PBGS 6343
RESEARCH IN TEXT AND DISCOURSE ANALYSIS (TESOL)
ASSIGNMENT: REASERCH PROPOSAL
Code-switching and code-mixing of Tamil-English (Tanglish) in streets and restaurants.
1) Manusha Nair A/P Balan PGP 110048
2) Kohila Vaani A/P Palaniappan PGP 110059
3) Hema Loshini Sivarajah PGP 110058
1.0) Background Studies
In Malaysia, code-switching and code-mixing of Tamil-English (Tanglish) had become common among Malaysian Indians’ daily conversation. People tend to use Tanglish because they find some words are better expressed in Tamil and vice versa. However, it is rare to hear Malaysian Indians code switch in Tamil-English, as they code-mix more.
1.2) Statement of problem
The conversion of teaching a foreign language in the learner’s mother tongue can inhibit the learner from mastering the foreign language (Jacobson, 1990, p.6). However, Malaysia comprising a multilingual society with majority of its citizens being bilinguals, apply code-switching and code-mixing in their daily language use. In this study, the theoretical framework of Interactional Sociolinguistics will be used as a base, when analysing the audio or video recordings which will be collected. The recordings will then be triangulated with the observation done on the participants.
1.3) Research Objectives
The objectives of this study is to
1. Observe and examine the code-switching and code-mixing application in specific social settings such as in the streets and restaurants in Kuala Lumpur.
2. Identify the factors influencing Tamil-English code-switching and code-mixing among participants.
1.4) Significance of the Study
This study aims to discover the factors and frequency of code-switching and code-mixing in Tamil-English (Tanglish). Through this, readers can benefit as they will understand the importance of the relationship between language and social background in continuing a conversation.
1.5) Limitation of research
This research will be done specifically in streets and restaurants situated in Kuala Lumpur. Therefore, this study cannot be generalized to all language users’ code-switching and code mixing of Tanglish in the urban areas.
2.0) Literature Review
Ronald Wardaugh (1986:99) states that code switching from among languages and dialects are common depending on situational and metaphorical issues. Further, he also explains that code mixing in conversation of two languages without related topic change and believes that code mixing is usually used by bilingual society. He says that in code switching and code mixing phenomenon, the standards vary from each and every group in a same community.
Ganesan (1991) in his research about the platform speech in Tamil explains the code switching behaviour of the platform speakers in Tamil language. The code switching situation takes place between the utterances and literary difference of dialects in Tamil in the platform speech. The importance of code switching has been discussed by him based on ideas from other linguists.
Gnanasundaram (1982:161) gives some rules for the code – mixing phenomenon in the summary of papers presented in the 3rd International Conference of South Asian Languages and Linguistics. He did a study on code mixing in Tamil fiction. Further, he says that mixing involves the high and low fact is not available.
3.0) Research Methodology
Data collection will be done through audio or video recording and observation on people applying Tamil-English (Tanglish) code-switching and code-mixing in streets and restaurants in Kuala Lumpur.
4.0) Bibliography
Fabbro, F. (1999). The neurolinguistics of bilingualism: An introduction. Hove, East Sussex: Psychology Press.
Hornby, A. S. (2005). Oxford advanced learner’s dictionary of current English. New York, NY: Oxford University Press.
Maya Khemlani David. (2006). Code switching phenomena in the process of language shift. In Zuraidah Mohd Don. (Ed.), English in a globalised environment: Investigating an emerging variety of English (pp. 215-230). Kuala Lumpur, Malaysia: University of Malaya Press.
Mercer, N. (2000). Language for teaching a language. In Candlin, C. N. & Mercer, N. (Eds.). English language teaching in its Social context: A reader (pp. 243-257). Florence, KY, USA: Routledge.
Chidambaram.k. (2006). a socio-linguistc study of code switching among the cochin tamils, Language In India (volume 6).India.
Tien, C. Y. & Liu, K. L. (2006). Code-switching in two EFL classes in Taiwan. In Azirah Hashim & Norizah Hassan. (Eds.), English in Southeast Asia: Prospects, perspectives and possibilities (pp. 215-240). Kuala Lumpur, Malaysia: University of Malaya Press.
Vanithamani Saravanan. (1993). Language and social identity amongst Tamil-English bilingual speaks. In Khoo, R., Kreher, U. & Wong, R. (Eds.), Languages in contact in a multilingual society: Implications for language learning and teaching (pp. 135-160). Singapore: SEAMEO Regional Language Centre.
Whiteley, W. H. (1971). A note on multilingualism. In Ardener, E. (Ed.), Social anthropology and language (pp. 121-127). London: Tavistock Publications.
5.0) Definition of key terms
• Multilingual : Speaking or using several different languages.
• Bilingual : Able to speak two languages equally well because you have used them since you were very young.
• Code-Switch : Alternative use of two languages at the word, phrase, clause or sentence level (Valdes 1981: 95).
• Matrix language : First language of the speaker or the language in which the morphemes or words are more frequently used in speech.
1.1 Statement of problem
It is quite commonplace for bilingual speakers to use two or more languages, dialects or varieties in the same conversation, without any apparent effort. The phenomenon, known as code-switching, has become a major focus of attention in linguistics. This concise and original study explores how, when and where code-switching occurs. Drawing on a diverse range of examples from medieval manuscripts to rap music, novels to advertisements, emails to political speeches, and above all everyday conversation, it argues that code-switching can only be properly understood if we study it from a variety of perspectives. It shows how sociolinguistic, psycholinguistic, grammatical and developmental aspects of code-switching are all interdependent, and findings in each area are crucial to others. (Penelope Gardner-Chloros, 2009). The existing evidence, however, is based largely on quasi-experimental or correlational designs using self-report data. No study to date has explained whether code switching can give negative or positive effects to bilingual students’ daily conversation with others.
1.2 Purpose of research
The purpose of this study is to obtain information on a double content. The first aim of this study is to look at how common is code switching is being used and accepted by the Chinese students themselves and also International students. Besides, it also serves on the purpose to investigate whether code-switch gives no effects or negative effects to a conversation.
1.3 Research Questions:
This study attempts to answer the following questions:
1) Do Chinese students code switch while conversing in English language at the university compound? Does code switching occurs consciously or unconsciously?
2) Do Chinese students code-switch while conversing with students who are not from the Chinese community?
3) Do International students understand the Chinese-English code-switching which is being used?
4) What are their reasons for code-switching?
5) What are the effects of using Chinese-English code-switching while conversing:
i) Among the Chinese community itself
ii) With other International students
1.4 Research Hypotheses
The hypotheses are constructed to answer the research questions:
a) H0 Chinese-English code-switching does not give effects in Chinese students’ conversation with others.
b) H1 Chinese-English code-switching gives negative effects on Chinese students’ conversation with International students.
1.5 Theoretical Perspectives
There are a few theories related to code-switching. Milroy and Muysken (1995) define code switching as “the alternative use by bilinguals of two or more languages in the same conversation”. They use code-switching as a cover term under which different forms of bilingual behaviour are subsumed. The term intra-sentential is used to refer to switching within the sentence, in contrast with the term inter-sentential used for switches between sentences as the relevant unit for analysis.
Gardner-Chloros (1991) also emphasize that switching can occur not only between languages but also dialects of the same language. In the same vein, Gumperz (1982) refers to the term as “the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or subsystems”. It is a phenomenon of alternating between two languages or dialects of the same language within the same conversation.
One of the more complete theories of code switching is the Markedness Model, developed by Carol Myers-Scotton (1993). According to the Markedness model, language users are rational, and choose a language that marks their rights and obligations relative to others in the conversational setting. When there is no clear unmarked choice, code switching is used to explore possible choices. Together with William Ury, they identified code-switching as the use of two or more linguistic varieties in the same conversation or interaction.
The Communication Accommodation Theory (CAT), developed by Howard Giles, professor of communication at the University of California, Santa Barbara, seeks to explain the cognitive reasons for code-switching, and other changes in speech, as a person seeks either to emphasize or to minimize the social differences between him- or herself and the other person(s) in conversation. Prof. Giles posits that when speakers seek approval in a social situation they are likely to converge their speech with that of the other person speaking. This can include, but is not limited to the language of choice, accent, dialect, and para-linguistic features used in the conversation. In contrast to convergence, speakers might also engage in divergent speech, with which an individual person emphasizes the social distance between him- or herself and other speakers by using speech with linguistic features characteristic of his or her own group.
Myer-Scotton (1993) presents a critique of earlier studies on linguistic constraints on code switching which either lack particular theoretical motivations or depend too much on the existing syntactic models. Myers-Scotton proposes the Matrix Language Frame Model as a production-based approach to code switching. Different from previous linguistic models which are merely descriptive or too close to the surface, the Matrix Language Frame model is credited with its explanatory power for how language is accessed and retrieved before it takes the final form (Myers-Scotton 1993a: 45).
1.6 Key Concepts
1.) Code switching
Code switching is a linguistics term that basically means switching back and forth between two or more languages in the course of a spoken conversation. It can also refer to the ability to alternate and switch two or more languages or dialects quickly from one conversation to the next depending on the situation or conversation partner.
2.) Conversation
Conversation is a form of interactive, spontaneous communication between two or more people who are following rules of etiquette. It can also be defined as an oral communication or informal interchange of thoughts and information by spoken words between persons.
3.) Chinese Students
Students with Chinese ethnicity who were born in Malaysia. The second largest ethnicity in Malaysia after Malay. They speak Chinese as their native language and English as their second language.
1.7 Limitation of Study
This research will be conducted in one of the universities in an urban area in Kuala Lumpur. The results gained later on cannot be used to represent all universities in urban areas. This is because the sizes of the samples used are too small.
Besides that, researchers will have difficulties in searching for groups of students for observation purpose. Researchers need to look for Chinese students interacting with International students in the university’s compound, This is where the time limitations occurred. Much time is needed for the whole process of the research in order to get quality results.
Other than that, the samples of students are formed from mixed-abilities, background and so on. Results may vary for interaction between those of different age, gender, context and level of English fluency. Some students in a group might have more code switching than the other group of students. Hence it may lead to inconsistent results.
Review of Literature
In this chapter, the literature of work on the investigation of code switching will be reviewed. According to Meisal 1994 and Barron-Hauwaert, 2004, there are significant differences in the way bilingual children use language, depending on the circumstances. Code switching is varying when conversing with parents, siblings, friends and teachers.
Gumperz’s (1982) classification of the discourse functions of code-switching is the one most frequently referred to. Gumperz suggested distinguishing between transactional and metaphorical code-switching, which is seen by Gumperz to be helpful in identifying the discourse functions of code-switching. Discourse functions as classified by Gumperz (1982) include quotations, reiteration, message qualification, personalization vs. objectivization, interjections and addressee specification.
A study by Liang (2006) observed the use of code-switching in high school Chinese immigrant students. In particular, Liang (2006) studied how these students perceived their use of first language (L1) and second language (L2) in group related class activities. The findings of this study reveal just how much language and identity are intertwined. Liang (2006) found that these students were often torn between identifying with compatriots in L1 and gaining membership in mainstream classes in L2, between maintaining L1 and developing L2, and between using L1 for academic discourse and for developing academic discourse in L2 (p. 143). These competing desires illustrate how language has both a social function as well as an academic function. This study examined the interaction of both functions. A survey revealed the numerous instances in which peer pressure can influence what language a bilingual student uses and what effect it has on identity.
Another study by Ruan (2003) explored the use of code-switching in Chinese/English bilingual children in an after-school Chinese language program. This study was conducted in a “heritage community language school” (p. 143). It discussed the patterns of language use (L1 and L2) for these children as well as the possible factors influencing the choice of language in a given context. The use of code-switching by both the teacher and the students was often for academic purposes. That is, discussion of new topics in the classroom were often presented in English while the use of Chinese was mainly for the purposed of understanding and clarification of these topics.
Gibbons (1983) studied language attitudes and code-switching in Hong Kong between Cantonese and English. They indicate that when Chinese speakers use English with one another they give an impression of status and westernization. When they use Cantonese they give an impression of Chinese humility and solidarity. However, a mix was considered ill-mannered, show-off, ignorant, not good-looking, aggressive, and proud from the Cantonese point of view.
Further, in classroom and non‐classroom settings code‐switching findings mirror each other (Liebscher and Dailey‐OʹCain, 2005). Researchers found that students code‐switch when knowledge of the target language was insufficient, or when they needed their mother tongue to address a discourse related issue.
Methodology
This chapter presents the procedures used to answer the research questions. The research design is explained as well as the subjects and the sampling techniques. Then the data collection methods are presented and the analysis of the data is also explained.
3.1 Research Design
The research design which will be used in this research is the qualitative research. This qualitative approach attempts to describe what is actually happening in a conversation between local student to local student or local student to international student.
3.2 Sample and site
This research examines the use of Chinese-English code-switching among Chinese-English bilingual students in University of Malaya. The sample of this research study is set to be 80 groups of students. Each group involves at least two speakers. The age bands are from the range 20 years old to 50 years old. They will be randomly selected from the university compound. The site for this research is University of Malaya.
3.3 Instruments
The instrument which will be used in this research is observation. Researchers will observe Chinese students’ conversation with others. Each group conversation is expected to be between 10 to 30 minutes. An observation checklist will be constructed in order to collect data. The observation checklist contains questions and information which are needed for data collection.
3.4 Data Collection Procedures
The below are the procedures that will be included in the data collection of the research:
Figure 1 : Procedures for Data Collection
The exact dates for all the processes are to be determined. The observation is expected to be carried out from early April till mid April 2012. Two types of data will be used for this research, they are primary data and secondary data. Primary data is the result which will be obtained from the observation. Secondary data are obtained from electronic materials and resources such as movies and videoclips.
3.5 Data Analysis
To answer the research questions, qualitative data will be collected based on the occurrences of Chinese-English code-switching and then analyze in terms of the functions and reasons that they interact in the conversation. The observated conversation data will be analyzed based on conversational analysis (CA). We pay great attention to the point within the interaction where Chinese-English code-switch takes place, considering where in a sequence of actions switches occur and their relevance to the turn-taking system. As this study aims to study on the phenomenon of Chinese-English code-switching, data will be analyzed qualitatively and not calculated and tabulated.
