Conversational Code-switching Research Articles

Why do Mandarin speakers code-switch? A case study of conversational code-switching in China

Multilingualism is becoming increasingly common worldwide, with multilingual studies becoming more popular and accelerating interpersonal language contacts; however, it remains controversial and ambiguous in China. The current study aims to explore code-switching (CS) patterns and factors among Mandarin-dominated mainland Chinese speakers and investigate multilingual development in China through CS, as it is a multilingual practice. Conversational analysis was conducted to analyse daily interactions in short videos posted online, categorise language varieties and frequencies, identify CS patterns, and examine the factors influencing CS patterns. The results revealed that foreign languages and dialects other than Mandarin were spoken by Mandarin-dominated speakers. Three of four CS patterns were also pinpointed regarding language practices in China. Insertion was the most predominant pattern, followed by backflagging and alternation. The CS patterns employed by Mandarin-dominated mainland Chinese speakers were influenced primarily by participant-related factors, followed by linguistic-related factors, sociopsychological factors, convenience, and situational factors. The prevalence of the insertional CS pattern and the influence of personal factors suggest that China’s Mandarin-speaking community is in an early phase of multilingual development.

ALIH KODE PADA PERCAKAPAN SISWA SMA NEGERI 1 ADONARA BARAT KABUPATEN FLORES TIMUR


 
 
 
 This study aims to describe the conversational code switching of SMA Negeri 1 Adonara Barat, East Flores district. The theory used is sociolinguistic theory. The method used is a qualitative method. The research data is in the form of student conversations. The data source is Adonana Barat 1 Public High School students who are having a conversation. The results of this study indicate (1) the form of language code switching in the conversations of students of SMA Negeri 1 Adonara Barat is internal code switching and external code switching, (2) the causes of language code switching in the conversations of students of SMA Negeri 1 Adonara Barat are, code switching is not directly to the interlocutor, the influence of the speaking situation, the influence of the presence of a third person, and the influence of language practice.
 
 
 

Analysis of Code Switching and Code Mixing on the “Bajra” Film at the Darus Salam Modern Islamic Boarding School Gontor Ponorogo

Darus Salam Gontor Islamic boarding school students have designed a film entitled Bajra due to the student’s creativity. In the movie, the phenomenon of code-switching and code-mixing in communication between students in the boarding school environment is found. This study aims to discover the types of code-switching and code-mixing in the Bajra film and the causes of their occurrence in the movie. This type of research is qualitative descriptive. At the same time, the data collection method uses listening/listening techniques in the Bajra film and notes essential points about the types of code-switching and code-mixing as well as the causes of what happened in the movie. The results showed that there were 3 types of code-switching in Bajra film: Metaphorical code-switching, Conversational code-switching, and situational code-switching. Meanwhile, code-mixing occurs in words, phrases, and clauses. The causes of code-switching and code-mixing are of two types, namely internal and external causes.

ANALISIS ALIH KODE DAN CAMPUR KODE PADA FILM “SANG PRAWIRA EPISODE I DAN EPISODE II” KARYA ONET ADITHIA RIZLAN

This study of code switching and code mixing analysis in the film "Sang Prawira Episode I and Episode II" by Onet Adithia Rizlan aims to determine code switching and code mixing sentences based on the types in the film "Sang Prawira Episode I and Episode II". The benefit of this research is to be able to add insight about code switching and code mixing in the film for anyone who reads it. This research uses descriptive qualitative methods, meaning that descriptive qualitative methods are methods that describe and describe and to produce data in the form of sentences to understand sentences that state code switching and code mixing. The data analysis technique used in this research is the listening technique and the note-taking technique. Based on the results of the study, it can be concluded that the number of code switching that occurs in Episode I is 5 sentences (conversational code switching 3, situational code switching is 2), and in Episode II it is 6 sentences (conversational code switching 5, metaporical code switching 1 ). So the total code switching that occurred in Episode I and Episode II was 11 code switching sentences. Meanwhile, the code mixing that occurred in the Episode I film was 48 sentences (mixed code level 45 words, mixed code level phrase 2, mixed code level clause 1), and in Episode II there were 22 sentences (mixed code level 16 words, mixed Phrase level code is 6). So the total code-mixing that occurred in Episode I and Episode II was 70 code-mixing sentences.

