CHAPTER 1 1.0 Introduction - DSpace@UM - University of Malaya

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1.8 Conclusion The researcher briefly traced the history of education in Malaysia from Pre-British period to the present time. The researcher made an indepth study of the progress and development of Malay education, English education, Chinese education and Tamil education. All together, there were five reports that brought about changes to the syllabus, curriculum and pedagogy. These changes were inevitable because the world is undergoing knowledge explosion in various fields; science and technology, Information technology, medicine, engineering and space exploration. The syllabus and curriculum have been changed several times to provide holistic education - KBSR (Kurikulum Bersepadu Sekolah Rendah) and KBSM (Kurikulum Bersepadu Sekolah Menengah). The researcher tries to find out why code-switching takes place in a classroom setting where science is taught in English. It further explains the reasons and justifications for this universal phenomenon of code-switching. This chapter discusses on the statement of problem, objective of research, the limitation of the study, the significance of research and the definition of terms. The researcher hopes that this chapter has provided an indepth view on the various functions of code-switching that takes place in Malaysian schools. 20
2.0 Introduction CHAPTER 2 Literature Review It is interesting to note, there are three ways of spelling code-switching: code- switching codeswitching and code switching. This may be because, many scholars are involved in studying code-switching: linguists, pscycholinguists, sociolinguists, philosophers and even anthropologists. The researcher will spell it as code-switching. This chapter contains a review of previous studies of code-switching. The study of code-switching has prompted considerable interest among linguists and sociolinguists since the year 1972; they have made studies on linguistics from sociolinguistic and psycholinguistic point of view. Linguistics is concerned with the structure of languages used in code switched discourse. The sociolinguists study how socio- cultural factors affect language functions. Psycholinguists study how the subconscious mind influences code-switching; the mind acts impulsively and the conscious mind is not aware of it. Linguists have made numerous indepth studies on code-switching in Malaysia and the rest of the English speaking world: English-Tamil, English-Tagalog, English- Taiwanese and English-Spanish. The linguists provide important and interesting findings even if they differ in their views. However, the linguists still need to do further research to find out why code-switching takes place in formal and informal situations to formulate a universal theory. 21
Page 1 and 2: 1.0 Introduction CHAPTER 1 Malaysia
Page 3 and 4: Jacobson and Safiah (1987) stated t
Page 5 and 6: schools were taken over by the Brit
Page 7 and 8: In the 19 th century, a large numbe
Page 9 and 10: (i) to promote a national school sy
Page 11 and 12: joining Form 1 classes. The curricu
Page 13 and 14: 1.3 The Significance of the study C
Page 15 and 16: The study was conducted in a privat
Page 17 and 18: The researcher feels it is a bit di
Page 19: 1.7.3 Phrase Level A group of words
Page 23 and 24: (iii) What must you do? Examples of
Page 25 and 26: 2.2 Sociolinguistic Studies on Code
Page 27 and 28: It is evident that the sub-consicio
Page 29 and 30: call it conversational code-switchi
Page 31 and 32: esearcher feels that the children a
Page 33 and 34: The analysis of the data shows that
Page 35 and 36: Mary Tay’s (1993) research is bas
Page 37 and 38: 2.9 Conclusion Many local and forei
Page 39 and 40: 3.0 Introduction CHAPTER 3 METHODOL
Page 41 and 42: 3.2 Procedure of Research Before th
Page 43 and 44: The researcher opted to collect the
Page 45 and 46: 3.6.1 Audio Recording The data that
Page 47 and 48: Each switch was counted as an insta
Page 49 and 50: 3.7.2 Qualitative Approach The qual
Page 51 and 52: 4.1 Subjects The subjects of the st
Page 53 and 54: 4.1.2 Background of Subjects The su
Page 55 and 56: 4.1.3 Language Acquisition of Subje
Page 57 and 58: Table 4.5: Survey of Language Use W
Page 59 and 60: for teaching and learning (v) to sa
Page 61 and 62: Table 4.9: Audio Recordings Subject
Page 63 and 64: formation of lightning/ kilat/ form
Page 65 and 66: The examples taken from T1-U54-R ar
Page 67 and 68: 4.4.4 To establish relationship, hu
Page 69 and 70: L : metal in a liquid form/ mercury
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4.5.3 To encourage students to part
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The examples above show that the hu
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4.6.2 Background of Students Furthe
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T1U58R SENTENCE lapan kali/ kalau b
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CLAUSE T19U3L non luminous is very
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4.7.1 Bilingual Educator R1 Switch
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4.7.3 Bilingual Educator L1 Switch
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4.8 Frequency of Language use in Co
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In the study, the researcher identi
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language and the English language t
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Text books and revision books are w
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Certificate of Education (LCE) is a
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pupils. These activities should inc
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5.3 For Further Investigations The
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Bibliography Asmah Haji Omar. 1982.
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Kamwangamalu, Nkonko Mudipanau. (19
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Poplack, Shana. (1980). “Sometime
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