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The Effect of Code-Switching on the Improving of Speaking Skill Of 43557 Parvaneh Yarahmadi / Elixir Edu. Tech. 100 (2016) 43557-43567 Available online at www.elixirpublishers.com (Elixir International Journal) Educational Technology Elixir Edu. Tech. 100 (2016) 43557-43567 The Effect of Code-Switching on the Improving of Speaking Skill of Iranian Intermediate EFL Learner: State of Art Parvaneh Yarahmadi Islamic Azad University of Damavand. ARTICLE INFO ABSTRACT Article history: In recent years the structures of code-switching like its grammatical structure, have Received: 1 October 2016; became crucial on in bilingualism research. Researchers in this field discuss the types of Received in revised form: code-switching structures that are possible within a given data set. In the work, 4 November 2016; code-switching of different structures have been discussed. Accepted: 14 November 2016; © 2016 Elixir All rights reserved. Keywords Code-switching, Grammatical Structure. Introduction function as a trigger for the alternation from one language to Most researchers, who have paid attention to code- another. Such instances indicate the processes of mental switching, have however been concerned with the sociological representation of bilingualism on the one hand and bilingual interpretation and discourse functions, i.e. the socio-pragmatic language processing on the other. The speaker in socio- aspect, of code-switching. For this reason, linguists who do pragmatically conditioned code-switching does not alter the not specialize in bilingualism often automatically assume that language with a specific conversational aim. This means that research in code-switching means sociolinguistic research. It the code-switching has no function in the local conversational is certainly an interesting issue to investigate when and why a context, especially when the “global interactional behaviour” speaker chooses one linguistic variety rather than another: this (Franceschini 1998,p.61) is based on code-switching, i.e. can be explained by stylistic or metaphorical motivation, when languages or codes are not obvious in a given context where factors such as the interlocutor, social role, domain, (Franceschini 1998,p.58 speaks of “non-functional uses of CS topic, venue, medium, and type of interaction play an [= code-switching]”). Because of the obvious difference important role. In this case, language alternation can also serve between these two types of code- switching some scholars as a conversational cue, expressing attitudes towards language have suggested giving them different names: the term code- or marking linguistic identity (Keller 1995, Auer 1998). switching should be used only for socio-pragmatically Only in recent years the structures of code-switching like conditioned code alternation, whereas the psycho- its grammatical structure, have became crucial on in linguistically conditioned type should be termed “code- bilingualism research (Scotton 2002,p.10). Researchers in this mixing” (for instance Berruto 1990) or “language mixing” field discuss the types of code-switching structures that are (Auer 1999). But as Franceschini (1998,p.59) points out, this possible within a given data set. In the field of code-switching does not “present a satisfactory answer, as the basic problem different structures have been discussed. It is possible to remains: The speakers do use CS [= code-switching] but in indicate the root structure of language systems by explaining bilingulal speech we also have to take into account that both code-switching elements, i.e. the transition from one language kinds of code-switching can occur within the same utterance, to the other is possible. This approach can be described as and it is sometimes difficult to decide which type of code- code-switching (Auer 1998,p.3). Beside this merely systematic switching we are confronted with . Moreover, it is still up to aspect, there is a third approach to code-switching that has not the speaker whether he/she 10 decides to continue the yet been 9widely considered, but which has been discussed by utterance in that language or to switch back to the base- Michael Clyne in a number of his publications (e.g. Clyne language again, beside considering the facilitate transition to 1967, 1991, 2003). This third aspect is psycho linguistically the other language. In this paper the researcher shall motivated code-switching: concentrate on psycho linguistically motivated code-switching In language alternation the usage of specific conditions and explain its implications for mental processes: in the first of language production is more important than the speaker‟s part she will provide instances of psycho linguistically intention. In this case the focus of discussion is taking place in conditioned code-switching by listing the various types of the speaker‟s brain so the use of language (as in the lexical items that can trigger code alternation. To explain these sociolinguistic ally conditioned approach) and the system (as data the researcher will subsequently consider the cognitive in the grammatical approach) are not focused that much: prerequisites that can demonstrate the plausibility of the lexical items that are similar or identical in both languages can effects. she will provide instances of psycho linguistically 43558 Parvaneh Yarahmadi / Elixir Edu. Tech. 100 (2016) 43557-43567 conditioned code-switching by listing the various types of following reasons: (a) Linguistic insecurity, e.g. the difficulty lexical items that can trigger code alternation. To explain these teachers experience in relating new concepts, discussed by data the researcher will subsequently consider the cognitive Merritt et al. (1992), (b) Topic switch, i.e. when the teacher prerequisites that can demonstrate the plausibility of the switches code according to the topic under discussion. It might effects. She will present a model of the mental representation be suggested, for instance, explaining grammar instruction in of bilingual speech production that can clarify the complicated mother tongue (Flyman- Mattsson, 1997), (c) Affective codes and languages in the bilingual brain. Although the 12functions, e.g. spontaneous expression of emotions and intention of the speaker in psycho linguistically conditioned emotional understanding in discourse with students (Flyman- code-switching differs from pragmatically conditioned Mattsson & Burenhult-Mattsson, 1999), (d) Socializing, i.e. language alternation, there are differences between language when teachers turn to the students‟ first language to signal users concerning the frequency of language alternation. The friendship and solidarity (Merritt et al., 1992), and (e) researcher will argue in the last part of this article that this Repeating, i.e. when teachers convey the same message in variation can be explained by the language awareness of the both languages for clarity. speaker, which is the concepts of monitoring processes and t As pointed out above, most of the previous research on linguistic awareness come into play. code-switching deals with natural discourse, not with 2.2. Code switching classroom interaction and we might expect classroom code- The term code-switching was developed by Gumperz switching to differ in several important respects from code- (1982, as cited in Zabrodskaja, 2007) and refers to verbal or switching in natural discourse. Speaking activities in non-verbal choices of forms within a communicative classroom especially communicative activities help learners participation which speakers recognize as „marked‟ since to transfer learned language to acquired store "In a relatively make their communication more real and practical. Numan small Puerto Rican neighborhood in New Jersey, some people and Carter (2001) also define the term as “a phenomenon of freely used code-switching styles and extreme forms switching from one language to another in the same discourse” of borrowing both in everyday casual talk and in even more (p. 275). formal gatherings. Other local residents were careful to speak Code-switching can be considered in relation to language only Spanish with a minimum of loans on formal occasions. oral ability acquisition. Although switching languages during Others again spoke mainly English, using Spanish or code- a conversation may be disruptive to the listener, when the switching styles only with small children or with neighbors." speaker switches due to an inability to express her/himself, it (John J. Gumperz and Jenny Cook-Gumperz, "Introduction: does provide an opportunity for language development. Language and the Communication of Social According to Skiba (1997) “samples of language which are Identity.” Language and Social Identity. Cambridge Univ. appropriate for language 11development can signal the need Press, 1982) of appropriate samples of code-switching” (p. 3). The listener, 2.2.1. Code-Switching and Language Change in this case, is able to extract the message despite the "The role of CS, along with other instrument of translated piece which in turn will allow for a reduced amount communication, in language change is still a matter of of switching and less following interferences as it goes. These discussion .On the one hand the relationship between principles may also be applied in the second language communication and language change is now generally classroom. Code-switching may be put into the acknowledged: just a few researcher agree the traditional communication activities used for the teaching of a second view that change follows universal, language-internal language. Along the same
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