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الرئيسية > Barriers to Proficiency:>الوصف

Barriers to Proficiency: The Drawbacks of Code-Switching and Codemixing in EFL Classrooms at Department of English Faculty of Education

المصدر: مجلة التربوي
الناشر: جامعة المرقب - كلية التربية بالخمس
المؤلف الرئيسي: Abdoalsmea, Milad Ali (Author)
المجلد/العدد: ع25
محكمة: نعم
الدولة: ليبيا
التاريخ الميلادي: 2024
الشهر: يوليو
الصفحات: 463 - 480
ISSN: 2011-421X
رقم MD: 1489342
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch
مواضيع:
التعليم العالي | اللغة الإنجليزية | الاختلاط اللغوي | كلية التربية
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المستخلص: English proficiency is paramount in global academic and professional contexts. However, within the Faculty of Education's EFL programs, the phenomena of codes witching and code-mixing present considerable challenges. Code-switching involves alternating between languages within discourse, while code-mixing blends elements of different languages in speech, both of which are prevalent among students. The cumulative negative impacts of code-switching and code-mixing in EFL education include reduced confidence, hindered long-term proficiency, impaired fluency, and lack of automaticity. These barriers significantly hinder students' efforts to achieve English language proficiency. Through this study that encompassing teachers’ and students’ questionnaires, it was noted that students often unconsciously engage in code-switching during speaking activities, indicating a lack of awareness or control over language usage. This behavior detrimentally affects language learning efforts by interrupting the development of fluency and proficiency in English. The questionnaires results highlighted several positive and negative impacts of using native language and code-switching in EFL education, underscoring significant barriers to proficiency. Addressing these challenges necessitates strategies to minimize code-switching and promote consistent use of English, thereby fostering a conducive environment and perceive clear long-term benefits to effective language learning and proficiency attainment.
ISSN: 2011-421X

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