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TEACHER'S CODE-SWITCHING IN FIRST LANGUAGE IN ENGLISH LANGUAGE CLASSES
Abstract
Based on previous studies on methods and techniques that teachers apply in the class during foreign language teaching, this study has to do with Code-Switching strategy, which is the use of both teacher's and students Native Language while teaching and learning English Language as a Second Language in the classroom. This technique is often used without any consciousness by both sides, teachers and students, during teaching and learning processes, and it seems to be very needed by the students and welcomed as well. This paper mainly deals with the study of how they see the implementation of Code-Switching method and identifies the factors that lead to its use. In addition, this study seeks to highlight how effective and positive is Teachers' Code-Switching and what are its advantages and disadvantages. To accomplish this, the study includes questionnaires for both teachers and students of the University of Gjakova, Faculty of Education, Pre-school program which brought several conclusions regarding the use of Code Switching technique. The questionnaires provide responses of the questions that deals with the †'phenomenon'' called Code-Switching in order to collect the data. All the data were analyzed and have provided a clear picture of the importance of Code-Switching strategy, its role in students English language development and the functions that induce foreign language teacher to use Code-Switching while teaching Second Language. Although the scope of study was limited to a certain number of students, 85 in total, the results show that Code-Switching strategy is a beneficial and effective method for foreign language acquisition, but it mainly depends on student's language level proficiency. Based on pre-school students of Faculty of Education, advantages prevail disadvantages of this strategy usage.
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