Beliefs attitudes toward code switching among Chinese vernacular primary school (SJKC) English as second language (ESL) teachers

Goh Mun Ting (P69248)

Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/460097

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DC Field	Value	Language
dc.contributor.advisor	Nooreiny Maarof, Prof. Dr.
dc.contributor.author	Goh Mun Ting (P69248)
dc.date.accessioned	2023-09-13T09:38:42Z	-
dc.date.available	2023-09-13T09:38:42Z	-
dc.date.issued	2016-08-16
dc.identifier.other	ukmvital:121442
dc.identifier.uri	https://ptsldigital.ukm.my/jspui/handle/123456789/460097	-
dc.description	Code switching (CS) is a natural phenomenon of bilingualism. In the teaching and learning of a second language, CS plays an important role, especially for the less proficient language learners. However, language purists assert that CS reflects linguistic inadequacy of the target language. Past research show that attitudes and beliefs can influence teachers' approach to teaching ESL. Teachers who have a positive attitude and belief toward the use of the L1 in learning English are more likely to be tolerant of CS in the ESL classroom. The aim of this study was to investigate the beliefs and attitudes of ESL teachers in selected Malaysian Chinese vernacular primary schools (SJKC) in the Klang district, Selangor. Through a stratified random sampling design, a total of 138 teachers out of a population of 210 teachers were selected as participants of the study. Data were collected through an adapated 5-point Likert scale questionnaire, triangulated by a semi-structured interview with 10 participants who answered the questionnaire. The data were analyzed with the SPSS and NVIVO Pro software. Findings indicated that teachers have positive beliefs and attitudes toward CS. CS lowers learning anxiety and is implemented in aiding comprehension, giving instructions and fostering social-cultural relationship. However, over dependency of CS diminishes students' exposure toward English and bolster improper language use. Teachers who do not speak students' L1 do not perceive CS useful. CS is occasionally practiced through student mentoring and translating software. One of the implications of the study is that CS should be allowed in the ESL classroom as a pedagogical tool but only to be used judiciously to avoid over dependence on the L1.,“Certification of Master’s / Doctoral Thesis” is not available,Master of Education
dc.language.iso	eng
dc.publisher	UKM, Bangi
dc.relation	Faculty of Education / Fakulti Pendidikan
dc.rights	UKM
dc.subject	Universiti Kebangsaan Malaysia -- Dissertations
dc.subject	Dissertations, Academic -- Malaysia
dc.subject	Code switching (Linguistics)
dc.subject	Education
dc.subject	Bilingual
dc.subject	English language -- Study and teaching
dc.title	Beliefs attitudes toward code switching among Chinese vernacular primary school (SJKC) English as second language (ESL) teachers
dc.type	theses
dc.format.pages	251
dc.identifier.callno	LC3725.G634 2016 tesis
dc.identifier.barcode	002966 (2016)
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

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