Why that, in that language, right now? Code-switching and pedagogical focus
2005; Wiley; Volume: 15; Issue: 3 Linguagem: Turco
10.1111/j.1473-4192.2005.00093.x
ISSN1473-4192
Autores Tópico(s)Discourse Analysis in Language Studies
ResumoInternational Journal of Applied LinguisticsVolume 15, Issue 3 p. 302-325 Why that, in that language, right now? Code-switching and pedagogical focus Eda Üstünel, Corresponding Author Eda Üstünel Muǧla University, Turkey Eda Üstünel Mu2la Üniversitesi E2itim Fakültesi Yabancı Diller E2itimi Bölümü Kötekli 48000 Mu2la, Turkey e-mail: [email protected] Paul Seedhouse Postgraduate Research Director Room 2.3 King George VI Building School of Education, Communication and Language Sciences University of Newcastle upon Tyne Newcastle NE1 7RU UK e-mail: [email protected]Search for more papers by this authorPaul Seedhouse, Corresponding Author Paul Seedhouse University of Newcastle upon Tyne, England Eda Üstünel Mu2la Üniversitesi E2itim Fakültesi Yabancı Diller E2itimi Bölümü Kötekli 48000 Mu2la, Turkey e-mail: [email protected] Paul Seedhouse Postgraduate Research Director Room 2.3 King George VI Building School of Education, Communication and Language Sciences University of Newcastle upon Tyne Newcastle NE1 7RU UK e-mail: [email protected]Search for more papers by this author Eda Üstünel, Corresponding Author Eda Üstünel Muǧla University, Turkey Eda Üstünel Mu2la Üniversitesi E2itim Fakültesi Yabancı Diller E2itimi Bölümü Kötekli 48000 Mu2la, Turkey e-mail: [email protected] Paul Seedhouse Postgraduate Research Director Room 2.3 King George VI Building School of Education, Communication and Language Sciences University of Newcastle upon Tyne Newcastle NE1 7RU UK e-mail: [email protected]Search for more papers by this authorPaul Seedhouse, Corresponding Author Paul Seedhouse University of Newcastle upon Tyne, England Eda Üstünel Mu2la Üniversitesi E2itim Fakültesi Yabancı Diller E2itimi Bölümü Kötekli 48000 Mu2la, Turkey e-mail: [email protected] Paul Seedhouse Postgraduate Research Director Room 2.3 King George VI Building School of Education, Communication and Language Sciences University of Newcastle upon Tyne Newcastle NE1 7RU UK e-mail: [email protected]Search for more papers by this author First published: 01 November 2005 https://doi.org/10.1111/j.1473-4192.2005.00093.xCitations: 90AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstracten The study depicts the relationship between pedagogical focus and language choice in the language teaching/learning environment of English as a Foreign Language (EFL) at a Turkish university. The article presents the organisation of code-switching which is teacher-initiated and 'teacher-induced'. The data were collected from six beginner-level English classrooms. Transcripts of the lessons were examined using the conversation analysis (CA) method of sequential analysis in relation to the pedagogical focus, applying an adapted version of the classic CA question for interaction involving code-switching: "why that, in that language, right now?" The study demonstrates that code-switching in L2 classrooms is orderly and related to the evolution of pedagogical focus and sequence. Through their language choice, learners may display their alignment or misalignment with the teacher's pedagogical focus. Abstractfr Bu akademik çalışma, yabancı dil olarak İngilizce eǧitim ve öǧretim veren bir Türk üniversitesi'ndeki eǧitsel (pedagojik) amaç ile dil seçimi arasındaki ilişkiyi incelemektedir. Dil deǧişiminin (aynı diyalog süresince birden fazla dilin kullanılması) organizasyonunu öǧretmen-girişimli ve öǧretmen-teşvikli (öǧretmenin bir İngilizce kelimenin Türkçe karşılıǧını sorması) olarak açıklanmıştır. Bu araştırma için veriler sınıf gözlemi metoduyla toplanmıştır. Bu metot 6 adet başlangıç düzeyi İngilizce sınıfının ders kayıtlarının sesli ve görüntülü toplanmasıyla yürütülmüttür. Sınıf içi diyalog dökümanı diyalog çözümleme metodunun ardışık analiz yöntemine dayanarak diyalog çözümleme metodundaki klasik 'neden böyle?' ve 'neden şimdi?' sorularının öǧretmen-öǧrenci diyaloǧundaki dil deǧişimine uyacak şekilde 'neden böyle?', 'neden bu dilde?' ve 'neden şimdi?' olarak deǧiştirilmiştir. 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