| Titre : |
The effect of using code-switching on improving teachers and learners classroom interaction |
| Type de document : |
texte imprimé |
| Auteurs : |
Hadjer Loucif, Auteur ; Naouel Dib, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : UNIVERSITE DES FRERES MENTOURI |
| Année de publication : |
2018 |
| Importance : |
65 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie electronique PDF disponible au BUC |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Code-Switching, Classroom Interaction, Classroom patterns (teachers and
learners) and the teaching and learning process |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This study focuses on the use of code switching in improving classroom interaction as a resort
strategy by teachers and learners. This study works mainly to unveil to which extent both
classroom patterns ( Teachers and Learners) influence the foreign language learning, as well
as verifying teachers‟ and learners‟ perceptions of code-switching in the classroom. The
research aims to show how the controlled and effective uses of other languages like mother
tongue or first foreign language can help in conveying the exact meaning, saving time and
thus prevent ambiguity. In other words, if teachers and learners code switch with heightened
awareness, this will positively affect the development of pupils speaking skill and encourage
them to take risk and interact freely. Immediately, following our hypothesis, we offer to verify
the effect teachers‟ and learners‟ code switch in the classroom on increasing mainly learners
understanding, encouraging interaction and developing their communication. In order to
confirm our hypothesis, a Questionnaire was handed for both teachers and pupils. The sample
of our study is from the secondary school BOURFAA Ahcen in Constantine, seven teachers
of English subject, and twenty six pupils from the literary branch of third year. Based on the
interpretation and the analysis of the data, this study conclude that code switching to the
mother tongue or to the first foreign language, plays a positive and effective role in the
process of teaching and learning because it gives the correct and the exact meaning in short
time and prevent ambiguity, if code switching is permitted when pupils experience deficiency
to ask for help, express their obscurity of the meaning of words or seeking to know directions,
this can successfully aid pupils and enhance their understanding; therefore, develop their
interaction and communication capacities. On the light of this research, it is proved that using
code switching during classroom interaction enhance pupils understanding and raise their
chances using the foreign language. However, it is also proved that the exaggeration and
overuse of code switching will lead to negative results, making learners passive receivers and
create laziness. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9397 |
The effect of using code-switching on improving teachers and learners classroom interaction [texte imprimé] / Hadjer Loucif, Auteur ; Naouel Dib, Directeur de thèse . - CONSTANTINE [ALGERIE] : UNIVERSITE DES FRERES MENTOURI, 2018 . - 65 f. ; 30 cm. Une copie electronique PDF disponible au BUC Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Code-Switching, Classroom Interaction, Classroom patterns (teachers and
learners) and the teaching and learning process |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This study focuses on the use of code switching in improving classroom interaction as a resort
strategy by teachers and learners. This study works mainly to unveil to which extent both
classroom patterns ( Teachers and Learners) influence the foreign language learning, as well
as verifying teachers‟ and learners‟ perceptions of code-switching in the classroom. The
research aims to show how the controlled and effective uses of other languages like mother
tongue or first foreign language can help in conveying the exact meaning, saving time and
thus prevent ambiguity. In other words, if teachers and learners code switch with heightened
awareness, this will positively affect the development of pupils speaking skill and encourage
them to take risk and interact freely. Immediately, following our hypothesis, we offer to verify
the effect teachers‟ and learners‟ code switch in the classroom on increasing mainly learners
understanding, encouraging interaction and developing their communication. In order to
confirm our hypothesis, a Questionnaire was handed for both teachers and pupils. The sample
of our study is from the secondary school BOURFAA Ahcen in Constantine, seven teachers
of English subject, and twenty six pupils from the literary branch of third year. Based on the
interpretation and the analysis of the data, this study conclude that code switching to the
mother tongue or to the first foreign language, plays a positive and effective role in the
process of teaching and learning because it gives the correct and the exact meaning in short
time and prevent ambiguity, if code switching is permitted when pupils experience deficiency
to ask for help, express their obscurity of the meaning of words or seeking to know directions,
this can successfully aid pupils and enhance their understanding; therefore, develop their
interaction and communication capacities. On the light of this research, it is proved that using
code switching during classroom interaction enhance pupils understanding and raise their
chances using the foreign language. However, it is also proved that the exaggeration and
overuse of code switching will lead to negative results, making learners passive receivers and
create laziness. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9397 |
|
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