One of the major aspects of bilingual development process is code switching. Code switching has been the issue which has drawn the attention of many researchers in the field of second language teaching and second language learning for the past few decades. The present study is an attempt to investigate the effect of code switching on learning ESP contexts in Iranian EFL learners. Two groups of 30 were chosen from among university students majoring in architecture in Shahrekord Azad University, Iran. Their linguistic homogeneity was established through an Oxford Placement Test. One group was considered the control group in which code switching was forbidden and the other was the experimental group in which code switching was allowed. In the experimental group, the students were allowed to shift to Persian when they faced difficulty to express themselves. Moreover, sometimes, the teacher herself switched to Persian and explained the topic more to make sure that the students had understood all the details. The results indicated the positive effects of code switching on the development of L2 proficiency and the improvement of reading comprehension ability in Iranian EFL learners. The findings of this study can provide support for the use of mother tongue in language classes. Using first language in foreign language classes can be a communication strategy that helps students compensate for their deficiency in the second language. Furthermore, teachers’ switching to first language can be beneficial in conveying messages that will be difficult for students to understand in the foreign language.
|Keywords:||Codeswitching, Communication Strategy, Communication Breakdown, Proficiency, ESP (English for Specific Purposes)|
University Faculty Member, English Department, Islamic Azad University (Shahrekord Branch), Shahrekord, Chaharmahal, Iran (Islamic Republic of)
University Faculty Member, Computer, Islamic Azad University (Shahrekord Branch), Shahrekord, Chaharmahal, Iran (Islamic Republic of)
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