INVESTIGATING THE FEATURES OF MALAYSIAN ENGLISH IN SOCIAL CONTEXT.
Chapter 1
1.1 Background to the study
Malaysia had been under the rule of the British until 1957 where it gained independence. The government then decided that Bahasa is the formal language of Malaysia. However, Malaysia still strongly places an emphasis on the usage of English Language in order to be at par with other developed countries. Therefore English in Malaysia is known as a second language and like any other country that has been colonised by the British the mixture between English and the native language is unavoidable. Malaysian English is born out of the mixture of English with Bahasa and is known as Manglish.
Malaysian English is used widely in Malaysia. It is used for affective and functional purpose by the society in life. The blend of these two languages has created a distinguishing identity for Malaysian. The use of Malaysia English can now be seen in written text, on the streets and even in schools. Though is highly used in Malaysia, some researchers questioned the accuracy of Malaysian English if it’s compared to Received Pronunciation. According to Ibrahim (2005), quoted from Pillai (2008), there is a tendency saying that Malaysian English is wrong and incorrect due to its features. This research will look at the way Malaysian speak English in society and how it is acceptable to create the identity and language known as Manglish.
1.2 Rationale of the Study
This study will highlight what exactly is meant by Malaysian English. In some ways, this study is going to observe and demonstrate the characteristics of Malaysian English that is used to communicate in the social context. This study will be a medium to investigate the extent whereby Malaysian used Malaysian English.
1.3 Research Objective
This research is concerned with five main objectives which are:
a) To investigate how far Malaysians use Malaysian English in the social context.
b) To identify the features and characteristic of Malaysian English that is being utilized
c) To analyse the mixture of Malaysian English in social context.
d) To investigate the frequency of certain features in Malaysian English
1.4 Research Question
This study is carried out to answer the following questions:
1. Does Malaysian really use Malaysian English to communicate in the social context?
2. What are the actual features and characteristics of Malaysian English?
3. Does Malaysian English contribute to the understanding among the listeners?
4. How frequent do Malaysian code-switch?
1.5 Limitations of the Study:
The study is limited in several factors. Firstly, the size of the sample is small so the data that is going to be collected does not represent the whole population. Hence, the result cannot be overgeneralised to all Malaysians who used Malaysian English as a medium of communication. Secondly, the respondents are restricted in terms the extraneous variables of the study where they are from a specific social, education, and also cultural background thus affecting the reliability of the findings.
Chapter 2
Review of Related Literture
2.1 Introduction
Malaysian English is spoken and used not only for communication, but it is also used to portray functional and affective purposes. Malaysian English or Manglish is one of the varieties of new Englishes that existed due to the interference of the first or native language of by the people in Malaysia who come from diverse society. There is a mixture of reactions to this phenomenon. Based on the past researches, it is claimed that Malaysian English is viewed as a downturn of English language where it debased the true nature of English Language itself. On the contrary, Manglish is one of the ways to signal solidarity and conformity between the speakers of the language. In other words, by using Manglish, the sense of belonging and identity can be cultivated.
2.2 Related Theories
This research is mainly about trying to figure out the features of Manglish. Other prominent researchers had proposed and represented the features of Manglish in their own perspectives. Preshous (2001) had investigated to discover the origin and the development of of Malaysian English. According to Preshous (2001), Manglish has unique and distinctive features in terms of its phonological, semantic and grammatical aspects especially in terms of the lexical features.
On the other hand, Loga Baskaran (1994) discussed the structures of Manglish by using three lects of Malaysian English Continuum which are acrolect, mesolect and basilect.
The researcher analyzed these three lects from a set of transcripts that has been gotten from recordings of the usage of Manglish in various situations. Furthermore, Manglish is also viewed in three prominent variables in linguistic which are sociolinguistic, phonological, morphosyntactic and lexical.
2.3 Review of Past Studies
There are two researches that discussed about the used on Manglish. According to Husna Abu Bakar (2009) who conducted this qualitative research, Manglish is used widely in the peninsula of Malaysia. From the research, it is found out that there are a significant percentage of English words that have been imported into the KL Malay lexicon. It also questioned about whether KL Malay has been transformed to a native language or into creole language.
Secondly, a research had been by Gaudart (2008) that concentrated on how far non-Malaysian understood Manglish in a tertiary level. Data was collected from various sources which are observations, interviews, discussion and journal entries. The result of the research showed that,there is communication clashes due to intercultural and interlanguage. This shows that Manglish has its distintive features compared to other standard variety of English which makes it unique from other new Englishes.
Chapter 3
Methodology
3.1 Research design
This research considers the data through qualitative value in order to discover the true nature Malaysian English. Since the main focus of the research is to obtain a larger picture of a particular situation, a cross-sectional design will be adapted to figure out what are the features involved in Malaysian English.
3.2 Researcher’s role as instrument
Researcher will play a role as observer as well as participant in some of the recordings.
3.3 Research population and sample
The participants will be chosen randomly based on the strong connection between what the researcher would like to discover by the end of the research. Because of that, stratified random sampling is used to collect data. This is due to the fact that data will be chosen based on the purpose of the study which is to look at Manglish in society.
The data will be recorded within two different social contexts taken from several people who use Manglish in their conversations. The two situations of social context will be:
a) Conversation among friends.
b) Conversation among family members.
The participants’ background will differ from one another in terms of social, education and family background.
3.4 Research Instrument
Observation will be used to collect primary data in this research. The data will be documented by using audio recorder of conversations. The researcher will act as a participant and non-participant during the observations. In particular, the observation will be done under natural circumstances where there is no outside stimulus presented to achieve specific purpose. Furthermore, the researcher will observe the situation and take down notes as the recording take place.
Audio recordings of conversation are taken at random times without telling the participant. This is to ensure that the data collected are genuine and not acted out. Each audio recording will be about 10 to 40 minutes long depending on the topic at the particular time. The content of the discussions varies from one recording to another.
3.5 Data analysis procedure
The data will be transcribed and it will be analysed to answer the research question.
REFERENCES
Gaudart, H. (2008). Some Ways of Speaking in English: A Malaysian Perspective. Malaysian. Journal of ELT Research, 4, 43-53. Retrieved from http://www.melta.org.my.
Husni Abu Bakar. (2009). Code-switching in Kuala Lumpur Way: The Rojak Phenomenon. EXPLORATIONS: Journal of Southeast Asian Studies, 9, 99-107.
Loga Baskaran. (1994). The Malaysian English Mosaic. English Today. 37 (10/1), 27-37. Retrieved from http://journals.cambridge.org.
Pillai, S. (2008). Speaking English the Malaysian Way-Correct or Not?. English Today. 96(24/4), 42-45.
Preshous, A. (2001) Where you going ah?:An account of the origin and development of Malaysian English. English Today. 65(17/1), 46-53. Retrieved from http://journals.cambridge.org.
Ranjit Kumar. (1997). Research Methodology: A step-by-step guide for
Natasha bt Ariffin, Amiza bt Mohamed Noor and Vasuki Krishnathasan -
April 11, 2012
There was an error when i posted this. The reference was cut short. Here is a new one for the proposal.
References
Gaudart, H. (2008). Some Ways of Speaking in English: A Malaysian Perspective. Malaysian. Journal of ELT Research, 4, 43-53. Retrieved from http://www.melta.org.my.
Husni Abu Bakar. (2009). Code-switching in Kuala Lumpur Way: The Rojak Phenomenon. EXPLORATIONS: Journal of Southeast Asian Studies, 9, 99-107.
Loga Baskaran. (1994). The Malaysian English Mosaic. English Today. 37 (10/1), 27-37. Retrieved from http://journals.cambridge.org.
Pillai, S. (2008). Speaking English the Malaysian Way-Correct or Not?. English Today. 96(24/4), 42-45.
Preshous, A. (2001) Where you going ah?:An account of the origin and development of Malaysian English. English Today. 65(17/1), 46-53. Retrieved from http://journals.cambridge.org.
Ranjit Kumar. (1997). Research Methodology: A step-by-step guide for beginners. Longman: Melbourne
University of Malaya
PBGS6343 Research in text and discourse in TESOL
Code-switching between Persian and English in EFL classroom
Represented for Dr.Jessie
BY: Abbasali Ramezani PGP110064
Introduction
This article show the small –case which investigate of code-switching between Persian –English by 3 Iranian 3 English Foreign Language Teacher in 2 different levels in 2 country of Iran and Malaysia . This paper decided to investigate two different level of study of pre-elementary and advanced classroom which code-switching occurred by student – teacher or teacher – student relation. This result coming out from voice recording in EFL classroom when code-switching present by teacher or student as a strategy to help student understand the meaning of exact word which use in their L2 speaking part .
On the other hand most of teacher try to reject this style in classroom to improve the student speaking ability for using L2 in better way more than L1 in classroom but of course using of code-switching make a good student-teacher relation and interaction to decrease their stress in classroom and speech community ,this scale study observe the way of code-switching to what kind of use for in EFL classroom.
Key word: Code-switching, EFL classroom,
Literature review:
Code-switching is not focused just in EFL classroom, Maybe it occurred in daily conversation in society. Early study on CS show that it centered around bilingual education pogrom in USA on 1970 and early 1980(MARTIN –JESS1995) However MILK (1981,1982) and on the other hand start the line in research on this issue by using purely quantitative study of classroom conversation. They using audio-recording which use nowadays to check and observe the teacher and student ability in classroom . also it common criteria of language which discussed in any subfield of linguistics ( Nilem2006) and also code-switching perform several function ( Zanetallal 1985) or the other famous author that code-switching also function to announce specific identities great contain of meaning and also facilities particular interpersonal relationship (Johnson 2000 p184)
Statement of the problem
Its very common to use of CS type such as code-mixing or borrowing in these year
But in Iran English is the third language which use in Education system from early level of study in pre-school till high level of education and also for those people that live out of Iran for long time which they use some word in English but rest of people in Iran the never use English except the special situation and also in their massaging by phone that they call Finglish but on the other hand CS is common in EFL classroom very much , also it denied by teacher in recent year to improve the speaking and pronunciation ability as a real English classroom, even though they cannot change all thing such as joke, name or the other thing which push class to start using of code-switching for their L2 learning.
Research objective:
this paper and research reach to many issue such as what, when , and where the code-switching occur in EFL classroom . There are many objective which investigate in this paper such as: 1) To identify which kind of code-switching occur in EFL classroom .
2) To find that why CS occur between student and teacher from L2 to L1
3) The benefit of CS in EFL classroom.
4) the relationship between CS and speaking ability in EFL classroom.
Research question
Related to this topic and paper we face many kind of question in this part which linked to our CS investigating plan make many question such as:
1) When CS occur in student-teacher relationship in EFL classroom?
2) Why student want to use CS in their L2 speaking to L1?
3) What is the influence option which student ignores CS.?
4) How can Finglish in writing can influence speaking in EFL classroom?
5) What is the important of CS in EFL classroom?
Significance of study
In this area of study many Iranian researcher and investigator and observation been done by the CS between Persian and English . most of them agree with this strategy but none of them write about the way or the source of this CS in EFL classroom. So this study may find ehat kind of CS use in EFL classroom more and from which source of L1 in using L2 or the wide or the less usage of code-switching.
Limitation of study
Researching an investigating in this day face man kind of problem and limitation while you want to check the class for observing or voice recording which one of the teacher stop by their organization when they check by CCTV when the class sound was recording , also in Malaysia its rare to find the class both Iranian student and teacher so I got help with my assistance in my previous University in Iran to record it for me and also observe the class and make the report form this paper .
5. Topic: Investigating Reasons and Evidence of Code-mixing in Manglish on Facebook: A Mixed-Methods Research.
Nur Izzati bt Mohd Idrus (PGP110041)
Nurul Ilyana bt Mamat (PGP110042)
Hana Nadia bt Nadri (PGP110074)
Introduction
Due to the bilingual education system and plurality of the society in Malaysia, speakers are bound to know more than one language (Ghazali, 2010). To be specific, bilingual is the phenomenon of knowing more than one language (Wardaugh, 1986). Malaysians can be considered as bilinguals because they have two primary languages which are Malay and English (Manglish). Dias (2011) stated that since bilinguals are able to choose which language that they are going to use, they have to set a condition in order to communicate effectively. This condition will lead bilinguals to code-switch and/or code-mix when communicating with each other. According to Normazla & Mariatul (2007), Manglish is not broken English; instead it can be standardized to cater the present need of the speech community and global development.
Code-switching happens in a formal setting such as in classroom. On the other hand, code-mixing happens in an informal setting such as in social networking websites. The researcher use Facebook as a tool to gather the primary data of this research is because Facebook is one of the most popular interactive social network website. According to Tech Central website (December 2011), the number of Facebook users in Malaysia has surpassed to 12 million people. Since the researcher is looking at the informal way of interacting on Facebook, thus code-mixing has been chosen as the ground of this study.
Problem Statement
Hazadiah, Noor & Roslinda (2010), stated that one of the fundamental facts about languages is that they are always changing in time, albeit it slowly. English also has change into new varieties for the past centuries. This includes the Malaysian English where new objects, concepts, new activities may require new terms, new ways of expressing but such changes may disrupt grammatical patterns, introduce irregularities which may later be removed. In particular, new technologies have been attributed to language change as a result of the way language users generally realign their language use to reflect social and technological evolution. This can be seen on Facebook where the users are trying to modify and suit the language in the interactions. There are numerous researches that have been carried out on other features of discourse in Facebook but according to Mc Neil (2008), there is no research has been done on the phenomenon in Malaysia even though the language change and its pedagogical implications are very critical. Hence, this research is made to find out to what extend bilinguals in Malaysia use code-mixing in Manglish and why they code-mix in their interactions.
Objectives of the Research
This research aims to:
i. Determine the reasons that influences bilingual to code-mix in Manglish on Facebook.
ii. Find the evidence of code-mixing in Manglish on Facebook.
Research Questions
i. What are the reasons for bilinguals to code-mix in Manglish on Facebook?
ii. What are the evidence(s) of code-mixing in Manglish on Facebook?
Methodology
Research Design
This research uses the explanatory design that involves mixed-method research. This design uses the combination of qualitative and quantitative method. In this research the researchers first carry out a quantitative method and then use a qualitative method to follow up and refine the quantitative findings.