Egyptian University Students' Practices of Conversational Code-Switching in Synchronous Computer-mediated Communication

Egyptian University Students' Practices of Conversational Code-Switching in Synchronous Computer-mediated Communication

AN ANALYSIS OF CODE-SWITCHING USED BY THE TEACHERS OF ENGLISH AT SMA NEGERI 1 PALEMBANG

The objectives of the study were to find out the types of code-switching used by the teachers of English at SMA Negeri 1 Palembang during the teaching process and the motivation of the teachers in using code-switching. The method of this research was descriptive research with a qualitative approach. The result of the study found that there were twenty data which classified, namely metaphorical, situational and conversational code-switching. The most often type of code-switching that the teachers used during teaching were conversational code-switching. Their motivation was the teacher wanted to give a clearer explanation to the students.

Code-Switching And Code-Mixing Used By English Teachers At Homy School Palangka Raya

Code-switching and code-mixing become one of the issues existing not only in informal situations but also in a formal situations such as in the teaching-learning process. Homy School Palangka Raya, the teacher should speak both Bahasa Indonesia and English which trigger the use of code-switching and code-mixing because this school applied two curriculums: national curriculum K-13 and UK curriculum. So, the objectives of this research are to identify the types of code-switching and code-mixing used by the teachers of English at Homy School Palangka Raya in English class and the influences on students’ understanding of the lessons. This descriptive qualitative research observed and collected the data by joining the class where the teachers were teaching. The research result showed that there were 53 (fifty-three) occurrences of code-mixing, in the form of the insertion of words (11), the insertion of phrase (29), the insertion of hybrid (10), and the insertion of idiom (2). While there were 67 (sixty-seven) occurrences of code-switching in the form of metaphorical (5) and conversational code-switching (30). Regarding the influences of code-switching and code-mixing on the students’ understanding of the English, the lesson revealed that most of the students (seventy-two percents) who claimed that the use of code-switching and code-mixing in the English teaching-learning process at Homy School Palangka Raya can make them understand easily and make their communication with their teacher more effective.

Code-Switching And Code-Mixing Used By English Teachers At Homy School Palangka Raya

Code-switching and code-mixing become one of the issues existing not only in informal situations but also in a formal situations such as in the teaching-learning process. Homy School Palangka Raya, the teacher should speak both Bahasa Indonesia and English which trigger the use of code-switching and code-mixing because this school applied two curriculums: national curriculum K-13 and UK curriculum. So, the objectives of this research are to identify the types of code-switching and code-mixing used by the teachers of English at Homy School Palangka Raya in English class and the influences on students’ understanding of the lessons. This descriptive qualitative research observed and collected the data by joining the class where the teachers were teaching. The research result showed that there were 53 (fifty-three) occurrences of code-mixing, in the form of the insertion of words (11), the insertion of phrase (29), the insertion of hybrid (10), and the insertion of idiom (2). While there were 67 (sixty-seven) occurrences of code-switching in the form of metaphorical (5) and conversational code-switching (30). Regarding the influences of code-switching and code-mixing on the students’ understanding of the English, the lesson revealed that most of the students (seventy-two percents) who claimed that the use of code-switching and code-mixing in the English teaching-learning process at Homy School Palangka Raya can make them understand easily and make their communication with their teacher more effective.

Code-Switching: Demythologizing Preconceived Notions and Addressing Pedagogical Dilemmas in the EFL/ESL Instructions

The study investigates the myths of conversational code-switching that have all been established connections with EFL/ESL learning. Thus, extreme code-switching that largely affects students' EFL/ESL learning emanates from misconceptions. Particularly, at the university level, these misconceptions are believed to be longstanding and sowing seeds of skepticism from using English. The purpose of the study is therefore to minimize the likeliness of code-switching. In spite of its pros and cons, students recognize it as always advantageous; however, this hasn't been proven true. The objectives of this study are then ultimately to investigate the myths that force students to enthuse code-switching. Moreover, it is to analyze teachers' pedagogical dilemmas in the area and the relationship between students' myths with their gender. Thus, this trendy practice needs to be shifted at least in the universities. For this investigation the study uses sixty-two(n= 62) first year students and six (n=6) EFL/ESL teachers. In effect, mixed-method (i.e., qualitative followed by quantitative) has been used to interpret data findings. Moreover, the study utilized three instruments: closed and open-ended questionnaire with unstructured interviews. The SPSS software has been used to compute the data of the closed-ended questionnaire. Based on the exploratory sequential analysis, the finding there fore indicate teachers are under persistent pressure from the dichotomous theoretical views, i.e., for vs. against code-switching. They indicate that students largely code-switch during oral communication due to lack of vocabulary. Moreover, students male, 33 % and female, 62.5 % believe that good teachers code-switch or explain the lesson in their L1 during EFL/ESL instructions. Finally, the study ends with recommendations and educational implications: teachers should bestow intellect, patience and expertise by respecting linguistic rights in the act of enhancing FL/SL proficiency.

