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The Effect of Task Difficulty on the Quantity and Quality of Iranian Lower-Intermediate EFL Learners’ Code-Switching | ||
| Journal of Language Horizons | ||
| دوره 5، شماره 1 - شماره پیاپی 9، فروردین 2021، صفحه 145-166 اصل مقاله (523.4 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.32109.1331 | ||
| نویسندگان | ||
| Bahareh Jouibar1؛ Bahram Hadian* 2؛ Mehdi Vaez3 | ||
| 1PhD Candidate, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran | ||
| 2Assistant professor, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. | ||
| 3Assistant professor , Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. | ||
| چکیده | ||
| The objective of the present study was two-fold. First, the effect of speaking task difficulty on EFL lower-intermediate learners’ quantity of code-switching was examined. Second, the effect of speaking task difficulty on the participants’ quality of code-switching was studied. The participants of this study included 61 lower-intermediate language learners in a private English language institute in Iran. The participants performed twelve speaking tasks with easy, medium, and difficult levels of complexity developed by theresearchers. The findings indicated that less than 10 percent of students’ clauses included code-switching. The participants employed significantly more code-switching items under difficult task condition. The findings showed that the participants used code-switching for different purposes including vocabulary, syntactic structure, content, rubric clarification, turn-taking, and pronunciation. The learners employed expressive, referential, and directive language functions to fulfill their purposes and the number of directive items rose as the task difficulty level increased. Regarding the addressee of learners’ code-switches, the inductive analysis of the data showed that the code-switches were self-directed, peer-directed, teacher-directed, teacher and then peer-directed, and peer and then teacher-directed. The participants addressed almost half of the code-switches to their peers; however, more difficult tasks resulted in a higher number of teacher-directed code-switching items. | ||
| کلیدواژهها | ||
| code-switching؛ speaking؛ task difficulty؛ code-switching purposes؛ language functions | ||
| عنوان مقاله [English] | ||
| تأثیر دشواری فعالیت بر کمیت و کیفیت رمزگردانی فراگیران انگلیسی سطح پائینتر از متوسط ایرانی | ||
| نویسندگان [English] | ||
| بهاره جویبار1؛ بهرام هادیان2؛ مهدی واعظ3 | ||
| 1دانشجوی دکتری، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران | ||
| 2استادیار، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران. | ||
| 3گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران. | ||
| چکیده [English] | ||
| هدفِ پژوهشِ حاضر، مشتمل بر دو بخش است: نخست، این پژوهش به بررسی تأثیر سطحِ دشواریِ فعالیتِ گفتاری بر کمیتِ رمزگردانیِ فراگیرانِ انگلیسی به عنوان زبان خارجیِ سطحِ پائینتر از متوسط پرداختهاست. دوم، تأثیر دشواریِ فعالیتِ گفتاری بر کیفیتِ رمزگردانی شرکتکنندهها مورد بررسی قرار گرفتهاست. شرکتکنندگان این پژوهش، 61 فراگیر زبان انگلیسی سطح پائینتر از متوسط، در مؤسسهای خصوصی در ایران بودند. این افراد دوازده تمرین در سه سطح آسان، متوسط و دشوار که توسط پژوهشگران طراحی شده بود، را به اجرا درآوردند. یافتهها نشان داد که کمتر از 10 درصد از عباراتِ دانشآموزان، مشتمل بر رمزگردانی بودند. شرکتکنندههای پژوهش، به صورت معناداری مقولههای رمزگردانی را در شرایط تمرین دشوار به کار گرفتند. نتایج نشان دادند که شرکتکنندهها از رمزگردانی برای هدفهای گوناگونی از جمله واژگان، ساختار نحوی، محتوا، روشِ تبیین، نوبتگیری، و تلفظ بهره گرفتهاند. فراگیران عملکردهای بیانی، ارجاعی و نقشهای زبانی مستقیم را به کار بردند تا به اهدافشان برسند و تعداد مقولههای مستقیم به واسطة سطح دشواری فعالیت نیز افزایش یافته بود. با توجه به مخاطبِ رمزگردانی، تحلیل استنباطی دادهها نشان داد که رمزگردانی خود-محور، همکلاسی-محور، معلم-محور، معلم و سپس همکلاسی-محور و همکلاسی و سپس معلم-محور بودند. شرکتکنندهها، تقریباً نیمی از رمزگردانی را با همکلاسی خود به کار برده بودند؛ اما حاصل فعالیتهای دشوارتر، استفادة بیشتر از مقولههای رمزگردانی معلم-محور بود. | ||
| کلیدواژهها [English] | ||
| رمزگردانی, مهارت گفتاری, سطح دشواری فعالیت, اهداف رمزگردانی, عملکردهای زبانی | ||
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