According to Hoffman (1991:112), there are three types of code-mixing based on the juncture of where the languages take place. The first type of code mixing is intra-sentential where it occurs within a phrase, clause or at sentence boundary and the second type of code-mixing is intra-lexical where it occurs within a word boundary. The last type of code mixing is involving a change of pronunciation and it occurs at the phonological level.
Next, the researcher used the theoretical framework that proposed by Hoffman (1991:116), on there are ten primary reasons of code-mixing which are talking about a particular topic, quoting somebody else, being empathic about something, interjection, repetition used for clarification, intention for clarifying the speech content for interlocutor, expressing group identity, to soften or strengthen request or command, real lexical need and finally to exclude other people when a comment is intended for only a limited audience.
Sample/Participants
A TESL (Teaching English as Second Language) community including the students and lecturers with the range of age 20 – 50 years old will be selected as the target participants in this research. All the participants in this research are both competent users of Malay and English language. Out of the 30 participants, 15 of them are male and the remaining is female.
Instruments
The first instrument that is used for this research is a set of questionnaires which aims to identify the reasons of code-mixing. Another instrument for this research is the statuses on profile pages and the wall interactions on Facebook of the participants. These written forms of data will be selected at random from the participants’ Facebook statuses and their wall interactions. The process of selecting participants’ statuses and wall interactions are done in natural setting. This will be done to find the evidences of code-mixing in determining to what extend the participants tend to code-mix in Manglish while interacting on Facebook.
Data Analysis
For questionnaires, the data collected will be calculated into percentage using SPSS 12.0 for Windows and the result will be presented in a chart. The results then will be analyzed in terms of whether it relates to the theoretical framework proposed by Hoffman (1991:116) on ten primary reasons of code-mixing. The participants’ Facebook statuses and wall interactions that contain code-mixing will be analyzed based on the theoretical framework by Hoffman (1991:112) on the three types of code-mixing in finding the evidences of code-mixing in Manglish.
Hello Dr Jessie. This is our new revise proposal..Thank you
Research title: Investigating Types of Code-mixing in Manglish on Facebook
Research topic: Manglish in Facebook
Nur Izzati bt Mohd Idrus (PGP110041)
Nurul Ilyana bt Mamat (PGP110042)
Hana Nadia bt Nadri (PGP110074)
Introduction
Due to the bilingual education system and plurality of the society in Malaysia, speakers are bound to know more than one language (Ghazali, 2010). To be specific, bilingual is the phenomenon of knowing more than one language (Wardaugh, 1986). Malaysians can be considered as bilinguals because they have two primary languages which are Malay and English (Manglish). Dias (2011) stated that since bilinguals are able to choose which language that they are going to use, they have to set a condition in order to communicate effectively. This condition will lead bilinguals to code-switch and/or code-mix when communicating with each other. According to Normazla & Mariatul (2007), Manglish is not broken English; instead it can be standardized to cater the present need of the speech community and global development.
Code-switching happens in a formal setting such as in classroom. On the other hand, code-mixing happens in an informal setting such as in social networking websites. The researcher use Facebook as a tool to gather the primary data of this research is because Facebook is one of the most popular interactive social network websites nowadays. According to Tech Central website (December 2011), the number of Facebook users in Malaysia has surpassed to 12 million people. Since the researcher is looking at the informal way of interacting on Facebook, thus code-mixing has been chosen as the ground of this study.
Problem Statement
New technologies have been attributed to language change as a result of the way language users generally realign their language use to reflect social and technological revolution (Hazadiah, Noor & Roslinda, 2010). This can be seen on Facebook where the users are trying to modify and suit the language in the interactions. Hoffman (1991:112) proposed three types of code mixing namely intra-sentential code mixing, intra-lexical code mixing and involving a change of pronunciation. There are numerous researches that have been carried out on other features of discourse in Facebook but according to Mc Neil (2008), there is still no research has been done on the phenomenon in Malaysia even though the language has changed and its pedagogical implications are very critical. Hence, this research is made to find out the type of code-mixing in Manglish used by Facebook users and why they code-mix in their interactions.
Objectives of the Research
This research aims to:
i. Identify the types of code-mixing in Manglish on Facebook.
ii. Determine the reasons that influences bilingual to code-mix in Manglish on Facebook.
Research Questions
i. What are the types of code-mixing in Manglish on Facebook?
ii. What are the reasons for bilinguals to code-mix in Manglish on Facebook?
Methodology
Research Design
This research uses qualitative research method and exploratory design where researchers first use a qualitative method to discover the important variables in order to inform a second, quantitative method. Content analysis also will be used as to analyze the Facebook statuses and the wall interactions. The researcher would use interview questions in order to refine the data and compare the result of the content analysis method with the result of the interview questions.
Sample/Participants
A TESL (Teaching English as Second Language) community of 40 participants including the students and lecturers with the range of age 20 – 50 years old will be selected using purposive sampling technique. All the participants in this research are both competent users of Malay and English language. For the interview, confirming sampling technique is used as one of the purposive sampling technique in obtaining the participants in order to do follow-up in verifying the results of the first method.
Instruments
The instruments that will be used to analyze the Facebook statuses and participants’ wall interactions are the three types of code-mixing namely intra-sentential code-mixing, intra-lexical code-mixing and involving a change in pronunciation proposed by Hoffman (1991). This theory is used as the fundamental framework in categorizing the data in order to get the frequency of the occurrences of Manglish. Another instrument is the interview. This instrument is used to collect the data from the participants in order to refine the findings and find the reasons of the occurrences of Manglish in online written discourse. The ten questions constructed will be based on the participants’ reasons for code-mixing particularly pertaining to the ten reasons proposed by Hoffman (1991). On the other hand, the questions also will cover the participants’ patterns or styles of code-mixing in Manglish on the Facebook statuses and the wall interactions.
Data Analysis
For the first method, the data collected will be analyzed by categorizing them into three different types of code-mixing which are intra-sentential code-mixing, intra-lexical code-mixing and involving a change in pronunciation (Hoffman, 1991). Then, the frequency will be calculated in the form of percentage and presented in a graph. On the other hand, for the second method, the interview data will be analyzed and the result of both methods will be compared, discussed and concluded in terms of the most occurrence type of code-mix and the reasons of the occurrences in the online written discourse.
The Role of English and Manglish in Achieving Sociolinguistic Competence of Malaysian Secondary Students
Eng Geok Toh (PGP 110053)
Caroline Barnabas (PGP 110045)
Supervisor : Dr. Jessie Grace U. Rubrico
University of Malaya, Kuala Lumpur
1. Introduction
The English Language has played its role well as a second language in Malaysia with many people achieving a high level of proficiency and yet there are many students still struggling to master the language. This study will be carried out to find the ways to increase the sociolinguistic competence of secondary students in order for them to interact with the many countries which are using English as a lingua franca in their future roles in the country.
2. Literature Review
2.1 A brief history of English
When the British first colonized Malaya in the early nineteenth century, English Language Teaching (ELT) was introduced to the schools. The British set up English medium primary and secondary schools and primary malay medium schools. The Chinese and Indian migrants who came to Malaya due to economic reasons set up their own vernacular primary schools. It was a very “fragmented education system” (Education in Malaya 1989, 1990:2). Later English was made compulsory in all primary and secondary schools (Course of Studies Regulations 1956, II). English was the most important medium of instruction in schools.
In 1956, an education report headed by Tun Abdul Razak, recommended a few suggestions:
• The setting up of a national school system in which Malay would be the medium of instruction
• The teaching of Malay and English as compulsory subjects
• The introduction of a common content syllabus irrespective of the medium of instruction and the administration of common examinations
In 1960, another report under the supervision of Abdul Rahman Bin Talib made the following recommendations:
• To uphold the recommendations of the Razak report
• To have a bilingual (Malay and English) medium of education
• To set up remove classes for students from vernacular schools, where students spend one extra year learning English or Malay
Until 1965, the schools used the structural syllabus in English for the use in primary schools where English was not the medium of instruction (Sarogini 1969). The secondary schools used two different syllabuses to learn English. The Syllabus for the Secondary Schools (Malay Medium): English (1966) and The Syllabus for the Secondary Schools (English Medium): English (1968).
In 1968, the national type English schools were slowly converted to National schools in stages. However, the national type Chinese and Tamil primary schools were retained. In July 1969, the Ministry of Education issued a directive that all subjects be taught in Bahasa Malaysia in all national type English schools in stages with effect from January 1970. English plays the role as a second language in schools.
An ad hoc committee was set up (Richards 1979) to draw up a common structural syllabus for all primary national schools. The English Syllabus for Use in Standard One to Standard Six of the Post 1970 National Primary Schools (1971). The new English syllabus for the lower secondary was called The English Syllabus for Tingkatan / Form One to Form Three of the Secondary Schools in Malaysia (1973). Students of Form Four and Form Five were taught using The English Language Syllabus in Malaysian Schools Tingkatan Empat – Tingkatan Lima (1980) or the Malaysian Communicational Syllabus (Asiah Abu Samah 1983). English then plays the role as a common syllabus.
The Third Malaysian Plan 1976 – 1980 recognized the role of English in international trade and commerce as well as the language used in science and technology. At the end of 1974, the Communicative Language Teaching (CLT) syllabus was drawn up. The transition from English to Malay as the medium of instruction began in schools in 1970 and was implemented at the university level in 1983.
With its role and importance being reduced coupled with the exposure of other various languages, different varieties of English quickly emerged. The Ministry of Education also came up with the KBSR and KBSM syllabus. The KBSR syllabus emphasized four language skills, mainly listening, speaking, reading and writing. However, for the KBSM, a small literature component has been included in the curriculum. In 2001, the English for Science and Technology syllabus was implemented as there was a need to reintroduce English as a medium of instruction. In 2010, there were some quarters of the Malaysian society which question the teaching of maths and science in English, now allowing the schools to choose whether to teach these two subjects either in English or in Malay.
2.2 The role of Manglish
Malaysian English or Manglish is considered one of the languages found in the outer circle in Kachru’s three circle model of World Englishes (Kachru 1992). The ESL varieties of English have become institutionalised and are developing their own standards. Manglish is seldom used as the medium of communication in the formal situations. However, it is often used for semiformal and casual situations and very often used informally and colloquially in day-day instructions. More often than not, manglish is used in the classrooms by the students and even by the English Language teachers.
2.3 Sociolinguistic Competence
Vygotsky (1978) argued that ‘Every function in the child’s development appears twice : first on the social level and later on the individual level; first , between people (interpsychological), and then inside the child (intrapsychological) ((p57). Learning is at first a process mediated by other people in the child’s environment (e.g. parents). Independent functioning (or intrapsychological mediation) is only possible after a child ahs progressively taken on responsibility (i.e. internalization) for a given task over a period of time.
According to Vygotsky, effective learning occurs in the zone of proximal development (ZPD).
The ZPD is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. (Vygotsky, 1978, p. 86)
To Vygotsky, learning is the ability to achieve autonomy or self-regulation and is able to recontextualize the ability when mediation or supervision is internalized. The internalization and recontextualization of mediation is what leads to development.
The ESL teacher has a role in structuring and designing instructional conversation to promote learning. The teachers and students are responsible for co-creating connected discourse, influencing the selection of speaker turns and others for achieving a proficiency in the language.
3. Research Questions
• How can the ESL teacher compare Standard English and Manglish to ensure the teaching and learning of English is optimised?
• How can the ESL teacher carried out instructions and teachings in order for the students to internalize them?
4. Methodology of study
4.1 Location
The location of the study will be a secondary school in a sub-urban area in Kapar which is approximately 16 kilometres away from Klang and 50 kilometwres from Kuala Lumpur. The school runs in two teaching sessions, namely the morning and afternoon sessions.
4.2 Participants
One class of Form 4 and one class of Form Five students will be participating in this study. The students are from three different primary schools that are the Chinese medium primary school, The Tamil medium primary school and the Malay medium primary school. All the participants have gone through ten years of education with 160 – 200 minutes of exposure to the English Language per week in the school curriculum.
4.3 Instruments
The main souce of data that will be used in this study will be the spoken and written work of the participants. Library research will also be carried out. Interviews, questionnaires and surveys will also be carried out. Worksheets and handouts will be some of the materials being used in the classrooms.
5. Work Schdule
Once a week, a double period will be used for the study and the study will be for a duration of one month. Then the results will be analysed and documented.
6. Brief Bibliography
Compernolle, R.A.V. & Williams, L. (2011). Promoting sociolinguistic competence in the classroom zone of proximal development. Language Teaching Research http://ltr.sagepub.com/content/16/1/39.
Foo, B & Richards, C. (2004). English in Malaysia. RELC Journal http://www.sagepublications.com -check this out; the link given does not bring us to the article cited
I also have a problem with this: Muniady, M.K. et al (2010) Sociolinguistic Competence and Malaysian Students’ English Language Proficiency http://www.ccsenet.org/elt
Malaysia is a multiracial country with a variety of cultures, languages, and religions. The Indians came to Malaysia as immigrants ( Andronov, 1963 and Grimms, 1984 cited in Francis, 1986:60). According to Daniel (1962:67), the term Indian is a general term and it includes various ethnic groups such as Indians, Tamils, Malayalee, Telugus, Sikhs, Pakistanis, Bangladeshis and Sri Lankan (Ceylonese Tamils). The multi racial environment and the effects of urbanization and modernization have brought many social, political, linguistic changes to the Malaysian Tamils. Richards and Platt (1993:57) defines code mixing as a mixing of two languages or code. According to them, code mixing usually occurs in a sentence without a change of topic or a change of using language from one to another, within the same utterance or written text. There are many reasons why people code mix and the foremost reason is to understand the nature, processes and constraints of language and of the relationship between language use and individual values, communicative strategies, language attitudes and functions within particular socio cultural context. Code switching refers to the change from one language or language variety to another. Richards and Platt (1993:58). According to Gumpers (1977:55), code switching does not necessarily indicate the imperfect knowledge of the grammatical system in questions. He states that in many cases, the code switched information could be equally expressed in any of the languages that the speakers use. It is a practice of moving between variations of languages in different contexts. Code switching takes place depending on the situation and settings in which a particular speaker is in. English is the outmost used language, all over the world. It originated in England but it is now practically used in almost all the countries in this world. Tamil language is the Dravidian language, used by not only the Tamils who live in India, but also in other parts of the world. Tanglish is a mixture of both English and Tamil language imparted by the native Tamil speakers by mixing both Tamil and English languages in spoken or written form in a setting or situation. Apparently Tanglish is a patois made up of Tamil and other languages mixed with English. English is associated with the ideology of modernity and progress and the native languages with the ideology of traditional and cultural values. In the local Tamil media, such as television and radio, we find the use of many English words. The mixing of Tamil and English is so commonly noticed that the concept of pure language is becoming obsolete’.
