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

More documents

Recommendations

Info

5.0 Introduction CHAPTER 5 CONCLUSION In this chapter the researcher will discuss the findings based on the data given in chapter four. The researcher makes a detail analysis of the data from a series of code- switched utterances of the bilingual educators. The researcher shows how code- switching affect the teaching and learning process. The researcher feels that future research is needed in code-switching from socio-linguistic and psycholinguistic point of view. 5.1 The Findings The research was conducted to analyse the code-switched utterances of two bilingual educators in the teaching of the science subjects in lower secondary One and Two in Bandar Country Homes Rawang. The main objective of this research is to identify the reasons for code-switching of the bilingual educators in the teaching and learning process in a formal setting. It was in the year 2003 that the conversion of medium of instruction teaching science subjects in English took place. Students in the rural schools find it a difficult task to comprehend the basic terminology of the science subjects. In the rural areas, there are few kindergarten schools; hence it maybe said that these students are not exposed to English words. So, the bilingual educators tend to use two languages - the Malay 88
language and the English language to explain the scientific terminologies. Since science is an important subject - stepping-stone to various fields such as medicine, engineering and other professions, they have to learn science in the English language. English is a language of science and technology but students can learn science in English if the educators code-switch. The researcher has come to this conclusion based on the answers given by the educators. The bilingual educators code-switch from English to Malay for confirmation of the students understanding of the subject matter. The researcher noted that the students responded well when the subject matter was explained in the Malay language. It was noted by the researcher, that the bilingual educators code-switched to encourage students to participate in the lessons. Further more the educators used this strategy to create a fear free environment for the students because students who felt that they were weak in the English language and lacked confidence could answer in the Malay language. Here the choice to answer the question was given to the students and this was a motivation factor for the students to perform well in the science subject. The bilingual educators code-switch to establish a friendly relationship with the students and to create a conducive environment for teaching and learning. This strategy was used by the bilingual educators so that the students would look forward to the lessons and realise that science is a subject that was fun and interesting; code- switching does not create a boring environment for the students. The educators used creative methods such as humour to make learning interesting. Using two languages 89
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 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
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: In the study, the researcher identi
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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?