Prestige of products and code-switching in retail encounters

ABSTRACTThe study examined code-switching in retail encounters involving sales personnel of cars, credit cards, beauty products, and food products with a Chinese customer. Altogether 27 retail encounters were audio-taped and transcribed. Analysis of the 14,944-word corpus was conducted using Gumperz’s [(1982). Discourse strategies. Cambridge: Cambridge University Press] model of conversational code-switching. The results showed that English and Hokkien were the main base languages for retail encounters involving a Chinese customer who could not speak Mandarin. English marked prestige of products, notably car and credit card, whereas beauty and food products were promoted in Hokkien or Malay. The main code-switching functions were referential functions and interjections (41.57% and 39.36% of 907 instances, respectively). The most common referential function was product description. Reiteration accounted for 9.92% of the code-switching instances but message qualification, personalisation versus objectivisation, address specification, and situational code-switching were minimally present. Product type did not influence frequency of code-switching for interjection but it affected referential functions and reiteration. Referential function was the least frequent in credit card retail encounters and reiteration was the most frequent in food retail encounters. The findings on the high frequency of reiterations and the minimal use of code-switching for personalisation showed that clarity is more important than solidarity in retail encounters.

Conversational Code-Switching among Bilinguals in Junior High School Reunion Event

The goal of this research was to find out the types of code-switching, and the reason of the participants performs code-switching in the conversation. Research used a qualitative approach. The result shows that three types of code-switching occurs in the conversation among bilingual in the junior high school reunion, they are intra-sentential mixing, intra-lexical code mixing, involving a change of pronunciation. The functions of codeswitching usage are as the marker of changing topic, to show their closeness as an old friend, and to show the close relationship among others. The close relationship between the speakers makes the feel free to switch from one language to another. Furthermore, the switching code also has another function as repetition is used to clarify the utterances of by the speakers. Moreover, the code-switching in the conversation are able to declare the excitement feeling towards a particular topic (the interesting topic) that they are talking about.

Language Control and Code-switching

Analyses of corpus-based indices of conversational code-switching in bilingual speakers predict the occurrence of intra-sentential code-switches consistent with the joint activation of both languages. Yet most utterances contain no code-switches despite good evidence for the joint activation of both languages even in single language utterances. Varying language activation levels is an insufficient mechanism to explain the variety of language use. We need a model of code-switching, consistent with the joint activation of both languages, which permits the range of language use in bilingual speakers. I treat overt speech as the outcome of a number of competitive processes governed by a set of control processes external to the language networks. In a conversation, the speech of the other person may “trigger” code-switches consistent with bottom-up control. By contrast, the intentions of the speaker may act top-down to set the constraints on language use. Given this dual control perspective, the paper extends the control process model (Green and Wei 2014) to cover a plausible neurocomputational basis for the construction and execution of utterance plans in code-switching. Distinct control states mediate different types of language use with switching frequency as a key parameter in determining the control state for code-switches. The paper considers the nature of these states and their transitions.

Contextualizing Advertising As a Communicative Apparatus of Text-Switching

This study attempted to explain text-switching in advertising as a communicating means of persuading the target audience about a particular product in Nigeria. It is probable that the use of common coinages in advertisements serves a massive advantage in product consumption. Patterns of switching texts have been analyzed to indicate a form of strategy whereby consumers are cajoled in order to be familiarized with the products in question. This study employed the concept of Conversational Code Switching (CCS) as a vehicle of analysis of advertisements collected from billboards and the Punch newspaper in Nigeria. The findings characterize code alternation as a phenomenon in Nigerian advertising. It reveals that the relationships between English and Nigerian languages are very strong because they are easily smoothly interchangeable. In addition, English is hegemonic over Nigerian languages and dialects. This study positions English as playing a domineering utilitarian role in Nigerian advertisements. This study concludes that the structures of the alternated codes function consistently in the nominal group. Even in a case where a minor clause is observed, text-switching in advertisements appears more conversational.