BACKGROUND OF STUDIES
According to Arasaratnam, Malaya had contact with Tamil Nadu, even before 500B.C (pp.149, 191) though in initial stages of contacts, the main reason for Tamil migration was for trades. Later, the Tamil contacts have spread to other areas such as politics, social, education, social and entertainment. Tamils living in Malaysia are not the traditional Tamil of the past; rather most of them are migrants who have come to Malaysia during the latter part of 18th century, especially where Malaysia’s Penang Island came under the control of British in 1786. According to researcher David 2000, who acknowledged in Param’s article that there is a language switch among the Malaysian Tamils, which according to her maybe the excessive code switching factors practiced by the people in various domains. According to her, Malaysian Tamils, at the beginning stages shift away from their ethnic language Tamil and seek other markers of ethnic identity. The majority of the Tamils in Malaysia are able to communicate with the other races using English or Bahasa Melayu in their workplace and in other domains of interactions. Thus, due to the diverse linguistic and cultural scenario, many Malaysian Tamils practice linguistic aspects like code switching, borrowing, mixing and other means of expressions, drawing from all the language that they use in their daily communication.
RESEARCH OBJECTIVES
There are several objectives of this research. They are
1. To identify the type of English and Tamil words used in radios, television and Tamil songs.
2. To look into and investigate the reasons of code mixing in media such as movies, songs and radios.
3. To investigate the usage of Tanglish among today’s youth.
RESEARCH QUESTIONS
In order to achieve the objective of this study, the following research questions are addressed:
1. How many Tamil words are used in media?
2. What are the reasons of Tanglish usage in media?
3. What is the influencing factor that encourages Tanglish usage among today’s youth?
4. What are the effects of Tanglish on the origin languages which are respectively Tamil and English?
STATEMENT OF PROBLEM
It is an undeniable fact that languages are manipulated by its users in various ways to communicate in their daily life. People often code mix and code switch among and between languages for many reasons such as to understand a context better, or to give emphasis on certain utterances or to convey certain messages. These lead into the birth of a new language as we can witness in today’s world as many new languages have arise besides English such as Manglish, Singlish and also Tanglish. Nowadays, it very common to hear a Tanglish song or witness many conversations among the Indians which include the inculcation of both the languages while communicating. English is increasingly used in spoken Tamil discourse. Going by the increasing use of code mixing, some have the exaggerated fear that Tamil speakers, in the future, maybe using Tamil words only as connectors to knit together English words, and call it spoken Tamil.
SIGNIFICANCE OF STUDY
Many researches have been conducted on the topic of code mixing and code switching. However, there are very less and limited research done on code mixing and switch in Tamil and English, Tanglish in particular. Since there is an unlimited exposure to the media and its influence in the current world is vast, this study attempts to look into the issue of code mixing and switching in the context of media such as newspapers, radios and televisions. It is hoped by through this study, we could understand the wide usage of Tanglish through media and its importance in today’s world.
LIMITATION OF THE STUDY
A number of 10 songs, 5 movies and one radio station have been utilized in order to carry out this research. Though these samples it may not be typical of population of Tanglish usage, it has provided a starting point to examine the usage of Tanglish in this context.
REFERENCE
1. Annamalai, E. (1978). The Anglicized Indian Languages: A Case of Code-mixing. International Journal of Dravidian Linguistics, 7, 239-47.
2. Dr. Mohan Lal. S. and Dr.Paramasivam .M. (n.d.). Patterns of Code Switching among the Tamil students of Malaysia, Universiti Putra Malaysia
3. Kanthimathi.K. (2009). Tamil –English Mixed Language Used In Tamil Nadu : SDND Vaishnav College, Chennai
4. Kanthimathi.K. (n.d). Mixing Mother Tongue and English: Exploring the Reasons and Functions of Code Mixing. Indian Institute of Technology, Madras.
5. Woon Yee Ho. J. (2007). Code Mixing : Linguistic Form and Sociocultural Meaning, Lingnan University, Hong Kong)
Dr Jessie, we are posting a new proposal.This is our new proposal.Thank you and sorry for the trouble
PRIYA A/P SIVANANDA
PGP 110062
NIRANCHNA A/P CHANDRAN
PGP110067
SHANGEETHA A/P RAJMOHAN
PGP110063
RESEARCH TOPIC: The use of Tanglish in medias ( Movies, radio and songs)
INTRODUCTION
Malaysia is a multiracial country with a variety of cultures, languages, and religions. The Indians came to Malaysia as immigrants ( Andronov, 1963 and Grimms, 1984 cited in Francis, 1986:60). According to Daniel (1962:67), the term Indian is a general term and it includes various ethnic groups such as Indians, Tamils, Malayalee, Telugus, Sikhs, Pakistanis, Bangladeshis and Sri Lankan (Ceylonese Tamils). The multi racial environment and the effects of urbanization and modernization have brought many social, political, linguistic changes to the Malaysian Tamils. Richards and Platt (1993:57) defines code mixing as a mixing of two languages or code. According to them, code mixing usually occurs in a sentence without a change of topic or a change of using language from one to another, within the same utterance or written text. There are many reasons why people code mix and the foremost reason is to understand the nature, processes and constraints of language and of the relationship between language use and individual values, communicative strategies, language attitudes and functions within particular socio cultural context. Code switching refers to the change from one language or language variety to another. Richards and Platt (1993:58). According to Gumpers (1977:55), code switching does not necessarily indicate the imperfect knowledge of the grammatical system in questions. He states that in many cases, the code switched information could be equally expressed in any of the languages that the speakers use. It is a practice of moving between variations of languages in different contexts. Code switching takes place depending on the situation and settings in which a particular speaker is in. English is the outmost used language, all over the world. It originated in England but it is now practically used in almost all the countries in this world. Tamil language is the Dravidian language, used by not only the Tamils who live in India, but also in other parts of the world. Tanglish is a mixture of both English and Tamil language imparted by the native Tamil speakers by mixing both Tamil and English languages in spoken or written form in a setting or situation. Apparently Tanglish is a patois made up of Tamil and other languages mixed with English. English is associated with the ideology of modernity and progress and the native languages with the ideology of traditional and cultural values. In the local Tamil media, such as television and radio, we find the use of many English words. The mixing of Tamil and English is so commonly noticed that the concept of pure language is becoming obsolete’.
BACKGROUND OF STUDIES
According to Arasaratnam, Malaya had contact with Tamil Nadu, even before 500B.C (pp.149, 191) though in initial stages of contacts, the main reason for Tamil migration was for trades. Later, the Tamil contacts have spread to other areas such as politics, social, education, social and entertainment. Tamils living in Malaysia are not the traditional Tamil of the past; rather most of them are migrants who have come to Malaysia during the latter part of 18th century, especially where Malaysia’s Penang Island came under the control of British in 1786. According to researcher David 2000, who acknowledged in Param’s article that there is a language switch among the Malaysian Tamils, which according to her maybe the excessive code switching factors practiced by the people in various domains. According to her, Malaysian Tamils, at the beginning stages shift away from their ethnic language Tamil and seek other markers of ethnic identity. The majority of the Tamils in Malaysia are able to communicate with the other races using English or Bahasa Melayu in their workplace and in other domains of interactions. Thus, due to the diverse linguistic and cultural scenario, many Malaysian Tamils practice linguistic aspects like code switching, borrowing, mixing and other means of expressions, drawing from all the language that they use in their daily communication.
RESEARCH OBJECTIVES
There are several objectives of this research. They are
1. To identify the type of English and Tamil words used in radios, television and Tamil songs.
2. To look into and investigate the reasons of code mixing in media such as movies, songs and radios.
3. To investigate the usage of Tanglish among today’s youth.
RESEARCH QUESTIONS
In order to achieve the objective of this study, the following research questions are addressed:
1. How many Tamil words are used in media?
2. What are the reasons of Tanglish usage in media?
3. What is the influencing factor that encourages Tanglish usage among today’s youth?
4. What are the effects of Tanglish on the origin languages which are respectively Tamil and English?
STATEMENT OF PROBLEM
It is an undeniable fact that languages are manipulated by its users in various ways to communicate in their daily life. People often code mix and code switch among and between languages for many reasons such as to understand a context better, or to give emphasis on certain utterances or to convey certain messages. These lead into the birth of a new language as we can witness in today’s world as many new languages have arise besides English such as Manglish, Singlish and also Tanglish. Nowadays, it very common to hear a Tanglish song or witness many conversations among the Indians which include the inculcation of both the languages while communicating. English is increasingly used in spoken Tamil discourse. Going by the increasing use of code mixing, some have the exaggerated fear that Tamil speakers, in the future, maybe using Tamil words only as connectors to knit together English words, and call it spoken Tamil.
SIGNIFICANCE OF STUDY
Many researches have been conducted on the topic of code mixing and code switching. However, there are very less and limited research done on code mixing and switch in Tamil and English, Tanglish in particular. Since there is an unlimited exposure to the media and its influence in the current world is vast, this study attempts to look into the issue of code mixing and switching in the context of media such as newspapers, radios and televisions. It is hoped by through this study, we could understand the wide usage of Tanglish through media and its importance in today’s world.
LIMITATION OF THE STUDY
A number of 10 songs, 5 movies and one radio station have been utilized in order to carry out this research. Though these samples it may not be typical of population of Tanglish usage, it has provided a starting point to examine the usage of Tanglish in this context.
REFERENCE
1. Annamalai, E. (1978). The Anglicized Indian Languages: A Case of Code-mixing. International Journal of Dravidian Linguistics, 7, 239-47.
2. Dr. Mohan Lal. S. and Dr.Paramasivam .M. (n.d.). Patterns of Code Switching among the Tamil students of Malaysia, Universiti Putra Malaysia
3. Kanthimathi.K. (2009). Tamil –English Mixed Language Used In Tamil Nadu : SDND Vaishnav College, Chennai
4. Kanthimathi.K. (n.d). Mixing Mother Tongue and English: Exploring the Reasons and Functions of Code Mixing. Indian Institute of Technology, Madras.
5. Woon Yee Ho. J. (2007). Code Mixing : Linguistic Form and Sociocultural Meaning, Lingnan University, Hong Kong)
RESEARCH IN TEXT AND DISCOURSE ANALYSIS (TESOL)
ASSIGNMENT: REASERCH PROPOSAL
Code-switching and code-mixing of Tamil-English (Tanglish) in streets and restaurants.
1) Manusha Nair A/P Balan PGP 110048
2) Kohila Vaani A/P Palaniappan PGP 110059
3) Hema Loshini Sivarajah PGP 110058
Hello Dr.Jessie, my group have corrected our research objectives.
Research Objectives
The objectives of this study are to:
1. To investigate the frequency of Indians using Tanglish in their conversations
2. To identify the types of Tanglish used in streets and restaurant.
3. To investigate the language behaviour of Tanglish in terms of social settings
RESEARCH IN TEXT AND DISCOURSE ANALYSIS (TESOL)
ASSIGNMENT: REASERCH PROPOSAL
Code-switching and code-mixing of Tamil-English (Tanglish) in streets and restaurants.
1) Manusha Nair A/P Balan PGP 110048
2) Kohila Vaani A/P Palaniappan PGP 110059
3) Hema Loshini Sivarajah PGP 110058
Hello Dr.Jessie, my group have corrected our research objectives.
Research Objectives
The objectives of this study are to:
1. To investigate the frequency of Indians using Tanglish in their conversations
2. To identify the types of Tanglish used in streets and restaurant.
3. To investigate the language behaviour of Tanglish in terms of social settings
PBGS 6343
RESEARCH IN TEXT AND DISCOURSE ANALYSIS (TESOL)
ASSIGNMENT: REASERCH PROPOSAL
Code-switching and code-mixing of Tamil-English (Tanglish) in streets and restaurants.
1) Manusha Nair A/P Balan PGP 110048
2) Kohila Vaani A/P Palaniappan PGP 110059
3) Hema Loshini Sivarajah PGP 110058
1.0) Background Studies
In Malaysia, code-switching and code-mixing of Tamil-English (Tanglish) had become common among Malaysian Indians’ daily conversation. People tend to use Tanglish because they find some words are better expressed in Tamil and vice versa. However, it is rare to hear Malaysian Indians code switch in Tamil-English, as they code-mix more.
1.2) Statement of problem
The conversion of teaching a foreign language in the learner’s mother tongue can inhibit the learner from mastering the foreign language (Jacobson, 1990, p.6). However, Malaysia comprising a multilingual society with majority of its citizens being bilinguals, apply code-switching and code-mixing in their daily language use. In this study, the theoretical framework of Interactional Sociolinguistics will be used as a base, when analysing the audio or video recordings which will be collected. The recordings will then be triangulated with the observation done on the participants.
1.3) Research Objectives
The objectives of this study is to
1. Observe and examine the code-switching and code-mixing application in specific social settings such as in the streets and restaurants in Kuala Lumpur.
2. Identify the factors influencing Tamil-English code-switching and code-mixing among participants.
1.4) Significance of the Study
This study aims to discover the factors and frequency of code-switching and code-mixing in Tamil-English (Tanglish). Through this, readers can benefit as they will understand the importance of the relationship between language and social background in continuing a conversation.
1.5) Limitation of research
This research will be done specifically in streets and restaurants situated in Kuala Lumpur. Therefore, this study cannot be generalized to all language users’ code-switching and code mixing of Tanglish in the urban areas.
2.0) Literature Review
Ronald Wardaugh (1986:99) states that code switching from among languages and dialects are common depending on situational and metaphorical issues. Further, he also explains that code mixing in conversation of two languages without related topic change and believes that code mixing is usually used by bilingual society. He says that in code switching and code mixing phenomenon, the standards vary from each and every group in a same community.
