners.…”

“…To commence the validation of behaviorism features, researcher adopted purposive sampling as it strategically chose the participants of the study on the basis of data that can potentially be gathered from the said participants subjected under case study (Estremera, 2021a;Estremera, 2021b). Marinas 1 Elementary was the research site for practical reasons foremost.…”

“…EFL teachers may be able to teach the target language more efficiently and effectively by considering the salient points of this academic piece, multiculturalism as well as affective factors to language learning (e.g., disengagement of the early starters due to language practices of the classroom) (Pfenninger, 2016; Turebayeva, 2020). EFL teachers could likewise provide appropriate teaching materials and communicative activities to bring the students to a high level of competence by degrees (Estremera,2021;Estremera & Gilbas, 2022;Tilahun et. al.…”