Abstract: This study aimed to determine the effectiveness of code- switching as a language strategy anchored on the grammar- translation method for comprehension enhancement to the grade seven junior high school students at Tanauan School of Craftsmanship and Home Industries, Tanauan, Leyte. It lasted for four (4) weeks from February 12 to March 12, 2019 using the 60 grade 7 students enrolled during the school year 2018-2019. The 60 students comprised the four sections belonging in the heterogeneous group and were then divided into comparable groups of 15 students per section: the control group and experimental group. The control group was exposed to the English-only-policy method while the experimental group was exposed to the code- switching strategy taught by the English teachers. To find the effectiveness of the code- switching strategy, the true-experimental design was used, employing the pre-test and post-test scheme. Since the experiment aimed to investigate the effectiveness of code- switching, in comparison with the English-only-policy approach, there was a need to measure achievement through fifty (50) item pre- test and post- test. Mean ratings of the students in both groups in the achievement test were analyzed. The findings showed that the achievement of the control and experimental group was the same in the pre-test; teaching capitalization was satisfactory, teaching punctuation, grammar and sentence structure was fairly satisfactory, and teaching word usage was satisfactory. The computed t- values were all not significant. The performance of both groups in the evaluations was very satisfactory but the experimental group showed a better performance than the control group. The results of the post-test of the control group were teaching capitalization was very satisfactory; teaching punctuation was very good; teaching grammar, teaching sentence structure and teaching word usage were very satisfactory; and the combination was very satisfactory. In the experimental group: teaching capitalization, teaching punctuation and teaching grammar were outstanding; teaching sentence structure and teaching word usage were very satisfactory; and the combination was outstanding. The computed t-values in teaching word usage was not significant, teaching capitalization, punctuation, grammar, and sentence structure were significant, while the combination was also significant at 0.05 level of significance. The performance of both groups in the pre-and post-tests along the five language competencies tested is found to be “significant”.Abstract: This study aimed to determine the effectiveness of code- switching as a language strategy anchored on the grammar- translation method for comprehension enhancement to the grade seven junior high school students at Tanauan School of Craftsmanship and Home Industries, Tanauan, Leyte. It lasted for four (4) weeks from February 12 to March 12, 2019 usi...Show More
Abstract: This paper presents the first investigation of the errors in the mother tongue of the children with autism, and compare between these errors and the errors in the production of Arab learners of English as second/foreign language. Based on the previous literature, the current study noted that language delay and the impaired social skills in the children with autism are the most prominent reasons which resulted in their impaired skills of language. In addition to, primary reasons affected the production of the second /foreign language such as the delayed learning of the target language, and the lack of interaction with the native speakers in social settings. Overall, these similar reasons between the two groups led to similar errors in the productions of their native and target languages. Aims: The primary goal of the present study is to explore the similarities between the performance of the children with autism when they use their mother tongue, and the errors in the production of Arab learners of English as second /foreign language when they use the target language. Methods & Procedures: The sample of this study consisted of two Yemeni children with high functioning autism aged 7;6 and 8;3 years. The examiner used the expressive language task to elicit the morpho-syntactic structures from the two cases, and compared it to the previous literature of Arab learners of English as second /foreign language, to find out the similarities between the errors in their productions. Results: The findings of this study revealed the similarities between the errors which occur in the answers of the autistic children when they use their mother tongue, and the errors which occur in the production of Arab learners of English as second /foreign language due to their delayed learning of the native/target languages. These errors classified into omission, substitution, or deletion of grammatical structures explored in this study and included (adjectives, preposition, articles, subject-verb agreement and plurality). The children with autism and the learner of English as second/foreign language substituted the order of the adjectives at the sentence level, omitted and overused the articles, substituted the prepositions with others, replacing the feminine suffixes with masculine suffixes in the production of the autistic children, and omitting the 3rd person singular in the production of the ESL/EFL learners resulted in subject-verb disagreement, and impaired plurality by replacing the singular nouns with plural nouns in the learners of English as second/foreign language or the opposite in the children with autism.Abstract: This paper presents the first investigation of the errors in the mother tongue of the children with autism, and compare between these errors and the errors in the production of Arab learners of English as second/foreign language. Based on the previous literature, the current study noted that language delay and the impaired social skills in the chil...Show More