Ganesan (1991) in his research about the platform speech in Tamil explains the code switching behaviour of the platform speakers in Tamil language. The code switching situation takes place between the utterances and literary difference of dialects in Tamil in the platform speech. The importance of code switching has been discussed by him based on ideas from other linguists.
Gnanasundaram (1982:161) gives some rules for the code – mixing phenomenon in the summary of papers presented in the 3rd International Conference of South Asian Languages and Linguistics. He did a study on code mixing in Tamil fiction. Further, he says that mixing involves the high and low fact is not available.
3.0) Research Methodology
Data collection will be done through audio or video recording and observation on people applying Tamil-English (Tanglish) code-switching and code-mixing in streets and restaurants in Kuala Lumpur.
4.0) Bibliography
Fabbro, F. (1999). The neurolinguistics of bilingualism: An introduction. Hove, East Sussex: Psychology Press.
Hornby, A. S. (2005). Oxford advanced learner’s dictionary of current English. New York, NY: Oxford University Press.
Maya Khemlani David. (2006). Code switching phenomena in the process of language shift. In Zuraidah Mohd Don. (Ed.), English in a globalised environment: Investigating an emerging variety of English (pp. 215-230). Kuala Lumpur, Malaysia: University of Malaya Press.
Mercer, N. (2000). Language for teaching a language. In Candlin, C. N. & Mercer, N. (Eds.). English language teaching in its Social context: A reader (pp. 243-257). Florence, KY, USA: Routledge.
Chidambaram.k. (2006). a socio-linguistc study of code switching among the cochin tamils, Language In India (volume 6).India.
Tien, C. Y. & Liu, K. L. (2006). Code-switching in two EFL classes in Taiwan. In Azirah Hashim & Norizah Hassan. (Eds.), English in Southeast Asia: Prospects, perspectives and possibilities (pp. 215-240). Kuala Lumpur, Malaysia: University of Malaya Press.
Vanithamani Saravanan. (1993). Language and social identity amongst Tamil-English bilingual speaks. In Khoo, R., Kreher, U. & Wong, R. (Eds.), Languages in contact in a multilingual society: Implications for language learning and teaching (pp. 135-160). Singapore: SEAMEO Regional Language Centre.
Whiteley, W. H. (1971). A note on multilingualism. In Ardener, E. (Ed.), Social anthropology and language (pp. 121-127). London: Tavistock Publications.
5.0) Definition of key terms
• Multilingual : Speaking or using several different languages.
• Bilingual : Able to speak two languages equally well because you have used them since you were very young.
• Code-Switch : Alternative use of two languages at the word, phrase, clause or sentence level (Valdes 1981: 95).
• Matrix language : First language of the speaker or the language in which the morphemes or words are more frequently used in speech.
PBGS6343 – RESEARCH IN TEXT AND DISCOURSE IN TESOL
RESEARCH PROPOSAL
CHINESE-ENGLISH CODE-SWITCHING AND ITS EFFECTS ON CHINESE STUDENTS’ DAILY CONVERSATION WITH OTHERS.
PREPARED BY,
KWAN YIEN YEE PGP110057
CHUA POOI YEN PGP110044
DUAN JING PGP110060
PREPARED FOR,
DR. JESSIE GRACE RUBRICO
Introduction
1.1 Statement of problem
It is quite commonplace for bilingual speakers to use two or more languages, dialects or varieties in the same conversation, without any apparent effort. The phenomenon, known as code-switching, has become a major focus of attention in linguistics. This concise and original study explores how, when and where code-switching occurs. Drawing on a diverse range of examples from medieval manuscripts to rap music, novels to advertisements, emails to political speeches, and above all everyday conversation, it argues that code-switching can only be properly understood if we study it from a variety of perspectives. It shows how sociolinguistic, psycholinguistic, grammatical and developmental aspects of code-switching are all interdependent, and findings in each area are crucial to others. (Penelope Gardner-Chloros, 2009). The existing evidence, however, is based largely on quasi-experimental or correlational designs using self-report data. No study to date has explained whether code switching can give negative or positive effects to bilingual students’ daily conversation with others.
1.2 Purpose of research
The purpose of this study is to obtain information on a double content. The first aim of this study is to look at how common is code switching is being used and accepted by the Chinese students themselves and also International students. Besides, it also serves on the purpose to investigate whether code-switch gives no effects or negative effects to a conversation.
1.3 Research Questions:
This study attempts to answer the following questions:
1) Do Chinese students code switch while conversing in English language at the university compound? Does code switching occurs consciously or unconsciously?
2) Do Chinese students code-switch while conversing with students who are not from the Chinese community?
3) Do International students understand the Chinese-English code-switching which is being used?
4) What are their reasons for code-switching?
5) What are the effects of using Chinese-English code-switching while conversing:
i) Among the Chinese community itself
ii) With other International students
1.4 Research Hypotheses
The hypotheses are constructed to answer the research questions:
a) H0 Chinese-English code-switching does not give effects in Chinese students’ conversation with others.
b) H1 Chinese-English code-switching gives negative effects on Chinese students’ conversation with International students.
1.5 Theoretical Perspectives
There are a few theories related to code-switching. Milroy and Muysken (1995) define code switching as “the alternative use by bilinguals of two or more languages in the same conversation”. They use code-switching as a cover term under which different forms of bilingual behaviour are subsumed. The term intra-sentential is used to refer to switching within the sentence, in contrast with the term inter-sentential used for switches between sentences as the relevant unit for analysis.
Gardner-Chloros (1991) also emphasize that switching can occur not only between languages but also dialects of the same language. In the same vein, Gumperz (1982) refers to the term as “the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or subsystems”. It is a phenomenon of alternating between two languages or dialects of the same language within the same conversation.
One of the more complete theories of code switching is the Markedness Model, developed by Carol Myers-Scotton (1993). According to the Markedness model, language users are rational, and choose a language that marks their rights and obligations relative to others in the conversational setting. When there is no clear unmarked choice, code switching is used to explore possible choices. Together with William Ury, they identified code-switching as the use of two or more linguistic varieties in the same conversation or interaction.
The Communication Accommodation Theory (CAT), developed by Howard Giles, professor of communication at the University of California, Santa Barbara, seeks to explain the cognitive reasons for code-switching, and other changes in speech, as a person seeks either to emphasize or to minimize the social differences between him- or herself and the other person(s) in conversation. Prof. Giles posits that when speakers seek approval in a social situation they are likely to converge their speech with that of the other person speaking. This can include, but is not limited to the language of choice, accent, dialect, and para-linguistic features used in the conversation. In contrast to convergence, speakers might also engage in divergent speech, with which an individual person emphasizes the social distance between him- or herself and other speakers by using speech with linguistic features characteristic of his or her own group.
Myer-Scotton (1993) presents a critique of earlier studies on linguistic constraints on code switching which either lack particular theoretical motivations or depend too much on the existing syntactic models. Myers-Scotton proposes the Matrix Language Frame Model as a production-based approach to code switching. Different from previous linguistic models which are merely descriptive or too close to the surface, the Matrix Language Frame model is credited with its explanatory power for how language is accessed and retrieved before it takes the final form (Myers-Scotton 1993a: 45).
1.6 Key Concepts
1.) Code switching
Code switching is a linguistics term that basically means switching back and forth between two or more languages in the course of a spoken conversation. It can also refer to the ability to alternate and switch two or more languages or dialects quickly from one conversation to the next depending on the situation or conversation partner.
2.) Conversation
Conversation is a form of interactive, spontaneous communication between two or more people who are following rules of etiquette. It can also be defined as an oral communication or informal interchange of thoughts and information by spoken words between persons.
3.) Chinese Students
Students with Chinese ethnicity who were born in Malaysia. The second largest ethnicity in Malaysia after Malay. They speak Chinese as their native language and English as their second language.
1.7 Limitation of Study
This research will be conducted in one of the universities in an urban area in Kuala Lumpur. The results gained later on cannot be used to represent all universities in urban areas. This is because the sizes of the samples used are too small.
Besides that, researchers will have difficulties in searching for groups of students for observation purpose. Researchers need to look for Chinese students interacting with International students in the university’s compound, This is where the time limitations occurred. Much time is needed for the whole process of the research in order to get quality results.
Other than that, the samples of students are formed from mixed-abilities, background and so on. Results may vary for interaction between those of different age, gender, context and level of English fluency. Some students in a group might have more code switching than the other group of students. Hence it may lead to inconsistent results.
Review of Literature
In this chapter, the literature of work on the investigation of code switching will be reviewed. According to Meisal 1994 and Barron-Hauwaert, 2004, there are significant differences in the way bilingual children use language, depending on the circumstances. Code switching is varying when conversing with parents, siblings, friends and teachers.
Gumperz’s (1982) classification of the discourse functions of code-switching is the one most frequently referred to. Gumperz suggested distinguishing between transactional and metaphorical code-switching, which is seen by Gumperz to be helpful in identifying the discourse functions of code-switching. Discourse functions as classified by Gumperz (1982) include quotations, reiteration, message qualification, personalization vs. objectivization, interjections and addressee specification.
A study by Liang (2006) observed the use of code-switching in high school Chinese immigrant students. In particular, Liang (2006) studied how these students perceived their use of first language (L1) and second language (L2) in group related class activities. The findings of this study reveal just how much language and identity are intertwined. Liang (2006) found that these students were often torn between identifying with compatriots in L1 and gaining membership in mainstream classes in L2, between maintaining L1 and developing L2, and between using L1 for academic discourse and for developing academic discourse in L2 (p. 143). These competing desires illustrate how language has both a social function as well as an academic function. This study examined the interaction of both functions. A survey revealed the numerous instances in which peer pressure can influence what language a bilingual student uses and what effect it has on identity.
Another study by Ruan (2003) explored the use of code-switching in Chinese/English bilingual children in an after-school Chinese language program. This study was conducted in a “heritage community language school” (p. 143). It discussed the patterns of language use (L1 and L2) for these children as well as the possible factors influencing the choice of language in a given context. The use of code-switching by both the teacher and the students was often for academic purposes. That is, discussion of new topics in the classroom were often presented in English while the use of Chinese was mainly for the purposed of understanding and clarification of these topics.
Gibbons (1983) studied language attitudes and code-switching in Hong Kong between Cantonese and English. They indicate that when Chinese speakers use English with one another they give an impression of status and westernization. When they use Cantonese they give an impression of Chinese humility and solidarity. However, a mix was considered ill-mannered, show-off, ignorant, not good-looking, aggressive, and proud from the Cantonese point of view.
Further, in classroom and non‐classroom settings code‐switching findings mirror each other (Liebscher and Dailey‐OʹCain, 2005). Researchers found that students code‐switch when knowledge of the target language was insufficient, or when they needed their mother tongue to address a discourse related issue.
Methodology
This chapter presents the procedures used to answer the research questions. The research design is explained as well as the subjects and the sampling techniques. Then the data collection methods are presented and the analysis of the data is also explained.
3.1 Research Design
The research design which will be used in this research is the qualitative research. This qualitative approach attempts to describe what is actually happening in a conversation between local student to local student or local student to international student.
3.2 Sample and site
This research examines the use of Chinese-English code-switching among Chinese-English bilingual students in University of Malaya. The sample of this research study is set to be 80 groups of students. Each group involves at least two speakers. The age bands are from the range 20 years old to 50 years old. They will be randomly selected from the university compound. The site for this research is University of Malaya.
3.3 Instruments
The instrument which will be used in this research is observation. Researchers will observe Chinese students’ conversation with others. Each group conversation is expected to be between 10 to 30 minutes. An observation checklist will be constructed in order to collect data. The observation checklist contains questions and information which are needed for data collection.
3.4 Data Collection Procedures
The below are the procedures that will be included in the data collection of the research:
Figure 1 : Procedures for Data Collection
The exact dates for all the processes are to be determined. The observation is expected to be carried out from early April till mid April 2012. Two types of data will be used for this research, they are primary data and secondary data. Primary data is the result which will be obtained from the observation. Secondary data are obtained from electronic materials and resources such as movies and videoclips.
3.5 Data Analysis
To answer the research questions, qualitative data will be collected based on the occurrences of Chinese-English code-switching and then analyze in terms of the functions and reasons that they interact in the conversation. The observated conversation data will be analyzed based on conversational analysis (CA). We pay great attention to the point within the interaction where Chinese-English code-switch takes place, considering where in a sequence of actions switches occur and their relevance to the turn-taking system. As this study aims to study on the phenomenon of Chinese-English code-switching, data will be analyzed qualitatively and not calculated and tabulated.
Natasha bt Ariffin (PGP 110046)
Amiza bt Mohamed Noor (PGP 110052)
Vasuki Krishnathasan (PGP 110047)
INVESTIGATING THE FEATURES OF MALAYSIAN ENGLISH IN SOCIAL CONTEXT.
Chapter 1
1.1 Background to the study
Malaysia had been under the rule of the British until 1957 where it gained independence. The government then decided that Bahasa is the formal language of Malaysia. However, Malaysia still strongly places an emphasis on the usage of English Language in order to be at par with other developed countries. Therefore English in Malaysia is known as a second language and like any other country that has been colonised by the British the mixture between English and the native language is unavoidable. Malaysian English is born out of the mixture of English with Bahasa and is known as Manglish.
Malaysian English is used widely in Malaysia. It is used for affective and functional purpose by the society in life. The blend of these two languages has created a distinguishing identity for Malaysian. The use of Malaysia English can now be seen in written text, on the streets and even in schools. Though is highly used in Malaysia, some researchers questioned the accuracy of Malaysian English if it’s compared to Received Pronunciation. According to Ibrahim (2005), quoted from Pillai (2008), there is a tendency saying that Malaysian English is wrong and incorrect due to its features. This research will look at the way Malaysian speak English in society and how it is acceptable to create the identity and language known as Manglish.
1.2 Rationale of the Study
This study will highlight what exactly is meant by Malaysian English. In some ways, this study is going to observe and demonstrate the characteristics of Malaysian English that is used to communicate in the social context. This study will be a medium to investigate the extent whereby Malaysian used Malaysian English.
