Teaching Second / Foreign Language From Contractive Analysis Point Of View And Discusses How It Helps Develop Learners

Learning a second language is something that numerous people have attempted to do throughout the years. The motivation for doing this, be it intrinsic or extrinsic, varies from student to student. Learning a second language becomes effective when teachers are able to identify students’ individual learning problems, apply diverse methods and approaches to solve them, and nourish students’ learning motivation.

For this research requirement I chose three different experiments to examine thoroughly. The first of these experiments came from the Journal of Experimental Child Psychology. The study done in this journal was an examination of orthographic learning and self-teaching in a bilingual and biliterate context. The aim of the study was to figure out the advantages and/or disadvantages of a student learning a native language when they are either monolingual, bilingual, or biliterate, and the study was focused on learning English because this is the most commonly learned non-native language in the world.

Code Switching: Student’s use two languages, their native language and English, in the same utterance or in the same stretch of conversation. The most common way young children use code switching is by beginning a sentence in one language and then switching to end the sentence in another language.

The students have a difficult time understanding cultural behaviorisms, especially when they cannot have it explained to them on a personal level. Learning language involves cognitive and academic development, and their first languages must be involved when learning a new one. Finding the appropriate level of challenging material for students who are trying to understand new concepts in a foreign language is also very difficult, since they must incorporate both the child’s first language, and the new one. (Ludhra 2008).

In this report the reasons why bilingual people switch code is presented, starting with introducing what code switching is, followed by types of code-switching, why bilingual people switch code during a conversation, recommendation, conclusion, and appendix respectively.

Many people tend to change the way or the language language they speak, when they are placed in certain scenarios. There are many reasons for code switching. Some people code switch to express something and some is to get what they want by codeswitching. I want to research about code switching because for example Schools. Not every student come to school speaks Standard American English. Some students speak different languages and others speak different dialects of English language. I am hoping to learn how why these students code switch and what makes them do it. I think learning about code switching is very important for me to practice my native language and learning new codes. Learning about code switching will also help me jump back and forth between Arabic and English to comfortably express what I am thinking, to fill in my missing gaps, to transfer and confirm messages,and my reading, and my literacy skills continue to

In a multilingual or bilingual environment, use of code switching is a common practice. This research aims at finding the attitude of students towards code switching on daily conversation. Nipel (2006) investigates social culture linguistics where students frequently use code switching a lot as not to break a conversation that they are participating in. Therefore, code switching is always used by students who are from the same area and speak the same language. The definition of code switching has been suggested by many researchers in the past. For example, Wardhaugh (2006) in his book defined code switching as switching from one code to another in order to create a new code. In other words, it is defined as a form of identity marker for a group of speakers who use more than one language. Moreover, Myers-Scotton (2006) defined code switching as the use of two different language types in a single or same conversation. Therefore, code-switching is the collocation within the same conversation between two people who use different grammatical systems while participating in the conversation. Code-Switching occurs when two languages are used in one interaction session between two bilingual speakers (Young, 2014).

Every few years new foreign language teaching methods arrive on the scene. New textbooks appear far more frequently. New methods and textbooks may reflect current developments in linguistic/applied linguistic theory or recent pedagogical trends. Sometimes they are said to be based on recent developments in language learning theory and research. For example, one approach to teaching may emphasize the value of having students to imitate and practice a set of correct sentences

Code-switching is considered a phenomenon in communication, where the speakers, typically bilinguals, alternate codes such as languages, dialects, style or accent within a conversation to accommodate interaction needs (Gladkova, 2017; Shay, 2015). Even though code-switch users are considered to be language incompetent, and to impure languages, the process serves many positive purposes in multiple contexts. Switching between codes is a behaviour to utilise lexical resources of both languages or to emphasise the meaning of the delivered messages, to define personal or groups’ identity, and to aid teachers in conducting language lessons.

Over the past few decades much research has been conducted as to how second language is acquired. Many theories of second language acquisition have been formulated. This paper will compare and contrast two influential second language acquisition theories: the behaviorist theory and the innatist theory specifically, Krahsen’s Monitor Theory. An overview of how these theories impact the SIOP Model for lesson planning will follow the description of the selected theories.

The viewpoint of teacher C supports the ideas suggested by Atkinson (1987). He suggests that a satisfactory compromise when giving instructions is to give the instructions in the target language and ask for students’ repetition in their native language. This may ensure that everyone understands what he or she is required to do in the

The researchers argue that it is more helpful for these students to continue to communicate in their home language while learning a second language. Everyone obtains the language of their surrounding environment and is comfortable with that form of communication. The success comes, it is said, when the second language is acquired. In effort to put this into action, the solution that researchers Cummins and Kenji Hakuta recommended was to use teachers who were bilingual

Code switching is a surviving skill that some bilingual people and students encompass, sometimes to compensate for the lack of vocabulary in a certain language. It is defined as language alteration between two languages, transferring from one language to another in the course of a conversation (Brice, p. 10) In the teaching field code-switching has a great importance because it can be used by teachers or students in story telling to aid interaction, comprehension, and classroom participation, since the development of literacy requires comprehension narrative, and vocabulary skills, code-switching offers help in this aspect. For those who are bilingual especially in Spanish and English, code switching may be also called "Chiconics." This

The use of codeswitching between English and other languages is examined from a sociolinguistic perspective. It will be shown that codeswitching is instinctive and achieves overarching objectives such as serving the outcome of speech, defining identity and indirectly delineating aspects of the relationship between the participants, it 'lubricates' the conversation by making it more 'fluid', and when English is used, brings clarity and precision, particularly to formal arrangements. Finally codeswitching from English as a component of 'metrolinguistics' will be considered in relation to the data provided.

Due to the presence of the use of mother tongue (L1) it shows the lack of teachers’ incredibility and capability (Labov, 1971, cited in Hughes, Shauness, and Brice, 2006). Linawati (2015, p. 2) also felt a disadvantage of using code switching in classrooms, she stated that the teachers are not creating appropriate atmosphere and encouraging the students’ interest in learning English. In contrast from socio-cultural perspective, the presence of code-switched communication in EFL classrooms encourages capability of using both languages effectively and creative language use (Dahl, Rice, Steffensen, Amundsen, 2010). As for the students’ attitude based on Suganda (2012) and Hamied (2014) studies reveal that students have a positive attitude towards the use of code switching in EFL classrooms. They feel code switching is one of the effective language learning