Yong Wu, Fonny Dameaty Hutagalung, Fong Peng Chew

Çin üniversitesi yabancı dil olarak İngilizce sınıfında acemi ve tecrübeli İngilizce öğretmenlerinin dil değiştirmesi üzerine karşılaştırmalı bir çalışma

Araştırmacılar 50 yıldan fazla bir süredir dil değiştirme problemlerine odaklanmış ve EFL sınıfında dil değiştirmeyi kullanma konusunda farklı görüşlere sahipler. Bu çalışma, İngilizce öğretmenlerinin ve öğrencilerin Kolej İngilizcesi sınıflarında dil değiştirmeyi kullanmaya yönelik tutumlarını ve pedagoji etkinliklerinde dil değiştirmeyi kullanırken acemi ve tecrübeli öğretmenler arasındaki farkları ortaya çıkarmak için karma yöntem araştırma deseni kullanıldı. 24 İngilizce öğretmeni ve 243 lisans öğrencisi nicel araştırmaya katılmış ve 4 İngilizce öğretmeni nitel analize katılmıştır. Sonuçlar, İngilizce öğretmenleri ile öğrencilerin İngilizce sınıfında kod anahtarlamayı kullanma tutumları arasında önemli bir fark olmadığını, tecrübeli ve acemi öğretmenlerin, ancak yeni ve deneyimli EFL öğretmenleri arasında önemli ölçüde fark olduğunu gösterdi. Nitel analizle, pedagojik faaliyetlerinde kod anahtarlamayı kullanırken acemi ve deneyimli öğretmenler arasında bazı farklılıklar bulunmuştur.

A comparative study of novice and experienced EFL teachers’ codeswitching in Chinese university EFL classroom

Scholars have focused on codeswitching problems for more than 50 years and have different voices about usingcodeswitching in the EFL classroom. This study used mix method to explore the EFL teachers' and students'attitudes towards using codeswitching in their College English classroom and the differences between novice andexperienced teachers when they were using codeswitching at their pedagogies activities. 24 EFL teachers and 243undergraduate students were involved in quantitative research, and 4 EFL teachers took participants in thequalitative analysis. The results showed there is no significant difference between EFL teachers and students’attitudes using codeswitching in the EFL classroom while, experienced and novice teachers have significantlydifferent between novice and experienced EFL teachers by MANOVA. By qualitative analysis, some differenceshave been found between novice and experienced EFL when using codeswitching at their pedagogical activities.Problems have been discussed, and some suggestions are also put forward.© 2020 JLLS and the Authors - Published by JLLS.