1.3 Research Objective
This research is concerned with five main objectives which are:
a) To investigate how far Malaysians use Malaysian English in the social context.
b) To identify the features and characteristic of Malaysian English that is being utilized
c) To analyse the mixture of Malaysian English in social context.
d) To investigate the frequency of certain features in Malaysian English
1.4 Research Question
This study is carried out to answer the following questions:
1. Does Malaysian really use Malaysian English to communicate in the social context?
2. What are the actual features and characteristics of Malaysian English?
3. Does Malaysian English contribute to the understanding among the listeners?
4. How frequent do Malaysian code-switch?
1.5 Limitations of the Study:
The study is limited in several factors. Firstly, the size of the sample is small so the data that is going to be collected does not represent the whole population. Hence, the result cannot be overgeneralised to all Malaysians who used Malaysian English as a medium of communication. Secondly, the respondents are restricted in terms the extraneous variables of the study where they are from a specific social, education, and also cultural background thus affecting the reliability of the findings.
Chapter 2
Review of Related Literture
2.1 Introduction
Malaysian English is spoken and used not only for communication, but it is also used to portray functional and affective purposes. Malaysian English or Manglish is one of the varieties of new Englishes that existed due to the interference of the first or native language of by the people in Malaysia who come from diverse society. There is a mixture of reactions to this phenomenon. Based on the past researches, it is claimed that Malaysian English is viewed as a downturn of English language where it debased the true nature of English Language itself. On the contrary, Manglish is one of the ways to signal solidarity and conformity between the speakers of the language. In other words, by using Manglish, the sense of belonging and identity can be cultivated.
2.2 Related Theories
This research is mainly about trying to figure out the features of Manglish. Other prominent researchers had proposed and represented the features of Manglish in their own perspectives. Preshous (2001) had investigated to discover the origin and the development of of Malaysian English. According to Preshous (2001), Manglish has unique and distinctive features in terms of its phonological, semantic and grammatical aspects especially in terms of the lexical features.
On the other hand, Loga Baskaran (1994) discussed the structures of Manglish by using three lects of Malaysian English Continuum which are acrolect, mesolect and basilect.
The researcher analyzed these three lects from a set of transcripts that has been gotten from recordings of the usage of Manglish in various situations. Furthermore, Manglish is also viewed in three prominent variables in linguistic which are sociolinguistic, phonological, morphosyntactic and lexical.
2.3 Review of Past Studies
There are two researches that discussed about the used on Manglish. According to Husna Abu Bakar (2009) who conducted this qualitative research, Manglish is used widely in the peninsula of Malaysia. From the research, it is found out that there are a significant percentage of English words that have been imported into the KL Malay lexicon. It also questioned about whether KL Malay has been transformed to a native language or into creole language.
Secondly, a research had been by Gaudart (2008) that concentrated on how far non-Malaysian understood Manglish in a tertiary level. Data was collected from various sources which are observations, interviews, discussion and journal entries. The result of the research showed that,there is communication clashes due to intercultural and interlanguage. This shows that Manglish has its distintive features compared to other standard variety of English which makes it unique from other new Englishes.
Chapter 3
Methodology
3.1 Research design
This research considers the data through qualitative value in order to discover the true nature Malaysian English. Since the main focus of the research is to obtain a larger picture of a particular situation, a cross-sectional design will be adapted to figure out what are the features involved in Malaysian English.
3.2 Researcher’s role as instrument
Researcher will play a role as observer as well as participant in some of the recordings.
3.3 Research population and sample
The participants will be chosen randomly based on the strong connection between what the researcher would like to discover by the end of the research. Because of that, stratified random sampling is used to collect data. This is due to the fact that data will be chosen based on the purpose of the study which is to look at Manglish in society.
The data will be recorded within two different social contexts taken from several people who use Manglish in their conversations. The two situations of social context will be:
a) Conversation among friends.
b) Conversation among family members.
The participants’ background will differ from one another in terms of social, education and family background.
3.4 Research Instrument
Observation will be used to collect primary data in this research. The data will be documented by using audio recorder of conversations. The researcher will act as a participant and non-participant during the observations. In particular, the observation will be done under natural circumstances where there is no outside stimulus presented to achieve specific purpose. Furthermore, the researcher will observe the situation and take down notes as the recording take place.
Audio recordings of conversation are taken at random times without telling the participant. This is to ensure that the data collected are genuine and not acted out. Each audio recording will be about 10 to 40 minutes long depending on the topic at the particular time. The content of the discussions varies from one recording to another.
3.5 Data analysis procedure
The data will be transcribed and it will be analysed to answer the research question.
REFERENCES
Gaudart, H. (2008). Some Ways of Speaking in English: A Malaysian Perspective. Malaysian. Journal of ELT Research, 4, 43-53. Retrieved from http://www.melta.org.my.
Husni Abu Bakar. (2009). Code-switching in Kuala Lumpur Way: The Rojak Phenomenon. EXPLORATIONS: Journal of Southeast Asian Studies, 9, 99-107.
Loga Baskaran. (1994). The Malaysian English Mosaic. English Today. 37 (10/1), 27-37. Retrieved from http://journals.cambridge.org.
Pillai, S. (2008). Speaking English the Malaysian Way-Correct or Not?. English Today. 96(24/4), 42-45.
Preshous, A. (2001) Where you going ah?:An account of the origin and development of Malaysian English. English Today. 65(17/1), 46-53. Retrieved from http://journals.cambridge.org.
Ranjit Kumar. (1997). Research Methodology: A step-by-step guide for
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References
Gaudart, H. (2008). Some Ways of Speaking in English: A Malaysian Perspective. Malaysian. Journal of ELT Research, 4, 43-53. Retrieved from http://www.melta.org.my.
Husni Abu Bakar. (2009). Code-switching in Kuala Lumpur Way: The Rojak Phenomenon. EXPLORATIONS: Journal of Southeast Asian Studies, 9, 99-107.
Loga Baskaran. (1994). The Malaysian English Mosaic. English Today. 37 (10/1), 27-37. Retrieved from http://journals.cambridge.org.
Pillai, S. (2008). Speaking English the Malaysian Way-Correct or Not?. English Today. 96(24/4), 42-45.
Preshous, A. (2001) Where you going ah?:An account of the origin and development of Malaysian English. English Today. 65(17/1), 46-53. Retrieved from http://journals.cambridge.org.
Ranjit Kumar. (1997). Research Methodology: A step-by-step guide for beginners. Longman: Melbourne
University of Malaya
PBGS6343 Research in text and discourse in TESOL
Code-switching between Persian and English in EFL classroom
Represented for Dr.Jessie
BY: Abbasali Ramezani PGP110064
Introduction
This article show the small –case which investigate of code-switching between Persian –English by 3 Iranian 3 English Foreign Language Teacher in 2 different levels in 2 country of Iran and Malaysia . This paper decided to investigate two different level of study of pre-elementary and advanced classroom which code-switching occurred by student – teacher or teacher – student relation. This result coming out from voice recording in EFL classroom when code-switching present by teacher or student as a strategy to help student understand the meaning of exact word which use in their L2 speaking part .
On the other hand most of teacher try to reject this style in classroom to improve the student speaking ability for using L2 in better way more than L1 in classroom but of course using of code-switching make a good student-teacher relation and interaction to decrease their stress in classroom and speech community ,this scale study observe the way of code-switching to what kind of use for in EFL classroom.
Key word: Code-switching, EFL classroom,
Literature review:
Code-switching is not focused just in EFL classroom, Maybe it occurred in daily conversation in society. Early study on CS show that it centered around bilingual education pogrom in USA on 1970 and early 1980(MARTIN –JESS1995) However MILK (1981,1982) and on the other hand start the line in research on this issue by using purely quantitative study of classroom conversation. They using audio-recording which use nowadays to check and observe the teacher and student ability in classroom . also it common criteria of language which discussed in any subfield of linguistics ( Nilem2006) and also code-switching perform several function ( Zanetallal 1985) or the other famous author that code-switching also function to announce specific identities great contain of meaning and also facilities particular interpersonal relationship (Johnson 2000 p184)
Statement of the problem
Its very common to use of CS type such as code-mixing or borrowing in these year
But in Iran English is the third language which use in Education system from early level of study in pre-school till high level of education and also for those people that live out of Iran for long time which they use some word in English but rest of people in Iran the never use English except the special situation and also in their massaging by phone that they call Finglish but on the other hand CS is common in EFL classroom very much , also it denied by teacher in recent year to improve the speaking and pronunciation ability as a real English classroom, even though they cannot change all thing such as joke, name or the other thing which push class to start using of code-switching for their L2 learning.
Research objective:
this paper and research reach to many issue such as what, when , and where the code-switching occur in EFL classroom . There are many objective which investigate in this paper such as: 1) To identify which kind of code-switching occur in EFL classroom .
2) To find that why CS occur between student and teacher from L2 to L1
3) The benefit of CS in EFL classroom.
4) the relationship between CS and speaking ability in EFL classroom.
Research question
Related to this topic and paper we face many kind of question in this part which linked to our CS investigating plan make many question such as:
1) When CS occur in student-teacher relationship in EFL classroom?
2) Why student want to use CS in their L2 speaking to L1?
3) What is the influence option which student ignores CS.?
4) How can Finglish in writing can influence speaking in EFL classroom?
5) What is the important of CS in EFL classroom?
Significance of study
In this area of study many Iranian researcher and investigator and observation been done by the CS between Persian and English . most of them agree with this strategy but none of them write about the way or the source of this CS in EFL classroom. So this study may find ehat kind of CS use in EFL classroom more and from which source of L1 in using L2 or the wide or the less usage of code-switching.
Limitation of study
Researching an investigating in this day face man kind of problem and limitation while you want to check the class for observing or voice recording which one of the teacher stop by their organization when they check by CCTV when the class sound was recording , also in Malaysia its rare to find the class both Iranian student and teacher so I got help with my assistance in my previous University in Iran to record it for me and also observe the class and make the report form this paper .
5. Topic: Investigating Reasons and Evidence of Code-mixing in Manglish on Facebook: A Mixed-Methods Research.
Nur Izzati bt Mohd Idrus (PGP110041)
Nurul Ilyana bt Mamat (PGP110042)
Hana Nadia bt Nadri (PGP110074)
Introduction
Due to the bilingual education system and plurality of the society in Malaysia, speakers are bound to know more than one language (Ghazali, 2010). To be specific, bilingual is the phenomenon of knowing more than one language (Wardaugh, 1986). Malaysians can be considered as bilinguals because they have two primary languages which are Malay and English (Manglish). Dias (2011) stated that since bilinguals are able to choose which language that they are going to use, they have to set a condition in order to communicate effectively. This condition will lead bilinguals to code-switch and/or code-mix when communicating with each other. According to Normazla & Mariatul (2007), Manglish is not broken English; instead it can be standardized to cater the present need of the speech community and global development.
Code-switching happens in a formal setting such as in classroom. On the other hand, code-mixing happens in an informal setting such as in social networking websites. The researcher use Facebook as a tool to gather the primary data of this research is because Facebook is one of the most popular interactive social network website. According to Tech Central website (December 2011), the number of Facebook users in Malaysia has surpassed to 12 million people. Since the researcher is looking at the informal way of interacting on Facebook, thus code-mixing has been chosen as the ground of this study.
Problem Statement
Hazadiah, Noor & Roslinda (2010), stated that one of the fundamental facts about languages is that they are always changing in time, albeit it slowly. English also has change into new varieties for the past centuries. This includes the Malaysian English where new objects, concepts, new activities may require new terms, new ways of expressing but such changes may disrupt grammatical patterns, introduce irregularities which may later be removed. In particular, new technologies have been attributed to language change as a result of the way language users generally realign their language use to reflect social and technological evolution. This can be seen on Facebook where the users are trying to modify and suit the language in the interactions. There are numerous researches that have been carried out on other features of discourse in Facebook but according to Mc Neil (2008), there is no research has been done on the phenomenon in Malaysia even though the language change and its pedagogical implications are very critical. Hence, this research is made to find out to what extend bilinguals in Malaysia use code-mixing in Manglish and why they code-mix in their interactions.
Objectives of the Research
This research aims to:
i. Determine the reasons that influences bilingual to code-mix in Manglish on Facebook.
ii. Find the evidence of code-mixing in Manglish on Facebook.
Research Questions
i. What are the reasons for bilinguals to code-mix in Manglish on Facebook?
ii. What are the evidence(s) of code-mixing in Manglish on Facebook?
Methodology
Research Design
This research uses the explanatory design that involves mixed-method research. This design uses the combination of qualitative and quantitative method. In this research the researchers first carry out a quantitative method and then use a qualitative method to follow up and refine the quantitative findings.
According to Hoffman (1991:112), there are three types of code-mixing based on the juncture of where the languages take place. The first type of code mixing is intra-sentential where it occurs within a phrase, clause or at sentence boundary and the second type of code-mixing is intra-lexical where it occurs within a word boundary. The last type of code mixing is involving a change of pronunciation and it occurs at the phonological level.
Next, the researcher used the theoretical framework that proposed by Hoffman (1991:116), on there are ten primary reasons of code-mixing which are talking about a particular topic, quoting somebody else, being empathic about something, interjection, repetition used for clarification, intention for clarifying the speech content for interlocutor, expressing group identity, to soften or strengthen request or command, real lexical need and finally to exclude other people when a comment is intended for only a limited audience.
Sample/Participants
A TESL (Teaching English as Second Language) community including the students and lecturers with the range of age 20 – 50 years old will be selected as the target participants in this research. All the participants in this research are both competent users of Malay and English language. Out of the 30 participants, 15 of them are male and the remaining is female.
Instruments
The first instrument that is used for this research is a set of questionnaires which aims to identify the reasons of code-mixing. Another instrument for this research is the statuses on profile pages and the wall interactions on Facebook of the participants. These written forms of data will be selected at random from the participants’ Facebook statuses and their wall interactions. The process of selecting participants’ statuses and wall interactions are done in natural setting. This will be done to find the evidences of code-mixing in determining to what extend the participants tend to code-mix in Manglish while interacting on Facebook.
