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

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not be possible because “eat” has not been intergrated into Spanish (Poplack, 1980: 586). The second constraint is the equivalence constraint (Poplack, 1978, 1980) observed that the code-switching is such that virtually no instances of language one and language two occur. He further says that switching takes place only at boundaries common with both languages. The researcher gives English to Malay code-switching examples. According to Malay grammar rule, the adjective comes after noun wheres in English grammar the adjective comes before the noun. Example: English: Clever boy Malay: Pandai budak (Own Examples) Code-switching is not acceptable here because it does not follow the Malay grammar rule. However, Nartey’s study (1982) on code-switching among educated Ghanians found that both constraints did not work for Ghanian Languages in general. He says social factors are more important than structural factors (p188). His observations on code- swithing further indicate that code-switches follow certain guidelines like the nature of the topic, the audience, the emotions versus the aspiration level and age. To sum up, there are many factors that affect code-switching are internal linguistic structure, culture and the sub-conseious mind. 24
2.2 Sociolinguistic Studies on Code-Switching Socio-linguists investigate the functions and motivations for code-switching from socio-linguistic perspective. Socio-linguists determine who code-switches with whom, when and for what reasons. The factors that influence choice of language use are locations, formality, intimacy, and seriousness of situation. The most important determiner for code-switching is situation; several studies done in Singapore show that situation is the most important determiner which affects code-switching. R. Ward Haugh (1986: 100) says that a typical Chinese tend to speak Hokkien with parents and informal Singapore English with siblings; they converse with friends in Hokkien or informal Singapore English. The language of education will be formal variety of Singapore English and certainly Mandarin. Any religious practices will be conducted in the formal variety of Singapore English, if the family is Christian but Hokkien if Buddhist or Taoist. In the U.S. bilinguals, tend to use Spanish at home and among friends or family members. They use English at home or at work. McClure and McClure (1988:40-41) made a study on Vingard Saxon. Vingard Saxons code-switched for the purpose of “role identification”. The speakers used a few lexical items from German to mark themselves as more educated, urbane or sophisticated. Kamwangamalu (1989: 32) says that code-switching is used by bilinguals to express modernization. He gives an example of code-switching in English and vernacular Tanzania to show modernization. The Tanzanian-English bilinguals code-mix so they appear to be modern and at the same time members of the community. 25
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 and 20: 1.7.3 Phrase Level A group of words
Page 21 and 22: 2.0 Introduction CHAPTER 2 Literatu
Page 23: (iii) What must you do? Examples of
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
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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
Page 71 and 72: 4.5.3 To encourage students to part
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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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