Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

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Motivational Determinants of Code-Switching in Iranian EFL Classrooms

Document Type : Research Article

Authors

1 M. A. Student in ELT, Azarbaijan Shahid Madani University, Tabriz, Iran

2 Assistant Professor of ELT (TESOL), Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran

3 Assistant Professor of Applied Linguistics, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran

Abstract

“Code-Switching”, an important issue in the field of both language classroom and sociolinguistics, has been under consideration in investigations related to bilingual and multilingual societies. First proposed by Haugen (1956) and later developed byGrosjean (1982), the termcode-switching refers to language alternation during communication. Although code-switching is unavoidable in bilingual and multilingual contexts, its role and motivational determinants in language classes are sometimes ignored. The goal of the present article was to investigate the motivational determinants of classroom code-switching in EFL classrooms. The research was conducted with 400 participants, including 374 students and 26 teachers. The data collection techniques included questionnairesand observation checklist, all of which were designed based on Hymes’ (1962) framework and Poplack’s (1980), Myers-Scotton’s (1989), Blom and Gumperz’s (1972), and Gumperz’s (1982) categorizations. The data were analyzed through the software SPSS (Version 20). The results revealedthat providing the listener with better understanding, clarification, and checking comprehension are the most important motivational determinants for codeswitching.

Keywords

Main Subjects

Article Title [Persian]

تعیین کننده های انگیزشی تغییر زبان در کلاسهای آموزش زبان انگلیسی بعنوان زبان خارجی در ایران

Authors [Persian]

  • شهلا ناظری 1
  • دکتر داود امینی 2
  • دکتر فرزاد سلحشور 3

1 گروه زبان انگلیسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

2 گروه زبان انگلیسی، دانشکده ادبیات وعلوم انسانی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

3 گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

Abstract [Persian]

تغییر زبان، یک موضوع مهم در حوزه زبانشناختی-اجتماعی، از زمانهای گذشته در تحقیقات مرتبط با جوامع دو زبانه و چند زبانه مورد توجه قرار گرفته است. این پدیده جالب برای اولین بار توسط هوگن (1956) مطرح شد و بعدها گروسجان (1982) این پدیده را تغییر زبان نام گذاری و تعریف نمود. علیرغم اینکه تغییر زبان در موقعیتهای دوزبانه و چند زبانه اجنتاب ناپذیر است، اما نقش و تعیین کننده های انگیزشی آن در کلاسهای زبان بعضی اوقات نادیده گرفته می شود. هدف مقاله پیش رو تحقیق درباره عوامل انگیزشی تغییر زبان در کلاسهای آموزش زبان انگلیسی بعنوان زبان خارجی است. در این تحقیق 400 شرکت کننده شامل 374 نفر زبان آموز، 26 نفر مدرس مشارکت داشته اند. داده ها از طریق پرسشنامه، چک لیست نظارت، و سوالات مصاحبه ای، که همگی بر مبنای چارچوبهای هایمز (1986)، پاپلک (1980)، مایرز-اسکاتن (1989)، بلوم و گمپرز (1972)، گمپرز (1982) طراحی شده اند، جمع آوری شده و توسط نرم افزار SPSS ورژن 20 تجزیه و تحلیل شدند. یافته ها حاکی از آنست که کمک به شنونده برای فهمیدن بهتر، شفاف سازی، و بررسی
درک مخاطب از مهمترین عوامل انگیزشی استفاده از تغییر زبان در کلاس است.

Keywords [Persian]

  • تغییر زبان کلاسی
  • عوامل انگیزشی
  • آموزش زبان انگلیسی بعنوان زبان خارجی
  • کلاسهای زبان
  • ایران
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Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
Volume 8, Issue 1
April 2020
Pages 151-173
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History
  • Receive Date: 29 April 2020
  • Revise Date: 07 May 2020
  • Accept Date: 27 May 2020
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