Data Analysis
For questionnaires, the data collected will be calculated into percentage using SPSS 12.0 for Windows and the result will be presented in a chart. The results then will be analyzed in terms of whether it relates to the theoretical framework proposed by Hoffman (1991:116) on ten primary reasons of code-mixing. The participants’ Facebook statuses and wall interactions that contain code-mixing will be analyzed based on the theoretical framework by Hoffman (1991:112) on the three types of code-mixing in finding the evidences of code-mixing in Manglish.
References
Choy, W.F. (2011). Functions and Reasons for Code- Switching on Facebook by UTAR English-Mandarin Chinese Bilingual Undegraduates. Retrieved 25 March 2012, from https://docs.google.com/viewer?a=v&q=cache:wNDBEMSLX6EJ:eprints.utar.edu.my/263/1/EL-2011-0803813-1.pdf+&hl=en&gl=my&pid=bl&srcid=ADGEESgE9tIT_jP71Vt8Kwxo5GmLmMT3vkL_F-ikv2gK1aHOU628s8egx1SrJlvwpMQbuKuB8uCc_REmJfFSdHaMTw1B9U5SjkPHVt9uZzbsI2HzUpPvZH89lA1JTAos6meLxgn37LVo&sig=AHIEtbTtE4UhY8gc5Dn5gUsc0SA7ABU4BA
Dias Astuti Cakrawarti. (2011). Analysis of Code Switching and Code Mixing in the Teenlit Canting Cantiq by Dyan Nuranindya. Journal of Docstoc, 15-18. Retrieved 20 March 2012, from
http://www.docstoc.com/docs/105446308/ANALYSIS-OF-CODE-SWITCHING-AND-CODE-MIXING-IN-THE-TEENLIT-CANTING
Tech Central. (2011). Malaysians Hits 12 Million Facebook Users.
Retrieved 4 April 2012, from
http://techcentral.my/news/story.aspx?file=/2011/12/21/it_news/20111221141041&sec=it_news
Hazadiah, Noor &Roslinda. (2010). Language Change in Malaysia. Asia Research News. Retrieved 4 April 2012, from
http://www.researchsea.com/html/article.php/aid/5105/cid/2/research/language_change_in_malaysia.html?PHPSESSID=183la86dt4qpq41ke0ejf142g1
Hello Dr Jessie. This is our new revise proposal..Thank you
Research title: Investigating Types of Code-mixing in Manglish on Facebook
Research topic: Manglish in Facebook
Nur Izzati bt Mohd Idrus (PGP110041)
Nurul Ilyana bt Mamat (PGP110042)
Hana Nadia bt Nadri (PGP110074)
Introduction
Due to the bilingual education system and plurality of the society in Malaysia, speakers are bound to know more than one language (Ghazali, 2010). To be specific, bilingual is the phenomenon of knowing more than one language (Wardaugh, 1986). Malaysians can be considered as bilinguals because they have two primary languages which are Malay and English (Manglish). Dias (2011) stated that since bilinguals are able to choose which language that they are going to use, they have to set a condition in order to communicate effectively. This condition will lead bilinguals to code-switch and/or code-mix when communicating with each other. According to Normazla & Mariatul (2007), Manglish is not broken English; instead it can be standardized to cater the present need of the speech community and global development.
Code-switching happens in a formal setting such as in classroom. On the other hand, code-mixing happens in an informal setting such as in social networking websites. The researcher use Facebook as a tool to gather the primary data of this research is because Facebook is one of the most popular interactive social network websites nowadays. According to Tech Central website (December 2011), the number of Facebook users in Malaysia has surpassed to 12 million people. Since the researcher is looking at the informal way of interacting on Facebook, thus code-mixing has been chosen as the ground of this study.
Problem Statement
New technologies have been attributed to language change as a result of the way language users generally realign their language use to reflect social and technological revolution (Hazadiah, Noor & Roslinda, 2010). This can be seen on Facebook where the users are trying to modify and suit the language in the interactions. Hoffman (1991:112) proposed three types of code mixing namely intra-sentential code mixing, intra-lexical code mixing and involving a change of pronunciation. There are numerous researches that have been carried out on other features of discourse in Facebook but according to Mc Neil (2008), there is still no research has been done on the phenomenon in Malaysia even though the language has changed and its pedagogical implications are very critical. Hence, this research is made to find out the type of code-mixing in Manglish used by Facebook users and why they code-mix in their interactions.
Objectives of the Research
This research aims to:
i. Identify the types of code-mixing in Manglish on Facebook.
ii. Determine the reasons that influences bilingual to code-mix in Manglish on Facebook.
Research Questions
i. What are the types of code-mixing in Manglish on Facebook?
ii. What are the reasons for bilinguals to code-mix in Manglish on Facebook?
Methodology
Research Design
This research uses qualitative research method and exploratory design where researchers first use a qualitative method to discover the important variables in order to inform a second, quantitative method. Content analysis also will be used as to analyze the Facebook statuses and the wall interactions. The researcher would use interview questions in order to refine the data and compare the result of the content analysis method with the result of the interview questions.
Sample/Participants
A TESL (Teaching English as Second Language) community of 40 participants including the students and lecturers with the range of age 20 – 50 years old will be selected using purposive sampling technique. All the participants in this research are both competent users of Malay and English language. For the interview, confirming sampling technique is used as one of the purposive sampling technique in obtaining the participants in order to do follow-up in verifying the results of the first method.
Instruments
The instruments that will be used to analyze the Facebook statuses and participants’ wall interactions are the three types of code-mixing namely intra-sentential code-mixing, intra-lexical code-mixing and involving a change in pronunciation proposed by Hoffman (1991). This theory is used as the fundamental framework in categorizing the data in order to get the frequency of the occurrences of Manglish. Another instrument is the interview. This instrument is used to collect the data from the participants in order to refine the findings and find the reasons of the occurrences of Manglish in online written discourse. The ten questions constructed will be based on the participants’ reasons for code-mixing particularly pertaining to the ten reasons proposed by Hoffman (1991). On the other hand, the questions also will cover the participants’ patterns or styles of code-mixing in Manglish on the Facebook statuses and the wall interactions.
Data Analysis
For the first method, the data collected will be analyzed by categorizing them into three different types of code-mixing which are intra-sentential code-mixing, intra-lexical code-mixing and involving a change in pronunciation (Hoffman, 1991). Then, the frequency will be calculated in the form of percentage and presented in a graph. On the other hand, for the second method, the interview data will be analyzed and the result of both methods will be compared, discussed and concluded in terms of the most occurrence type of code-mix and the reasons of the occurrences in the online written discourse.
References
Choy, W.F. (2011). Functions and Reasons for Code- Switching on Facebook by UTAR English-Mandarin Chinese Bilingual Undegraduates. Retrieved from, https://docs.google.com/viewer?a=v&q=cache:wNDBEMSLX6EJ:eprints.utar.edu.my/263/1/EL-2011-0803813-1.pdf+&hl=en&gl=my&pid=bl&srcid=ADGEESgE9tIT_jP71Vt8Kwxo5GmLmMT3vkL_F-ikv2gK1aHOU628s8egx1SrJlvwpMQbuKuB8uCc_REmJfFSdHaMTw1B9U5SjkPHVt9uZzbsI2HzUpPvZH89lA1JTAos6meLxgn37LVo&sig=AHIEtbTtE4UhY8gc5Dn5gUsc0SA7ABU4BA
Dias Astuti Cakrawarti. (2011). Analysis of Code Switching and Code Mixing in the Teenlit Canting Cantiq by Dyan Nuranindya. Journal of Docstoc, 15-18. Retrieved from,
http://www.docstoc.com/docs/105446308/ANALYSIS-OF-CODE-SWITCHING-AND-CODE-MIXING-IN-THE-TEENLIT-CANTING
Tech Central. (2011). Malaysians Hits 12 Million Facebook Users.
Retrieved from,
http://techcentral.my/news/story.aspx?file=/2011/12/21/it_news/20111221141041&sec=it_news
Hazadiah, Noor &Roslinda. (2010). Language Change in Malaysia. Asia Research News. Retrieved from,
http://www.researchsea.com/html/article.php/aid/5105/cid/2/research/language_change_in_malaysia.html?PHPSESSID=183la86dt4qpq41ke0ejf142
The Role of English and Manglish in Achieving Sociolinguistic Competence of Malaysian Secondary Students
Eng Geok Toh (PGP 110053)
Caroline Barnabas (PGP 110045)
Supervisor : Dr. Jessie Grace U. Rubrico
University of Malaya, Kuala Lumpur
1. Introduction
The English Language has played its role well as a second language in Malaysia with many people achieving a high level of proficiency and yet there are many students still struggling to master the language. This study will be carried out to find the ways to increase the sociolinguistic competence of secondary students in order for them to interact with the many countries which are using English as a lingua franca in their future roles in the country.
2. Literature Review
2.1 A brief history of English
When the British first colonized Malaya in the early nineteenth century, English Language Teaching (ELT) was introduced to the schools. The British set up English medium primary and secondary schools and primary malay medium schools. The Chinese and Indian migrants who came to Malaya due to economic reasons set up their own vernacular primary schools. It was a very “fragmented education system” (Education in Malaya 1989, 1990:2). Later English was made compulsory in all primary and secondary schools (Course of Studies Regulations 1956, II). English was the most important medium of instruction in schools.
In 1956, an education report headed by Tun Abdul Razak, recommended a few suggestions:
• The setting up of a national school system in which Malay would be the medium of instruction
• The teaching of Malay and English as compulsory subjects
• The introduction of a common content syllabus irrespective of the medium of instruction and the administration of common examinations
In 1960, another report under the supervision of Abdul Rahman Bin Talib made the following recommendations:
• To uphold the recommendations of the Razak report
• To have a bilingual (Malay and English) medium of education
• To set up remove classes for students from vernacular schools, where students spend one extra year learning English or Malay
Until 1965, the schools used the structural syllabus in English for the use in primary schools where English was not the medium of instruction (Sarogini 1969). The secondary schools used two different syllabuses to learn English. The Syllabus for the Secondary Schools (Malay Medium): English (1966) and The Syllabus for the Secondary Schools (English Medium): English (1968).
In 1968, the national type English schools were slowly converted to National schools in stages. However, the national type Chinese and Tamil primary schools were retained. In July 1969, the Ministry of Education issued a directive that all subjects be taught in Bahasa Malaysia in all national type English schools in stages with effect from January 1970. English plays the role as a second language in schools.
An ad hoc committee was set up (Richards 1979) to draw up a common structural syllabus for all primary national schools. The English Syllabus for Use in Standard One to Standard Six of the Post 1970 National Primary Schools (1971). The new English syllabus for the lower secondary was called The English Syllabus for Tingkatan / Form One to Form Three of the Secondary Schools in Malaysia (1973). Students of Form Four and Form Five were taught using The English Language Syllabus in Malaysian Schools Tingkatan Empat – Tingkatan Lima (1980) or the Malaysian Communicational Syllabus (Asiah Abu Samah 1983). English then plays the role as a common syllabus.
The Third Malaysian Plan 1976 – 1980 recognized the role of English in international trade and commerce as well as the language used in science and technology. At the end of 1974, the Communicative Language Teaching (CLT) syllabus was drawn up. The transition from English to Malay as the medium of instruction began in schools in 1970 and was implemented at the university level in 1983.
With its role and importance being reduced coupled with the exposure of other various languages, different varieties of English quickly emerged. The Ministry of Education also came up with the KBSR and KBSM syllabus. The KBSR syllabus emphasized four language skills, mainly listening, speaking, reading and writing. However, for the KBSM, a small literature component has been included in the curriculum. In 2001, the English for Science and Technology syllabus was implemented as there was a need to reintroduce English as a medium of instruction. In 2010, there were some quarters of the Malaysian society which question the teaching of maths and science in English, now allowing the schools to choose whether to teach these two subjects either in English or in Malay.
2.2 The role of Manglish
Malaysian English or Manglish is considered one of the languages found in the outer circle in Kachru’s three circle model of World Englishes (Kachru 1992). The ESL varieties of English have become institutionalised and are developing their own standards. Manglish is seldom used as the medium of communication in the formal situations. However, it is often used for semiformal and casual situations and very often used informally and colloquially in day-day instructions. More often than not, manglish is used in the classrooms by the students and even by the English Language teachers.
2.3 Sociolinguistic Competence
Vygotsky (1978) argued that ‘Every function in the child’s development appears twice : first on the social level and later on the individual level; first , between people (interpsychological), and then inside the child (intrapsychological) ((p57). Learning is at first a process mediated by other people in the child’s environment (e.g. parents). Independent functioning (or intrapsychological mediation) is only possible after a child ahs progressively taken on responsibility (i.e. internalization) for a given task over a period of time.
According to Vygotsky, effective learning occurs in the zone of proximal development (ZPD).
The ZPD is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. (Vygotsky, 1978, p. 86)
To Vygotsky, learning is the ability to achieve autonomy or self-regulation and is able to recontextualize the ability when mediation or supervision is internalized. The internalization and recontextualization of mediation is what leads to development.
The ESL teacher has a role in structuring and designing instructional conversation to promote learning. The teachers and students are responsible for co-creating connected discourse, influencing the selection of speaker turns and others for achieving a proficiency in the language.
3. Research Questions
• How can the ESL teacher compare Standard English and Manglish to ensure the teaching and learning of English is optimised?
• How can the ESL teacher carried out instructions and teachings in order for the students to internalize them?
4. Methodology of study
4.1 Location
The location of the study will be a secondary school in a sub-urban area in Kapar which is approximately 16 kilometres away from Klang and 50 kilometwres from Kuala Lumpur. The school runs in two teaching sessions, namely the morning and afternoon sessions.
4.2 Participants
One class of Form 4 and one class of Form Five students will be participating in this study. The students are from three different primary schools that are the Chinese medium primary school, The Tamil medium primary school and the Malay medium primary school. All the participants have gone through ten years of education with 160 – 200 minutes of exposure to the English Language per week in the school curriculum.
4.3 Instruments
The main souce of data that will be used in this study will be the spoken and written work of the participants. Library research will also be carried out. Interviews, questionnaires and surveys will also be carried out. Worksheets and handouts will be some of the materials being used in the classrooms.
5. Work Schdule
Once a week, a double period will be used for the study and the study will be for a duration of one month. Then the results will be analysed and documented.
