English Foreign Language Teachers’ Use of Code-Switching and its Effectiveness in Enhancing Pupils’ Vocabulary Learning: The Case of First Year Middle School Pupils in Tizi-Ouzou
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Date
2016-09
Authors
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Journal ISSN
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Publisher
University Mouloud Mammeri of Tizi-Ouzou
Abstract
This dissertation is concerned with the English Foreign language teachers’ use of code-switching and its effectiveness in enhancing pupils’ vocabulary learning. It aims at checking whether or not first year teachers of English in middle schools in Tizi-Ouzou use code-switching in their classrooms when teaching English, and whether it is effective or not. To achieve the mentioned objectives, the study is based on the mixed methods research. It combines both qualitative and quantitative methods. Two questionnaires are handed to both first year teachers of English and pupils. For the sake of collecting data about the issue addressed in this investigation, we have opted for classroom observation relying on a checklist adapted from Ur (1996), it consists of ten items which are the focus of our observation. The outcomes are analyzed according to Yu Guodong model (2001) ‘Functions of Teachers’ Code-Switching in Class’, Qualitative Content Analysis and statistical methods of analysis using the Descriptive Statistical Method. On the basis of the results of the study, we conclude that code-switching is an effective teaching strategy that teachers adopt inside their classes to support and enhance pupils’ vocabulary learning. Also, we find that first year pupils favour the teachers’ code-switching because it permits them to understand and to develop the English vocabulary.
Description
64p.;30cm.(+cd)
Keywords
Code-Switching, Vocabulary Learning, Functions of Teachers’ Code-Switching in the Classroom, First Year English Language Teachers and Pupils.
Citation
Linguistique Appliquée et Sémiotique Sociale