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. This aspect provides the necesary practice. But many of them are worried about the quality of the language that this practice gives.For example, Long and porter(1985) said "it has impotant benefits from both pedagogical and psycholinguistic perspectives". Although,most researches on classroom interaction have been concerned about teacher-learner interaction;mostly with students from different language backgrounds, in which the negotiation between them represents an importantbenefit for the group.In short, in such contexts it is importantto investigate the language choice behavior of the participants.
B. Justification:The purpose of this work, is to investigate the language choice behavior of a pair of learners, in a momolingual classroom, They share language background in order to see how much of the target language they actually use. Also, the article searchs the influence of this aspect in the quality and quantity of the discourse.
C.General objective:To examine the Code Switching, that goes on during a group work in languages classes, in which learners share L1.
D.Specific Objectives:1.To demostrate that learners who choice the L1 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 . Moreover, they are unlikely to yield the desire result.
E.Theorical Background:He used the concepts of literal frame and nonliteral frame by Goffman(1974).
The sample:a group of L2 students.
F.Variables:1.a role play with a pair of students without any previous preparation (independent); 2.A role play with a pair of students with a previous preparation about what to talk.They had a few minutes for it.
G.Results:In the first case the students were not likely to use the code switching; and in the second case, they used it but, the quality of the language was not satisfactory.
H. Conclusions:This article has contributed to some discussions concerning to the value of the work group ,and also showed that the work in group contributed to the quality and quantity of the English language when the students share de same L1