6. Brief Bibliography
Compernolle, R.A.V. & Williams, L. (2011). Promoting sociolinguistic competence in the classroom zone of proximal development. Language Teaching Research
http://ltr.sagepub.com/content/16/1/39.
Foo, B & Richards, C. (2004). English in Malaysia. RELC Journal
http://www.sagepublications.com
Jenkins,J (2009) World Englishes. London and New York :Routledge.
Muniady, M.K. et al (2010) Sociolinguistic Competence and Malaysian Students’ English Language Proficiency http://www.ccsenet.org/elt
Foo, B & Richards, C. (2004). English in Malaysia. RELC Journal
http://www.sagepublications.com -check this out; the link given does not bring us to the article cited
I also have a problem with this: Muniady, M.K. et al (2010) Sociolinguistic Competence and Malaysian Students’ English Language Proficiency http://www.ccsenet.org/elt
INTRODUCTION
Malaysia is a multiracial country with a variety of cultures, languages, and religions. The Indians came to Malaysia as immigrants ( Andronov, 1963 and Grimms, 1984 cited in Francis, 1986:60). According to Daniel (1962:67), the term Indian is a general term and it includes various ethnic groups such as Indians, Tamils, Malayalee, Telugus, Sikhs, Pakistanis, Bangladeshis and Sri Lankan (Ceylonese Tamils). The multi racial environment and the effects of urbanization and modernization have brought many social, political, linguistic changes to the Malaysian Tamils. Richards and Platt (1993:57) defines code mixing as a mixing of two languages or code. According to them, code mixing usually occurs in a sentence without a change of topic or a change of using language from one to another, within the same utterance or written text. There are many reasons why people code mix and the foremost reason is to understand the nature, processes and constraints of language and of the relationship between language use and individual values, communicative strategies, language attitudes and functions within particular socio cultural context. Code switching refers to the change from one language or language variety to another. Richards and Platt (1993:58). According to Gumpers (1977:55), code switching does not necessarily indicate the imperfect knowledge of the grammatical system in questions. He states that in many cases, the code switched information could be equally expressed in any of the languages that the speakers use. It is a practice of moving between variations of languages in different contexts. Code switching takes place depending on the situation and settings in which a particular speaker is in. English is the outmost used language, all over the world. It originated in England but it is now practically used in almost all the countries in this world. Tamil language is the Dravidian language, used by not only the Tamils who live in India, but also in other parts of the world. Tanglish is a mixture of both English and Tamil language imparted by the native Tamil speakers by mixing both Tamil and English languages in spoken or written form in a setting or situation. Apparently Tanglish is a patois made up of Tamil and other languages mixed with English. English is associated with the ideology of modernity and progress and the native languages with the ideology of traditional and cultural values. In the local Tamil media, such as television and radio, we find the use of many English words. The mixing of Tamil and English is so commonly noticed that the concept of pure language is becoming obsolete’.
BACKGROUND OF STUDIES
According to Arasaratnam, Malaya had contact with Tamil Nadu, even before 500B.C (pp.149, 191) though in initial stages of contacts, the main reason for Tamil migration was for trades. Later, the Tamil contacts have spread to other areas such as politics, social, education, social and entertainment. Tamils living in Malaysia are not the traditional Tamil of the past; rather most of them are migrants who have come to Malaysia during the latter part of 18th century, especially where Malaysia’s Penang Island came under the control of British in 1786. According to researcher David 2000, who acknowledged in Param’s article that there is a language switch among the Malaysian Tamils, which according to her maybe the excessive code switching factors practiced by the people in various domains. According to her, Malaysian Tamils, at the beginning stages shift away from their ethnic language Tamil and seek other markers of ethnic identity. The majority of the Tamils in Malaysia are able to communicate with the other races using English or Bahasa Melayu in their workplace and in other domains of interactions. Thus, due to the diverse linguistic and cultural scenario, many Malaysian Tamils practice linguistic aspects like code switching, borrowing, mixing and other means of expressions, drawing from all the language that they use in their daily communication.
RESEARCH OBJECTIVES
There are several objectives of this research. They are
1. To identify the type of English and Tamil words used in radios, television and Tamil songs.
2. To look into and investigate the reasons of code mixing in media such as movies, songs and radios.
3. To investigate the usage of Tanglish among today’s youth.
RESEARCH QUESTIONS
In order to achieve the objective of this study, the following research questions are addressed:
1. How many Tamil words are used in media?
2. What are the reasons of Tanglish usage in media?
3. What is the influencing factor that encourages Tanglish usage among today’s youth?
4. What are the effects of Tanglish on the origin languages which are respectively Tamil and English?
STATEMENT OF PROBLEM
It is an undeniable fact that languages are manipulated by its users in various ways to communicate in their daily life. People often code mix and code switch among and between languages for many reasons such as to understand a context better, or to give emphasis on certain utterances or to convey certain messages. These lead into the birth of a new language as we can witness in today’s world as many new languages have arise besides English such as Manglish, Singlish and also Tanglish. Nowadays, it very common to hear a Tanglish song or witness many conversations among the Indians which include the inculcation of both the languages while communicating. English is increasingly used in spoken Tamil discourse. Going by the increasing use of code mixing, some have the exaggerated fear that Tamil speakers, in the future, maybe using Tamil words only as connectors to knit together English words, and call it spoken Tamil.
SIGNIFICANCE OF STUDY
Many researches have been conducted on the topic of code mixing and code switching. However, there are very less and limited research done on code mixing and switch in Tamil and English, Tanglish in particular. Since there is an unlimited exposure to the media and its influence in the current world is vast, this study attempts to look into the issue of code mixing and switching in the context of media such as newspapers, radios and televisions. It is hoped by through this study, we could understand the wide usage of Tanglish through media and its importance in today’s world.
LIMITATION OF THE STUDY
A number of 10 songs, 5 movies and one radio station have been utilized in order to carry out this research. Though these samples it may not be typical of population of Tanglish usage, it has provided a starting point to examine the usage of Tanglish in this context.
REFERENCE
1. Annamalai, E. (1978). The Anglicized Indian Languages: A Case of Code-mixing. International Journal of Dravidian Linguistics, 7, 239-47.
2. Dr. Mohan Lal. S. and Dr.Paramasivam .M. (n.d.). Patterns of Code Switching among the Tamil students of Malaysia, Universiti Putra Malaysia
3. Kanthimathi.K. (2009). Tamil –English Mixed Language Used In Tamil Nadu : SDND Vaishnav College, Chennai
4. Kanthimathi.K. (n.d). Mixing Mother Tongue and English: Exploring the Reasons and Functions of Code Mixing. Indian Institute of Technology, Madras.
5. Woon Yee Ho. J. (2007). Code Mixing : Linguistic Form and Sociocultural Meaning, Lingnan University, Hong Kong)
Dr Jessie, we are posting a new proposal.This is our new proposal.Thank you and sorry for the trouble
PRIYA A/P SIVANANDA
PGP 110062
NIRANCHNA A/P CHANDRAN
PGP110067
SHANGEETHA A/P RAJMOHAN
PGP110063
RESEARCH TOPIC: The use of Tanglish in medias ( Movies, radio and songs)
INTRODUCTION
Malaysia is a multiracial country with a variety of cultures, languages, and religions. The Indians came to Malaysia as immigrants ( Andronov, 1963 and Grimms, 1984 cited in Francis, 1986:60). According to Daniel (1962:67), the term Indian is a general term and it includes various ethnic groups such as Indians, Tamils, Malayalee, Telugus, Sikhs, Pakistanis, Bangladeshis and Sri Lankan (Ceylonese Tamils). The multi racial environment and the effects of urbanization and modernization have brought many social, political, linguistic changes to the Malaysian Tamils. Richards and Platt (1993:57) defines code mixing as a mixing of two languages or code. According to them, code mixing usually occurs in a sentence without a change of topic or a change of using language from one to another, within the same utterance or written text. There are many reasons why people code mix and the foremost reason is to understand the nature, processes and constraints of language and of the relationship between language use and individual values, communicative strategies, language attitudes and functions within particular socio cultural context. Code switching refers to the change from one language or language variety to another. Richards and Platt (1993:58). According to Gumpers (1977:55), code switching does not necessarily indicate the imperfect knowledge of the grammatical system in questions. He states that in many cases, the code switched information could be equally expressed in any of the languages that the speakers use. It is a practice of moving between variations of languages in different contexts. Code switching takes place depending on the situation and settings in which a particular speaker is in. English is the outmost used language, all over the world. It originated in England but it is now practically used in almost all the countries in this world. Tamil language is the Dravidian language, used by not only the Tamils who live in India, but also in other parts of the world. Tanglish is a mixture of both English and Tamil language imparted by the native Tamil speakers by mixing both Tamil and English languages in spoken or written form in a setting or situation. Apparently Tanglish is a patois made up of Tamil and other languages mixed with English. English is associated with the ideology of modernity and progress and the native languages with the ideology of traditional and cultural values. In the local Tamil media, such as television and radio, we find the use of many English words. The mixing of Tamil and English is so commonly noticed that the concept of pure language is becoming obsolete’.
BACKGROUND OF STUDIES
According to Arasaratnam, Malaya had contact with Tamil Nadu, even before 500B.C (pp.149, 191) though in initial stages of contacts, the main reason for Tamil migration was for trades. Later, the Tamil contacts have spread to other areas such as politics, social, education, social and entertainment. Tamils living in Malaysia are not the traditional Tamil of the past; rather most of them are migrants who have come to Malaysia during the latter part of 18th century, especially where Malaysia’s Penang Island came under the control of British in 1786. According to researcher David 2000, who acknowledged in Param’s article that there is a language switch among the Malaysian Tamils, which according to her maybe the excessive code switching factors practiced by the people in various domains. According to her, Malaysian Tamils, at the beginning stages shift away from their ethnic language Tamil and seek other markers of ethnic identity. The majority of the Tamils in Malaysia are able to communicate with the other races using English or Bahasa Melayu in their workplace and in other domains of interactions. Thus, due to the diverse linguistic and cultural scenario, many Malaysian Tamils practice linguistic aspects like code switching, borrowing, mixing and other means of expressions, drawing from all the language that they use in their daily communication.
RESEARCH OBJECTIVES
There are several objectives of this research. They are
1. To identify the type of English and Tamil words used in radios, television and Tamil songs.
2. To look into and investigate the reasons of code mixing in media such as movies, songs and radios.
3. To investigate the usage of Tanglish among today’s youth.
RESEARCH QUESTIONS
In order to achieve the objective of this study, the following research questions are addressed:
1. How many Tamil words are used in media?
2. What are the reasons of Tanglish usage in media?
3. What is the influencing factor that encourages Tanglish usage among today’s youth?
4. What are the effects of Tanglish on the origin languages which are respectively Tamil and English?
STATEMENT OF PROBLEM
It is an undeniable fact that languages are manipulated by its users in various ways to communicate in their daily life. People often code mix and code switch among and between languages for many reasons such as to understand a context better, or to give emphasis on certain utterances or to convey certain messages. These lead into the birth of a new language as we can witness in today’s world as many new languages have arise besides English such as Manglish, Singlish and also Tanglish. Nowadays, it very common to hear a Tanglish song or witness many conversations among the Indians which include the inculcation of both the languages while communicating. English is increasingly used in spoken Tamil discourse. Going by the increasing use of code mixing, some have the exaggerated fear that Tamil speakers, in the future, maybe using Tamil words only as connectors to knit together English words, and call it spoken Tamil.
SIGNIFICANCE OF STUDY
Many researches have been conducted on the topic of code mixing and code switching. However, there are very less and limited research done on code mixing and switch in Tamil and English, Tanglish in particular. Since there is an unlimited exposure to the media and its influence in the current world is vast, this study attempts to look into the issue of code mixing and switching in the context of media such as newspapers, radios and televisions. It is hoped by through this study, we could understand the wide usage of Tanglish through media and its importance in today’s world.
LIMITATION OF THE STUDY
A number of 10 songs, 5 movies and one radio station have been utilized in order to carry out this research. Though these samples it may not be typical of population of Tanglish usage, it has provided a starting point to examine the usage of Tanglish in this context.
REFERENCE
1. Annamalai, E. (1978). The Anglicized Indian Languages: A Case of Code-mixing. International Journal of Dravidian Linguistics, 7, 239-47.
2. Dr. Mohan Lal. S. and Dr.Paramasivam .M. (n.d.). Patterns of Code Switching among the Tamil students of Malaysia, Universiti Putra Malaysia
3. Kanthimathi.K. (2009). Tamil –English Mixed Language Used In Tamil Nadu : SDND Vaishnav College, Chennai
4. Kanthimathi.K. (n.d). Mixing Mother Tongue and English: Exploring the Reasons and Functions of Code Mixing. Indian Institute of Technology, Madras.
5. Woon Yee Ho. J. (2007). Code Mixing : Linguistic Form and Sociocultural Meaning, Lingnan University, Hong Kong)
RESEARCH IN TEXT AND DISCOURSE ANALYSIS (TESOL)
ASSIGNMENT: REASERCH PROPOSAL
Code-switching and code-mixing of Tamil-English (Tanglish) in streets and restaurants.
1) Manusha Nair A/P Balan PGP 110048
2) Kohila Vaani A/P Palaniappan PGP 110059
3) Hema Loshini Sivarajah PGP 110058
Hello Dr.Jessie, my group have corrected our research objectives.
Research Objectives
The objectives of this study are to:
1. To investigate the frequency of Indians using Tanglish in their conversations
2. To identify the types of Tanglish used in streets and restaurant.
3. To investigate the language behaviour of Tanglish in terms of social settings
Thank you.
RESEARCH IN TEXT AND DISCOURSE ANALYSIS (TESOL)
ASSIGNMENT: REASERCH PROPOSAL
Code-switching and code-mixing of Tamil-English (Tanglish) in streets and restaurants.
1) Manusha Nair A/P Balan PGP 110048
2) Kohila Vaani A/P Palaniappan PGP 110059
3) Hema Loshini Sivarajah PGP 110058
Hello Dr.Jessie, my group have corrected our research objectives.
Research Objectives
The objectives of this study are to:
1. To investigate the frequency of Indians using Tanglish in their conversations
2. To identify the types of Tanglish used in streets and restaurant.
3. To investigate the language behaviour of Tanglish in terms of social settings
Thank you.