English 2. Analyzing the Role of Code-Switching in Cultivating Foreign Language Learners’ Listening Skill in Trilingual Situations
DOI:
https://doi.org/10.53575/e2.v6.02(22).7-17Keywords:
Code-switching, Foreign Language, Mother Tongue, LearnersAbstract
The main purpose of this research was to investigate the factors of code-switching in cultivating foreign language learners’ listening skill in trilingual situations and to explore the outcomes of the factors of code-switching in cultivating foreign language learners’ listening skill at BS level in Multan district. Structured questionnaire was used for data collection in which the participants were requested to specify their level of endorsement or disproportion on four-point rating. The results and findings of the study data signposted that L2 learners think without code-switching, they quickly forget what is heard to them. They also affirmed that in ELT classroom code-switching is important factor for understanding the English language lesson as it facilitates and improves listening capabilities of the learners. Learners also think that there is a great need of code switching in learning the meaning of difficult words in ELT classroom. Similarly, they have assertive positive thinking that there is need of code switching in ELT classroom while listening classroom instructions delivered by the teacher
References
Alonso, R. S. (2012). The importance of teaching listening and speaking skills. Dpto. Didáctica de la Lengua y la Literatura Facultad de Educación, 1-72.
Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL quarterly, 27(1), 9-32.
Bloomfield, A. L. (1933). The effect of restriction of protein intake on the serum protein concentration of the rat. The Journal of experimental medicine, 57(5), 705.
Eldridge, J. (1996). Code-switching in a Turkish secondary school. ELT Journal, 50(4), 303- 311. doi: 10.1093/elt/50.4.303.
Cameron, D. (2014). Demythologizing sociolinguistics: Why language does not reflect society. In Ideologies of language (pp. 79-93). Routledge.
Chomsky, N. (1965). Persistent topics in linguistic theory. Diogenes, 13(51), 13-20.
Hudson, J. A. (1980). Overall properties of a cracked solid. In Mathematical Proceedings of the Cambridge Philosophical Society (Vol. 88, No. 2, pp. 371-384). Cambridge University Press.
Hudson, R. A. (1984). Word grammar. Oxford: Blackwell.
Labov, W. (1972). Language in the inner city: Studies in the Black English vernacular (No. 3). University of Pennsylvania Press.
Misdeni, M., Syahniar, S., & Marjohan, M. (2019). The effectiveness of rational emotive behavior therapy approach using a group setting to overcome anxiety of students facing examinations. International Journal of Research in Counseling and Education, 3(2), 82-88.
Moiinvaziri, M. (2008, December). Motivational orientation in English language learning: A study of Iranian undergraduate students. In Global practices of language teaching: Proceedings of the 2008 International Online Language Conference (pp. 126-136). Boca Raton, FL: Universal-Publishers.
Romaine, S. (1984). Towards a typology of relative-clause formation strategies in Germanic. Historical syntax, 437-470.
Taylor, R. (1990). Interpretation of the correlation coefficient: a basic review. Journal of diagnostic medical sonography, 6(1), 35-39.
Voegelin, C. F., & Bloomfield, L. (1993). Correspondence in Ojibwa. Anthropological Linguistics, 399-420.
Wardhaugh, R. (1982). Education of the New Canadian: 1918 and 1981. The Persistence of Certain Themes. TESL Talk, 13(3), 141-54.
Wardhaugh, J. (1996). Homeless in Chinatown': deviance and social control in cardboard city. Sociology, 30(4), 701-716.
Weinreich, U. (1953). Language in contact, findings and problems. New York, NY: Linguistic Circle of New York.
