Abstract
This study dealt with code‐switching in EFL classroom contexts at tertiary level in Iran, where English instruction tends
to begin late at secondary schools. It aimed to explore the ʹtrigger wordsʹ responsible for cognitive code switching using
Clyneʹs (2003) classification, the possible functions of code switching, as well as the EFL instructorsʹ perceptions of code
switching. To achieve these objectives, one general English class and one ESP class for computer major students were
observed and the two classroom instructors were interviewed. Analysis of data revealed that triggered code switching
manifestations in both EFL contexts were different, with the greater frequency of code switching taking place in
engineering ESP context. Moreover, ʹproper nounsʹ and ʹlexical transferʹ were the frequently observed types of trigger
words responsible for code switching in General and ESP contexts respectively. It also displayed the six functions code
switching served in Iranian EFL classrooms. The EFL instructors believed that code‐switching was an effective teaching
strategy when facing low English proficient learners. They perceived it useful regarding various functions that it served
in Iranian EFL classrooms.
Keywords: Psycholinguistics, code switching, trigger words
© Association of Gazi Foreign Language Teaching. All rights reserved
1. Introduction
Code alternation or switching, a broadly studied phenomenon in the speech patterns of bilingual and
multilingual speakers, has always been a major concern in EFL/ESL contexts. Simply defined by Nunan and
Carter (2001) as “a phenomenon of switching from one language to another in the same discourse” (p. 275),
it has also received great attention from SLA researchers. Myers‐Scotten (1993), for instance, argues that
code switching helps bilingual students enhance the flexibility of expression, exceeding the style switching
of monolinguals. In other words, by having access to more than one language, the bilingual student is
capable of removing obstacles at sentential planning level. Code switching is also considered by Jacobson
(1983) as a tool for the acquisition of subject‐appropriate vocabulary in first and second language. It is an.......
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This study dealt with code‐switching in EFL classroom contexts at tertiary level in Iran, where English instruction tends
to begin late at secondary schools. It aimed to explore the ʹtrigger wordsʹ responsible for cognitive code switching using
Clyneʹs (2003) classification, the possible functions of code switching, as well as the EFL instructorsʹ perceptions of code
switching. To achieve these objectives, one general English class and one ESP class for computer major students were
observed and the two classroom instructors were interviewed. Analysis of data revealed that triggered code switching
manifestations in both EFL contexts were different, with the greater frequency of code switching taking place in
engineering ESP context. Moreover, ʹproper nounsʹ and ʹlexical transferʹ were the frequently observed types of trigger
words responsible for code switching in General and ESP contexts respectively. It also displayed the six functions code
switching served in Iranian EFL classrooms. The EFL instructors believed that code‐switching was an effective teaching
strategy when facing low English proficient learners. They perceived it useful regarding various functions that it served
in Iranian EFL classrooms.
Keywords: Psycholinguistics, code switching, trigger words
© Association of Gazi Foreign Language Teaching. All rights reserved
1. Introduction
Code alternation or switching, a broadly studied phenomenon in the speech patterns of bilingual and
multilingual speakers, has always been a major concern in EFL/ESL contexts. Simply defined by Nunan and
Carter (2001) as “a phenomenon of switching from one language to another in the same discourse” (p. 275),
it has also received great attention from SLA researchers. Myers‐Scotten (1993), for instance, argues that
code switching helps bilingual students enhance the flexibility of expression, exceeding the style switching
of monolinguals. In other words, by having access to more than one language, the bilingual student is
capable of removing obstacles at sentential planning level. Code switching is also considered by Jacobson
(1983) as a tool for the acquisition of subject‐appropriate vocabulary in first and second language. It is an.......
(CLICK HERE TO DOWNLOAD THE WHOLE TEXT)
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