Discourse analysis : towards an understanding of the role of CDA in modern Languages

الملخص EN

Code-switching is a remarkable phenomenon in the field of sociolinguistics.

By using a mixedmethodology, this study sought to investigate the reasons for, and functions of code-switching performed by two native Arabic speaking teachers who teach English as a foreign language at King Khalid University, Saudi Arabia.

The two teachers were observed and their English classes were recorded.

Then, the data from these observations, as well as from a questionnaire and interviews, were transcribed and analyzed based on the functions of their code-switching.

The findings showed that both teachers engaged in code-switching despite the claim that it is not a proper practice in teaching English.

Their code-switching in English classrooms served various functions: topic switching, affective functions, repetitive purposes, and addressing particular cultural aspects of Islam.

In addition, the data indicated that students’ weak proficiency in English, the teachers’ negative attitudes about English, and emotional expressions determined the number of occurrences of code-switching in their classrooms.

Based on these findings, some pedagogical recommendations are provided for English teachers in Saudi Arabia to enrich their awareness of code-switching as a significant tool in teaching foreign languages.