Code-Switching from L2 to L1 in EFL Classrooms

Abstract

Issues related to learners' use of the foreign language and the mother tongue (code switching) in the foreign language classroom and their role in language teaching and learning processes have been a common area of research. The main objective of this study is to explore, through qualitative results, the driving factors underlying students' and teachers' code-switching in different phases of teacher-learner and learner learner interaction in an English as a Foreign Language (EFL) classroom. Three English teachers and their 21 eighth and 62 ninth grade students participated in the study. Data was collected through audio-recording and transcribing the observation in a primary and a high school EFL classroom. The data gathered was analyzed qualitatively to show the functions of the teachers' and students' code-switching. The results of the study are mainly three fold: a) both the observed teachers and their students were found to switch codes from L2 to L1 more in the presentation phase of the lesson; b) teachers were found to code-switch for the following seven functions: facilitating understanding of grammatical structures and vocabulary, maintaining discipline, motivating students, repetition for clarification, establishing effective communication, giving instruction and desire to use 1,1, while students were found to switch codes for the following three functions: maintaining flow of communication, showing personal attitude, clarifying grammatical structures or vocabulary learning; c) no correlation was established between the number of instances of code-switching employed by the teachers and the students, however, the correlations were found according to the phase of the lesson.