Original article | Base for Electronic Educational Sciences 2023, Vol. 4(2) 16-29
Teachers’ Attitudes Towards Code-Switching in Teaching English Grammar at Public Secondary Schools in Jerusalem District
Inas Abbad Alessa
pp. 16 - 29 | DOI: https://doi.org/10.29329/bedu.2023.597.2 | Manu. Number: MANU-2303-16-0001
Published online: September 15, 2023 | Number of Views: 33 | Number of Download: 383
Abstract
The role of L1 in teaching has been always a controversial issue for the researchers. The main purpose for the research was to investigate teachers' attitudes towards using code-switching in teaching English grammar in public secondary schools in Jerusalem district. The researcher used Macaro’s (1997) way of classifying the positions for or against the use of the L1 in the L2 classroom as theoretical framework. The results of the study which were collected through distribution a questionnaire to EFL teachers who teach English as a second language. The results of this study indicated that code-switching was sometimes used in the primary English classrooms by both teachers and students. Moreover, the findings indicated that the use of code-switching was commonly used in the EFL classroom, for a range of purposes and with varying degrees of frequency. In other words, teachers use the mother tongue in teaching English grammar for explaining difficult idea or concept. On the other hand, the study revealed that relying heavily on the mother tongue in the EFL classroom will deprive the students of being exposed to English.
Keywords: code-switching, English as a foreign language (EFL), teaching grammar
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