Sources
References
Source 1
Choy Wai Fong (2011).
Functions and Reasons for
Code-Switching on Facebook
by UTAR English-Mandarin
Chinese
Bilingual
Undergraduates.
Malaysia.
UTAR.
Source 2
Li,W.Lesley,M(1995).Conversa
tional code-switching in a
Chinese
Community in Britain: A
sequential analysis*, Journal of
Paragmatics.23 (p.281-299)
Problem
Statement
-This research revealing the
functions and reasons for
code-switching in non-verbal
communication as opposed to
the widely researched codeswitching
in
verbal
conversation by researchers
such as Myers-Scotton (1979),
Poplack (1980), Gumperz
(1982) and Auer (1988).
Research
Objectives
-To examine the phenomenon
of
code-switching
in
asynchronous or delayed
computer-mediated
communication (CMC) by
bilingual university student.
Research
Questions
1) what types of code
switching occurrence can be
observed among Mandarin
Chinese-English
bilingual
UTAR
students
when
communicating online?
2) what are the function and
reason for Mandarin ChineseEnglish UTAR students to
switch codes in online
messages sent via social
networking website?
3) which one of the model is
more appropriate to account
for the phenomenon of codeswitching among Mandarin
Chinese-English
bilingual
UTAR students in social
networking website?
Mandarin
Chinese-English
-Suggests that Chinese/English
bilinguals use code-switching to
contextualise
(dis)preference
and to repair trouble spots.
-Code-switching is being used
as a conversational resource in
preference
marking
may
therefore throw light upon how
bilingual speakers maintain their
social relationships.
-Code-switching co-occurs with
some dispreference markers
such as pauses it seems
sometimes to substitute for
particular
language-specific
markers
-To highlight the role of codeswitching as a central device for
successful communication.
-To demonstrate in this paper
that Chinese/English bilingual
speakers switch languages to
contextualise
preference
organisation and repairs
-To emphasise that codeswitching is only one of many
linguistic resources available to
bilingual speakers
to the link between conversation
structures and language choice
1)How such discourse meanings
are related to the broader social
significance of code-switching
2)Code-switching can also
contextualise self-initiated selfrepairs, that is, repairs that are
done by the speaker within the
same speaking turn without
prompting from others
Scope
of
Examine in some detail how
Source 3
Hyginus Lester Junior Lee
(2010). Code Switching in the
Teaching of English as a
Second
Language
to
Secondary School Students.
Retrieve from
http://www.melta.org.my/mod
ules/tinycontent/Dos/HLJ_Lee
_2010.pdf
-The attitudes of teachers may
affects the delivery of the
English language curriculum
in schools, without the
positive attitude toward this
code switching, it will cause
the delivery of this second
language retarded.
-To investigate the effects of
code switching in the delivery
of the English curriculum
1) What do teachers think
about code switching in the
English classroom?
2) Do English teachers code
switch
in
the
English
classroom?
3) What types of code
switching occur in the
classroom?
4) How frequently do teachers
code switch?
Attitudes among the English
Study
bilingual undergraduates from
the Faculty of Arts and Social
Science (FAS) of Universiti
Tunku
Abdul
Rahman
(UTAR).
speakers of different generations
and social background, and with
apparently different language
preference
and
language
attitudes, make use of codeswitching as a linguistic
resource
for
specific
communicative purposes on Ten
Tyneside Chinese families.
teacher towards the codeswitching
in
secondary
schools
Sample
of
Participant
38 Mandarin Chinese-English
bilingual undergraduates from
the Faculty of Arts and Social
Science (FAS) of Universiti
Tunku
Abdul
Rahman
(UTAR). 31 are female, 7 are
male.
Referencing and surveying via
Facebook.
Ten Tyneside Chinese families
with 30 male and 28 female
which are 58 totals of speakers.
42 English teacher response
from Sekolah Menengah
Kebangsaan Mutiara Labuan,
Malaysia
The data are being gather by
observation , examine and
record
the
conversation
(spontaneous) between the
participant.
Major ways in which codeswitching can contextualise
repair. First a repair initiator
may be issued in a contrasting
language, the speaker of the
repairable item then doing the
repair him- or herself. This is a
type of self-initiated self-repair.
Second the repairable item(s)
may be replaced with an
equivalent in a different
language; this can also be done
by
the
speaker
without
prompting from others (selfinitiated self-repair, as in by
different
speakers
(otherinitiated other-repairs. The third
is to insert an item in a different
language to draw the listener's
attention to the repairable.
Certain
English
language
expressions such as you know,
right, see seem often to be used
for this purpose.
-Conversation between mother
and her daughter
-Conversation between mother
and her son
-Conversation between mother
with her both son and daughter
-Conversation between man and
woman
-This is a qualitative data
Research are done via the
survey questionnaire methods.
-There is no simple, one-to-one
relationship between codeswitching
structure
and
community-level
language
- 88.1% (n = 37) of teachers
think that code switching
helps students learn the
English language. Otherwise 5
Methodology
Data
Conclusion
The aim is to give readers a
clear depiction of how data
was collected and analysed in
fulfilling the research purpose.
Data Analysis
qualitative data was collected
based on the occurrence of
code-switching
and
then
analysed in terms of the
functions and reasons that
they serve in the online
written discourse.
Finding/Resul
t
-The occurrences of codeswitching seem to be appear
from collected data with the
majority of 54 out of 86 online
The aim is to know the
opinion from the English
teacher about the usage of
code-switching during the
class session.
qualitative data was collected
based on the occurrence of
code-switching
and
then
analysed in terms of statistic
data.
messages post in Facebook by
participant were in English
with insertion of Mandarin
Chinese.
-The three functions that were
mainly
found
in
the
occurrence of code-switching
by participants in the socialnetworking website were
referential, expressive and
metalinguistic function. In
addition to that, directive
function was also found in
several messages.
preference
-Sequential
approach
to
conversational code-switching
offered in this paper helps
provide evidence at the microinteractional level of the
generationand
networkspecific
language
choice
preferences of the Tyneside
Chinese/English
bilingual
speakers. It enables us to
understand better the strategies
which bilingual speakers with
differing language preference
and language ability use to
manage
conversational
interaction and the procedures
to arrive at local interpretations
of code-switching. This in turn
provides the foundation for
understanding the interactional
basis of the processes of social
and linguistic change
of them think it does not help
in learning
- Teachers agreed that code
switching
does
promote
bilingualism and it facilitates
second language learning.