استفاده و درك از رمز گرداني توسط معلمان تازه كار و باتجربه

The study was an attempt to find out the use and perception of code-switching by novice and experienced teachers and see whether there is any difference in their use of this strategy or not. To collect data to answer to the questions, the present study adopted mixed method design, in which both qualitative and quantitative data collection methods were applied. A total number of 20 TEFL instructors were selected. Ten experienced and ten novice instructors were participated in the study. Two sessions of four of these instructors` classes were observed and audio-recorded by the researcher to achieve the goals of the study. Moreover, to define type and function of the CS (code-switching) a questionnaire was given to all 20 instructors. The audio recorded classes were transcript and then analyzed by two TEFL instructors. Then the recorded classes were eva‎luated through a checklist adopted from Lee (2010), and the results were presented in descriptive statistics and as well as qualitative manner. The rating was done by two experts in TEFL and interrater reliability were computed. Then six of the instructors were interviewed to investigate their attitudes toward code-switching. At the end of the study, according to the data analysis, it was concluded that, the novice teachers prefer to use more of CSs rather than the experienced teachers in their classrooms. Moreover, the novice teachers were more interested in using L1 in the elementary classes, while experienced teachers tried to use L2 to convey their meaning to their students. Furthermore, regarding to the functions and type of code switching, “code switching for explaining grammar”, and “code switching for explaining abstract words” were mentioned by both novice and experienced teachers.

1401/02/10

سميه طاهري

69579