Parts of an Investigation,TESOL

Article Tittle:Behind Classroom Code Switching: Layering and Language
Choice in L2 Learner interaction.
Author: Marck Hancock, freelance EFL teacher and materials designer.
Source: Hancock,M. (1997).Behind Classroom Code Switching: Layering and Language
Choice in L2 Learners interaction. In L.Marilyn (Ed). new ways in teaching
Adults(vol.31,pps. 217-235).VA,U.S.A

A.Problem Statement:Many ESL teachers around the world are argued that the best way to improve a language is the work group that provide the necesary practice, but many of them are worried about yhe quality of the language that this practice provide.For example, Long and porter(1985) said it has impotant benefits from both pedagogical and psycholinguistic perspectives.
B. Justification:The purpos of this work is to investigate the language choice behavior of pair of learners, in momolingual classroom, wiyh a share language background to see how much of the target language they actually use and the influence of this in the quality and quantity of the discourse.
C.General objective:To examine the Code Switching, that goes on during group work in languages classes in which learners share L1.
D.Specific Objectives:1.To demostrate that learners who choice the li by default are likely to use the target language instead the formal activities.2.To show that learners who select the L1 by accident or for a particular communicative purpose, attemps to squelch the use of L1 are unlikely to yield the desire result.
E.Theorical Background:He used the concepts of literal frame and nonliteral frame by Goffman(1974).
Muestra:a group of L2 students
F.Vaiables:1.a role play with a pair of students without any previous preparation (independent); 1.a role play with a pair of students with a previous preparation about what to talk and a few minutes for it.
G.Results:In the first case the students used are not likely to use the code switching and the second one they use it but the quality of the language was not satisfactory.
H. Conclusions:This article has sought to contribute to discussions concerning the value of group of work and showed that the work in group when the students share de same L1 contribute to the quality and quantity of the English language.