PDF

___

Ahmad, B. H., & Jusoff, K. (2009). Teachers’ codeswitching in classroom instructions for low English proficient learners. English Language Teaching, 2(2), 49-55.
Al Aqad, M. H. (2018). Fever of codeswitching and code-mixing between Arabic and English in school’s classrooms. Translation Journal, Retrieved from https://www.translationjournal Auerbach, E. (1993). Re-examining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.
Bilgin, S. (2016).Code switching in English language teaching (ELT) teaching practice in Turkey: Student teacher practices, beliefs and identity. Educational Research and Reviews, 11(8), 686-702.
Copland, F., & Neokleous, G. (2011). L1 to teach L2: Complexities and contradictions. ELT Journal: English Language Teaching Journal, 65(3), 270-280.
Cook, V. (2001).Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402-427.
Critchley, M. P. (1999). Bilingual support in English classes in Japan: A survey of student opinions of L1 use by foreign teachers. The Language Teacher, 23(9), 10-13.
Duff, P. A., & Polio, C. G. (1994). Teachers' Language Use in University Foreign Language Classrooms: A Qualitative Analysis of English and Target Language Alternation. Modern Language Journal, 78(3), 313-326.
Ellis, R. (2014). Exploring language pedagogy through second language acquisition research. New York: Routledge, Taylor & Francis Group.
Erkunt, Y. M., & Yigitoglu, N. (2018). Justifying codes switching through the lens of teacher identities: novice EFL teachers’ perceptions. Quality and Quantity, 52(3), 78-85.
Farruggio, P. (2009). Heritage agency in a transnational California community: Latino parents and bilingual education language. Culture and Curriculum, 22(3), 215-229.
Greggio, S., & Gil, G. (2007). Teacher's and learner's use of code switching in the English as a foreign language classroom: A qualitative study. Linguagem & Ensino, 10(2), 371-393.
Gulzar, M. A. (2010). Codeswitching: Awareness about its utility in bilingual classrooms. Bulletin of Education and Research, 32(2), 23-44.
Gumperz, J. J. (1964). Linguistic and social interaction in two communities. American Anthropologist, 66(6), 137-153.
Gumperz, J. J. (2009). The speech community. In A. Duranti (Ed.), Linguistic anthropology: A reader (pp. 66–73). Chichester: John Wiley & Sons.
Guthrie, E. M. L. (1987). Six cases in classroom communication: A study of teacher discourse in the foreign language classroom. In J. L. A. L. (Eds.) (Ed.), Research in second language learning: Focus on the classroom (pp. 173-193). Norwood, NJ: Ablex.
Haugen, E. (1950). The Analysis of Linguistic Borrowing. Language, 26(2), 210-231.
Heath, C., Hindmarsh J., & Luff, P. (2010). Video in qualitative research. London: Sage.
Lehti-Eklund, H. (2013). Codeswitching to first language in repair- A resource for students’ problem solving in a foreign language classroom. International Journal of Bilingualism, 17(2), 132-152.
Levine. G. S. (2014). Principles for Code Choice in the Foreign Language Classroom: A Focus on Grammaring. Language Teaching, 47(3), 332-348.
Levine, G. S. (2011). Code choice in the language classroom. Buffalo: Bristol
Lin, A. M. Y. (1999). Critical Approaches to TESOL: Doing-English-Lessons in the Reproduction or Transformation of Social Worlds? TESOL Quarterly, 33(3), 393-412.
Llurda, E. (2006). Non-Native Language Teachers Perceptions, Challenges and Contributions to Profession. Madrid: Springer.
Macaro, E. (2001). Analysing Student Teachers’ Codeswitching in Foreign Language Classrooms: Theories and Decision Making. Modern Language Journal, 85(4), 531-548.
Macaro, E. (2006). Codeswitching in the L2 classroom: A communication and learning strategy. In E. Llurda (Ed.), Non-native Language Teachers: Perceptions, challenges, and contributions to the profession (pp. 63- 68). Boston, MA: Springer.
Martinez-Roldan, C. M., & Sayer, P. (2006). Reading through linguistic borderlands: Latino student’s transaction with narrative texts. Journal of Early Childhood Literacy, 6(3), 293-322.
Myers-Scotton, C. (1993). Duelling Languages: Grammatical Structure in Codeswitching. Oxford: Clarendon Press.
Nunan, D. (1998). Second Language Learning and Teaching. Boston: Heinle & Heinle.
Puspawati, I. (2018). Teachers’ use of Codeswitching in EFL classroom and its Functions. Journal of Foreign Language teaching and Learning, 3(1), 42-51.
Raschka, C., Sercombe, P., & Chi-Ling, H. (2009). Conflicts and tension in codeswitching in a Taiwanese EFL classroom. International Journal of Bilingual Education & Bilingualism, 12(2), 157- 171.
Sampson, A. (2012). Learner codeswitching versus English only. ELT Journal: English Language Teachers Journal, 66(3), 293-303.
Schweers, C. W., Jr. (1999). Using L1 in the L2 classroom. English Teaching Forum, 37(2), 6-9.
Seng, G. H., & Hashim, F. (2006). Use of L1 in L2 reading comprehension among tertiary ESL learners. Reading in a Foreign Language, 18(1), 29-54.
Songxaba, S. L., Coetzer, A., & Molepo, J. M. (2017). Perceptions of teachers on creating space for code switching as a teaching strategy in second language teaching in the Eastern Cape Province, South Africa. Reading &Writing- Journal of the reading association of South Africa, 8(1), 1-7.
Stavans, A., & Swisher, V. (2006). Language switching as a window on trilingual acquisition. International Journal of Multilingualism, 3(3), 193–220.
Tang, J. (2002). Using the L1 in the English Classroom. Forum, 40(1), 36-43.
Yao, M. F. (2012). EFL Classroom Codeswitching. Beijing: Foreign Language Teaching and Research Press.