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

More documents

Recommendations

Info

Noor Azlina Abdullah (1975) made a study of code-switching among 24 bilingual Malays in England from a socio-linguistic point of view. She says that they code- switch to express greetings to Malays and non-Malays as a mark of respect. These greetings include introduction, invitations and farewells. The ethnic Malay bilinguals in Brunei code-switch to English when they talk to senior government officers Ozog (1996). However, Gumperz (1986: 61) does not seem to agree with the findings of the above researchers. He says that a speaker chooses a language quickly and automatically without being aware of the determiners of language choice. Nevertheless, it can be said that locations, formality, intimacy, and seriousness of situation do play a significant role in code-switching from socio-linguistic point of view. It is pertinent to point out at this juncture, that inspite of numerous studies socio-linguists have yet to formulate a consensus general theory on how sociology affects code-switching. 2.3 Code Switching From Psycholinguistic Perspective There is not much research available on code-switching from a psycholinguistic perspective especially in the Malaysian context. This is because psychology is an intricate and complex field and it is difficult to unravel the mysteries of the mind especially the sub-conscious mind. Vast information is stored up in the sub-conscious mind; once in a while information leaks and comes to the conscious mind- sublimation theory. Code-switching may even be considered as an impulsive act. 26
It is evident that the sub-consicious mind does play a part in code-switching. The bilinguals in Malaysia do code-switch from English to Malay to clarify a point. The question is why does code-switching take place at that particular point only and not anywhere else? Lim Soh Lan (2003-115.3) says that, “why the switch was made to clarify at that point……… it falls short of identifying the underlying socio-psychological motivation for a linguistic choice to fulfill a particular function”. A study done by Texas A & M International University (1997) shows that when bilinguals decipher code-switched utterances they switch off their mind and only use one language to comprehend the sentence. “Thus, for a Spanish-English bilingual speaking English, the English linguistic system is turned on, whereas the SpanishEnglish system remains off. However, if during the course of comprehending a sentence, a Spanish code-switched word is encountred, the mental switch must disable the English linguisticsystem, and enable the Spanish linguistic system”. Research done by the same university shows bilinguals understand code-switched words quickly if there is a phonological overlap between the two languages. Other factors that influence the recognition of code-switch words are context, phonetics, homophonic and homographic words overlaping between the two languages. Furthermore, language dominance plays an important role in code-switching. In the U.S.A, Spanish-English bilinguals code-switch more, when they communicate in Spanish which is the first language. They code-switch little when they communicate in English which is their second language. Psycholinguists say that bilinguals retrieve English code-switched utterances faster than monolingual utterances when they listen to Spanish sentences. On the other hand, they are slower to retrieve Spanish code- switched words when they listen to English utterances. 27
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 and 24: (iii) What must you do? Examples of
Page 25: 2.2 Sociolinguistic Studies on Code
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
Page 71 and 72: 4.5.3 To encourage students to part
Page 73 and 74: The examples above show that the hu
Page 75 and 76: 4.6.2 Background of Students Furthe
Page 77 and 78:
T1U58R SENTENCE lapan kali/ kalau b
Page 79 and 80:
CLAUSE T19U3L non luminous is very
Page 81 and 82:
4.7.1 Bilingual Educator R1 Switch
Page 83 and 84:
4.7.3 Bilingual Educator L1 Switch
Page 85 and 86:
4.8 Frequency of Language use in Co
Page 87 and 88:
In the study, the researcher identi
Page 89 and 90:
language and the English language t
Page 91 and 92:
Text books and revision books are w
Page 93 and 94:
Certificate of Education (LCE) is a
Page 95 and 96:
pupils. These activities should inc
Page 97 and 98:
5.3 For Further Investigations The
Page 99 and 100:
Bibliography Asmah Haji Omar. 1982.
Page 101 and 102:
Kamwangamalu, Nkonko Mudipanau. (19
Page 103 and 104:
Poplack, Shana. (1980). “Sometime
show all

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

Create successful ePaper yourself

Delete template?

Save as template?