پایان نامه آموزش زبان انگلیسی – abstract

 The present study was an attempt to investigate the effect of code-switching on intermediate
EFL learners’ speaking accuracy. To do so, a control group experimental design was
proposed in which 60 homogeneous intermediate female students with the age range 18 to 25 in a language school in Tehran took part. The selected participants were divided into two groups; one experimental group (EG) and one control group (CG) with 30 students in each .( consisting of 12 to 18 students in each class. The speaking section of the PET was administered and speaking accuracy of the participants was checked through employing ETS speaking scale (2007).

 To score the learners’ performance the inter-rater method was employed. Both experimental and control groups received the same materials, and the same teacher (the researcher herself). The class hours, physical conditions, and other things were the same and the only difference lied in the fact that the experimental group were exposed to different forms of code-switching such as inter-sentential switching, intra-sentential switching occurs, and tag-switching as proposed by Canagarajah (1995), while the control groups were not allowed to use code-switching at all. Following the treatment phase the posttest of speaking accuracy was administered to the students of both experimental and control groups.

 The data were analyzed employing independent t-test and the results indicated that .(using code-switching strategies in the EFL classroom significantly affected intermediate learners’ speaking accuracy. The reason is that the experimental group learners who were exposed to code-switching strategies outperformed the control group on the posttest of speaking. The results of the study have implications for EFL teachers, language teaching, language testing, and materials developers in the Iranian context.

کلمات کلیدی: کد گردانی , صحت مهارت گفتار

Keywords: Code-switching, Intermediate EFL Learners, Speaking Accuracy, Iranian Learners