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Abstract
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Studying the relationship between language and society, the reasons for speaking differently in different social contexts, and identifying the social functions of language relates to the field of ‘Sociolinguistics’ (Holmes, 2013). In most societies people know and speak more than one language (Asali, 2011). So they are either ‘Bilingual’, “have the ability to use two languages or have native like control of two languages” (Bloomfield, 1935), or ‘Multilingual’ and “can communicate in more than one language” (Wei, 2008). One of the results of communication in bilingual and multilingual reigns is ‘Codeswitching’, an unavoidable consequence of language varieties (Cook, 2000). Codeswitching can occur in different contexts one of which is the context of language class where students and teacher with the same or different first language(s) attend. There is no difference between codeswitching in the class and out of the class except the interlocutors and the relationship between them that is teacher-student and student-student in the class. Codeswitching in the class occurs when the teacher or the students deliberately or inadvertently use more than one linguistic code in their communication. Mostly the use of codeswitching is prohibited in the class and principles of institutes, teachers and even sometimes some of the students ignore the importance of codeswitching and consider it as a cursed issue that should be avoided all the time. This avoidance, which is the result of unawareness about the possible advantages and positive points of codeswitching in teaching and learning language, can cause some problems both for teacher and students during the teaching-learning process. So studying the importance of codeswitching in TEFL seems to be significant. This study combines both qualitative and quantitative methods, so it is a mixed method research. Since the relationship between variables are going to be examined, the statistical procedure which is going to be conducted is co
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