Learner code-switching versus English only.

Autor/in	Sampson, Andrew
Titel	Learner code-switching versus English only.
Quelle	In: ELT journal, 66 (2012) 3, S. 293-303 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen 1
Sprache	englisch; spanische Zitate
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0013-8290; 0307-8337; 0951-0893; 1477-4526
DOI	10.1093/elt/ccr067
Schlagwörter	Empirische Forschung; Kommunikationssituation; Englischunterricht; Fremdsprachenunterricht; Kolumbien; Empirische Forschung; Direkte Methode; Direkte Methode; Methodik; Code Switching; Fremdsprachenunterricht; Englischunterricht; Kolumbien
Abstract	This article describes a study into the functions of code-switching in EFL classes at a Colombian language school. It was undertaken to decide whether the official 'English-only' policy in place in this and other classrooms is pedagogically justified. The results suggest that code-switching may not necessarily be connected to ability level and serves multiple communicative and learning purposes. This indicates not only that total proscription of L1 is ill-advised, but that the mother tongue can be usefully exploited for learning, for example when performing contrastive analysis. However, factors including learners' expectations, the positive motivational effects of learning L2 strategies for dealing with communication breakdowns, the importance of exposure to and practice of the target code, and the need to prepare learners for L2-only contexts call for a common-sense approach where exploitation of L1 is counterbalanced with efforts to teach communicative functions in L2, and some strategies are suggested for achieving this. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2