Abstract:
This study aims at investigating the factors determining code switching in teaching English vocabulary amongst University EFL teachers. EFL Saudi Students at tertiary level face hindrances and difficulties in understanding the meaning of English vocabulary; therefore, this study intends to help them overcome those problems. The researcher has adopted analytical and descriptive approach. A questionnaire for students, an interview for students and an interview for teachers at tertiary level have been used as primary tools for collecting the data relevant to the study. The study sample of the questionnaire comprises (35) students. Also, the same students have been interviewed and ten experienced teachers have been interviewed for a short time concerning their impressions about the factors determining code switching in teaching English vocabulary in EFL classrooms. So, both quantitative and qualitative tools are employed. The researcher applied (SPSS) program to analyze and verify the hypotheses. The study results are: firstly, both teachers and students have positive attitudes towards the use of code switching. Secondly, they both use it for different reasons including socializing, linguistic competence, emphasis and repetitive functions. Thirdly, it revealed that a good number of the teachers use both Arabic in English language classes. On the light of these results, the researcher recommends that the use of code switching should be increased to make students proficient in bilingual/multilingual situations. And since both teachers and students have positive attitudes towards using code switching in English language classes, it will be good if teachers adopt it as one of the techniques for teaching English language. Teachers should encourage their students to work collectively to improve their linguistic skills. Finally, the study includes some other recommendations and concludes with some suggestions for further studies.
