Effect of Inter-sentential vs Intra-sentential Code-Switching: With a Focus on Past Tense

Hanieh Kashi

doi:10.7575/aiac.ijalel.v.7n.2p.163

Abstract

The current study aimed at the comparative effect of inter-sentential vs intra-sentential code-switching on learning past tense. Initially, through non-random convenient sampling, the researcher chose 90 female EFL learners at the elementary level. Next, Key English Test (KET) was administered to the 90 learners and the results were used to select 60 participants for the purpose of this study. The participants were then divided into two groups each consisting of 30 learners. Afterwards, a grammar pretest having 30 items focusing on past simple tense was given to both groups. Following that, the grammatical explanations were provided for the two groups for ten sessions using code-switching. The first experimental group received inter-sentential code switching in line with Reyes’s (2004) as a switch between two languages, where a sentence in one of the languages is completed and the next sentence starts with the other language (Reyes, 2004). In the second experimental group, in line with Reyes’s (2004), the switching occurred within a sentence. The results of statistical analysis indicated that inter-sentential code-switching proved more effective compared to intra-sentential code-switching on the learning of past tense by EFL learners. Based on the findings of the present study, EFL teachers are encouraged to use inter-sentential code-switching more compared to intra-sentential code-switching when it comes to teaching grammar.

Highlights

Code-switching is rather common in bilingual speech and instruction
The first experimental group received inter-sentential code switching in line with Reyes’s (2004) as a switch between two languages, where a sentence in one of the languages is completed and the sentence starts with the other language (Reyes, 2004)
In the first place the reliability of the grammar test was measured as this test was the one used for homogenizing the participants in terms of grammar knowledge before and after the treatment

Summary

Introduction

Code-switching is rather common in bilingual speech and instruction. Many studies have been conducted on the concept of code-switching. Li (2000) maintains that code-switching is considered as a typical characteristic in speech of bilingual speakers and it should not be considered as an indicator of deficiency. Scholars have put forth various definitions of code switching. Heller (1988) describes code switching as the application of two or more languages during a single communication episode. In the view of Myers-Scotton’s (2006), code switching is generally defined as the employment of two language varieties in the same conversation

Objectives

Methods

Results