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Þÿstudents Perceptionofteachers Use of Codes The University of Dodoma University of Dodoma Institutional Repository http://repository.udom.ac.tz Education Master Dissertations 2019 þÿStudents perception of teachers use of codes witching in teaching English language in secondary schools in Tanzania: A case of Gairo district Kimwage, Ibrahim Norbeth The University of Dodoma þÿKimwage, I. N. (2019). Students perception of teachers use of codes witching in teaching þÿEnglish language in secondary schools in Tanzania: A case of Gairo district (Master s dissertation). The University of Dodoma, Dodoma http://hdl.handle.net/20.500.12661/2108 Downloaded from UDOM Institutional Repository at The University of Dodoma, an open access institutional repository. STUDENTS’ PERCEPTION OF TEACHERS’ USE OF CODESWITCHING IN TEACHING ENGLISH LANGUAGE IN SECONDARY SCHOOLS IN TANZANIA: THE CASE OF GAIRO DISTRICT IBRAHIM NORBETH KIMWAGE MASTER OF ARTS IN EDUCATION OCTOBER, 2019 STUDENTS‘PERCEPTION OF TEACHERS‘ USE OF CODE- SWITCHING IN TEACHING ENGLISH LANGUAGE IN SECONDARY SCHOOLS IN TANZANIA:THE CASE OF GAIRO DISTRICT BY IBRAHIM NORBETH KIMWAGE A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN EDUCATION THE UNIVERSITY OF DODOMA OCTOBER, 2019 DECLARATION AND COPYRIGHT I, Ibrahim Norbeth Kimwage, declare that this dissertation is my own original work and that it has not been presented and will not be presented to any other University for a similar or any other degree award. …………………… Signature No part of this dissertation may be reproduced, stored in any retrieval system, or transmitted in any form or by any means without prior written permission of the author or the University of Dodoma. ―If transformed for publication in any other format shall be acknowledged that, this work has been submitted for degree award at the University of Dodoma‖ i CERTIFICATION The Undersigned certifies that she has read and hereby recommends for acceptance by the University of Dodoma a dissertation entitled “Students’ Perceptionof Teachers’ Use of Code Switching in Teaching English Language in Secondary Schools in Tanzania. The case of Gairo District in Morogoro Region”in partial fulfilment of the requirements for the degree of Master of Arts in Education of the University of Dodoma. …………………….… Dr. IRAMBA IRAMBA (Supervisor) DATE 07/11/2019 ii ACKNOWLEDGEMENTS First of all, I hope to schedule my particular thanks to the Almighty God, the only maintainer and defense enabled the achievement of this research report writing. Secondly, I would like to put across my special gratitude to my supervisor, Dr. Iramba Iramba, who helped me throughout the time to prepare this research study stage by stage and provided his tremendous advice and assistance. Thirdly, I would like to give thanks to my family members including my mother, Rose Mpagike; father Norbeth Kimwage; my brother Lazaro Kimwage; my sister Farida Kimwage plus Luke Kimwage, Zubery Kaguo and Frank Kimwage who supported economically and encouraged me to go to school in spite of poverty. Their support encouraged me to keep doing better in academic channel. Fourthly, other important thanks is to UDOM staff members and non- staff members as they facilitated me to capture enough skills of conducting and writing this study by creating suitable and conducive environment. Above all, I would like to thank Jackson Luhwago, Ester Kayaula, Alex Bety, Monica Likoko, Greyson Muyinga, Zaituni Juma, Eden Mtasiwa, Moses Madagala and MAED members including Majira Kusaga, Servi Ndumbalo, Fitina Marco, Ramadhan Michael and Jonas Lufunyo just to mention a few for their gigantic moral, material and non- material support provided with me to accomplish report writing. iii DEDICATION I would like to dedicate this work to my beloved parents Mr and Mrs Norbeth Kimwage. They have been my encouragement and basis for success and to my lovely family in general for both financial and moral supports. Also, their tolerance and understanding during my studies.Shadrack, Ezekiel and Amina, I particularly say to you that you should love ―Education” in order to sharpen and brighten your future in academic world by working hard and respecting others. iv ABSTRACT The purpose of this study was to investigate students‘ perception of teachers‘ use of code-switching in teaching English language in secondary schools. The research questions that guided the study were: One, What are teachers‘ code switching practices in teaching English language in secondary Schools? Two, How does code switching practice influence students‘ mastery of English language skills in secondary schools? Three, What are the students‘ perceptions on code switching in teaching English language? Four, How can code switching be avoided? Inter-language theory and Communication accommodation theory guided this study. Qualitative interview-based approach explored the research questions. By means of simple random sampling and purposeful sampling strategies, form three students and teachers were selected as participants for this research respectively. The findings revealed that despite the varied application of code-switching in classrooms, still perceptions found to be negative and hindering the English language proficiency development. Such perceptions are mostly connected with unawareness of instructional benefits of code-switching. Moreover it was observed that employing both English language and Kiswahili language at once leads the students with difficulties in using English language and its basic skills such as speaking skill, reading skill, writing skill and listening skill. Also the study indicates that there is no firm work employed by education stakeholders like teachers to adjust grammatical errors into standard language. v TABLE OF CONTENTS DECLARATION AND COPYRIGHT .............................................................................. i CERTIFICATION .............................................................................................................. ii ACKNOWLEDGEMENTS ................................................................................................ ii DEDICATION .................................................................................................................... iv ABSTRACT .......................................................................................................................... v LIST OF TABLES ............................................................................................................... x LIST OF FIGURES .......................................................................................................... xii LIST OF ABBREVIATIONS AND ACRONYMS ....................................................... xiii CHAPTER ONE: INTRODUCTION .................................................................................... 1 1.1 Background of the Study .............................................................................................. 1 1.2 Statement of the Problem ............................................................................................. 3 1.3 Objective of the study ................................................................................................... 5 1.4 Specific objectives ........................................................................................................ 5 1.5 Research Questions ...................................................................................................... 5 1.6 Significance of the Study ............................................................................................. 6 1.7 Delimitations of the study ............................................................................................ 6 1.8 Limitation of the study ................................................................................................. 7 1.9 Definition of Key Concepts .......................................................................................... 8 CHAPTER TWO : LITERATURE REVIEW ..................................................................... 11 vi 2.0 Introduction ................................................................................................................ 11 2.1 Theoretical Framework .............................................................................................. 11 2.1.1 Interlanguage Theory .................................................................................................. 12 2.1.2 Communication Accommodation Theory ................................................................... 16 2.2 Justification over Code Switching ............................................................................ 19 2.3 Code-switching in General ......................................................................................... 22 2.4 CS in Global context .................................................................................................. 26 2.5 Perception towards Use of Code Switching ............................................................... 29 2.6 CS in the Context of Language Classroom ................................................................ 33 2.7 Conceptual Framework of the Study .......................................................................... 35 2.8 Knowledge Gap .......................................................................................................... 38 CHAPTER THREE:RESEARCH METHODOLOGY........................................................ 41 3.0 Introduction ...............................................................................................................
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