Abstract
The paper considers Anglo-Kazakh code-switching in the repair sequences among first-year students majoring in “Foreign language: two foreign languages”. The study was conducted at Gumilyov Eurasian National University in Astana, Kazakhstan. Some specific characteristics of educational policy of the Republic of Kazakhstan are analysed. The results show that code-switching in repair sequences is used as: a) self-initiated self-repair; b) self-initiated other-repair; and c) candidate understanding. Repair initiation when code-switching happens to understand, to confirm and to clarify statements. Due to the specific linguistic situation of Kazakhstan, code-switching in the FL classroom may occur from English to Kazakh, or from English to Russian, depending on dominance of the language in the linguistic repertoire of the speaker. Keywords: Conversation analysis; Code-switching; Repair
Highlights
IntroductionThis paper considers Anglo-Kazakh code-switching from the strand of conversational analytic approach in the educational environment
Code-switching has been investigated in various aspects: linguistic (Poplack, 1980; Di Scullio, Muysken and Singh, 1986; Myers-Scotton, 1993; et al.); sociolinguistic (Gumperz, 1982; Milroy & Li Wei, 1995; Rampton, 1995; et al.); psycholinguistic (Grosjean, 2008; Clyne, 1967; Myers-Scotton & Jake, 2001; et al.); and pragmatic (Auer, 1998; Li Wei, 1998; et al.).This paper considers Anglo-Kazakh code-switching from the strand of conversational analytic approach in the educational environment
The researchers have tried to analyse Anglo-Kazakh code-switching in the repair organization in foreign language classrooms
Summary
This paper considers Anglo-Kazakh code-switching from the strand of conversational analytic approach in the educational environment. The paper aims at analysing repair sequences in the process of Anglo-Kazakh code-switching. The study was conducted at Gumilyov Eurasian National University in Astana, Kazakhstan. The participants of the study were first-year students on the specialty “Foreign language: Two foreign languages”. The structure of the paper is as follows: first, a brief overview of three languages in the educational system of Kazakhstan has been provided. Methodology describes the participants and the procedure of the study. The results demonstrate the analysis of code-switching in the organization of repair. The conclusions are based on the results
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