Code-Switching versus Target-Language-Only for English as a Foreign Language: Saudi Students' Perceptions

Autor/inn/en	Al Tale, Mazeegha A.; Alqahtani, Faten A.
Titel	Code-Switching versus Target-Language-Only for English as a Foreign Language: Saudi Students' Perceptions
Quelle	In: English Language Teaching, 13 (2020) 9, S.18-29 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Code Switching (Language); Second Language Learning; Second Language Instruction; English (Second Language); Positive Attitudes; Reading Instruction; Teaching Methods; Reading Comprehension; Student Attitudes; Females; College Students; Foreign Countries; Language of Instruction; Affective Behavior; Semitic Languages; Native Language; Saudi Arabia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Schülerverhalten; Weibliches Geschlecht; Collegestudent; Ausland; Teaching language; Unterrichtssprache; Affective disturbance; Active behaviour; Affektive Störung; Arabisch; Hebräisch; Saudi-Arabien
Abstract	Selecting the medium of instruction to teach English as a Foreign Language (EFL) has been a controversial issue for several years. This article explores the impact of code-switching (CS) versus target-language-only (TL-only) teaching strategies on the learning and affective sustenance of EFL reading comprehension beginner students based on their perceptions. It also investigates whether there is a significant difference between the participants' perceptions of these two teaching strategies' possible impact on their learning and affective sustenance. Fifty-two female Saudi college students participated in the study. A questionnaire and follow-up interviews were used to collect the data. The results indicate that the participants had positive perceptions about the impact of CS on their learning and affective sustenance in the EFL reading classes as opposed to negative perceptions about TL-only instruction. The results also show that there is a significant difference between their perceptions of TL-only instruction and CS, indicating that they prefer CS to TL-only instruction in their EFL reading classes. We recommend that reading comprehension teachers for beginners utilize CS as a facilitating instructional strategy for EFL beginners to give them affective support and make the input more comprehensible. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/1/01