16.323, Diss: Applied Ling/Lang Acquisition: Ustunel: 'The ...'

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LINGUIST List: Vol-16-323. Wed Feb 02 2005. ISSN: 1068 - 4875.

Subject: 16.323, Diss: Applied Ling/Lang Acquisition: Ustunel: 'The ...'

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1)
Date: 02-Feb-2005
From: Eda Ustunel < Eda.Ustunel at gmail.com >
Subject: The Sequential Organisation of Teacher-Initiated and Teacher-Induced Code-Switching in a Turkish University EFL Setting

	
-------------------------Message 1 ----------------------------------
Date: Wed, 02 Feb 2005 12:20:50
From: Eda Ustunel < Eda.Ustunel at gmail.com >
Subject: The Sequential Organisation of Teacher-Initiated and Teacher-Induced Code-Switching in a Turkish University EFL Setting



Institution: University of Newcastle upon Tyne
Program: Department of Education
Dissertation Status: Completed
Degree Date: 2004

Author: Eda Ustunel

Dissertation Title: The Sequential Organisation of Teacher-Initiated and
Teacher-Induced Code-Switching in a Turkish University EFL
Setting

Linguistic Field(s): Applied Linguistics
                     Language Acquisition

Subject Language(s): English (ENG)
                     Turkish (TRK)


Dissertation Director(s):
Paul Seedhouse

Dissertation Abstract:

The study depicts the relationship between pedagogical focus and language
choice in the language teaching/learning environment of
English-as-a-foreign-language (EFL) at a Turkish university in Izmir.  I
present the organisation of code-switching (the use of more than one
linguistic variety in the same conversation) which is teacher-initiated and
'teacher-induced' (when the teacher asks for the Turkish equivalent of an
English word).  A major research gap in the area of code-switching (CS) is
a lack of adherence between English-Turkish CS and EFL studies.  Eldridge
(1996) studied learners' CS in a Turkish secondary school focusing on
teachers' attitudes toward CS in the classroom; therefore, his implications
are limited to teacher-training.  However, in my research, I choose my
subjects at the university level, focus on teacher-learner interaction in
EFL classrooms, and examine transcripts according to the sequential
analysis of conversation analysis (CA).

The data for this study are collected by means of classroom observation.
This consists of audio and video-taping lessons from six beginner level
English classrooms.  Transcripts of the lessons are examined according to
the CA method of sequential analysis applying an adapted version of the
classic CA question (Why that, right now?) for interaction involving
code-switching, which is why that, in that language, right now?

It is found that teachers code-switch in orientation to twelve pedagogical
functions: Dealing with procedural trouble, dealing with classroom
discipline, expressing the social identity, giving Turkish equivalent,
translating into Turkish, dealing with a lack of response in English,
providing a prompt for English use, eliciting Turkish or English
translation, giving feedback, checking comprehension in English, providing
meta-language information, and giving encouragement to participate.  It is
also found that there is a systematic preference organisation pattern in
which teachers code-switch to Turkish to repair trouble when there is a
delay in the learner's reply turn of more than one second.

The study supports the claim that first language (L1) is difficult for
teachers to avoid, and perhaps more difficult for learners to ignore in the
EFL context.  Consequently, teaching methods that incorporate L1 in L2
teaching/learning environments are highly recommended.




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