Contextualizing Advertising as a Communicative Apparatus of Text-Switching

This study attempted to explain text-switching in advertising as a communicating means of persuading the target audience about a particular product in Nigeria. It is probable that the use of common coinages in advertisements serves a massive advantage in product consumption. Patterns of switching texts have been analyzed to indicate a form of strategy whereby consumers are cajoled in order to be familiarized with the products in question. This study employed the concept of Conversational Code Switching (CCS) as a vehicle of analysis of advertisements collected from billboards and the Punch newspaper in Nigeria. The findings characterize code alternation as a phenomenon in Nigerian advertising. It reveals that the relationships between English and Nigerian languages are very strong because they are easily smoothly interchangeable. In addition, English is hegemonic over Nigerian languages and dialects. This study positions English as playing a domineering utilitarian role in Nigerian advertisements. This study concludes that the structures of the alternated codes function consistently in the nominal group. Even in a case where a minor clause is observed, text-switching in advertisements appears more conversational.

Arabic Codes in Hebrew Texts: On the Typology of Literary Code-switching

In the late 1950s, Iraqi Jews were either forced or chose to leave Iraq for Israel. Most Iraqi Jewish authors found it impossible to continue writing in Arabic in Israel and so faced the literary challenge of switching to Hebrew. As bilinguals, Iraqi Jewish novelists have employed Arabic in some of their Hebrew literary works, including strategies of code-switching. Conversational code-switching is traditionally divided into three types: intersentential code-switching, intrasentential code-switching, and tag-switching. Although code-switching in literary texts has its distinct features, research on written code-switching generally follows the typology applied to conversational code-switching. This article focuses on the typology of code-switching in literary texts. It investigates Arabic codes used in three Hebrew novels written by Iraqi Jewish novelists. The article suggests three main types of literary code-switching in view of the mutual relationship between author, text, and reader: Hard-Access, Easy-Access, and Ambiguous Access code-switching.

“¿Cómo estas?” “I’m good.” Conversational code-switching is related to profiles of expressive and receptive proficiency in Spanish-English bilingual toddlers

Relations between bilingual children’s patterns of conversational code-switching (responding to one language with another), the balance of their dual language input, and their expressive and receptive proficiency in two languages were examined in 115 2½-year-old simultaneous Spanish-English bilinguals in the U.S. Children were more likely to code-switch in response to Spanish than English. Children’s expressive vocabulary scores were higher in English than in Spanish, while their English and Spanish receptive language scores were not different. Analyses of subgroups of children with different but consistent patterns of code-switching confirmed that children who code-switched to English showed greater English skills, specifically in the expressive domain. Children who did not code-switch were more balanced bilinguals in both expressive and receptive skills. Children with other code-switching patterns showed still different profiles of dual language expressive and receptive proficiency. These findings reveal that some, but not all, bilingual children show different profiles of expressive and receptive skill in their two languages and that these proficiency profiles are related to their language choices in conversation.

Bilingual Speakers of English and Korean and Code Switching Practice

The focus of this paper is to further understand the sociological tradition of language through the analysis of language alternation behaviors among bilingual speakers, namely Korean-Eng lish conversational code-switching. The paper investigates how and in what ways the code-s witches are used as a linguistic resource to accomplish particular social and communicative f unctions as well as how and in what ways cultural-social meanings, such as social hierarchy, are both conditions for and reproduced in code-switches. The goal of this study is to look bey ond the boundaries of a particular communicative event and study the affordances that bring t he particular code-choices to the present moment. The paper also explores, through the analys is of particular micro-events, that within the constraints and prefabrications in which each par ticipant operate, the possibility that people have of re-fabricating and re-synthesizing the preconditions that they are socialized into as they engage in an active and creative process of lan guage practices production.

Degree of conversational code-switching enhances verbal task switching in Cantonese–English bilinguals

The study examined individual differences in code-switching to determine the relationship between code-switching frequency and performance in verbal and non-verbal task switching. Seventy-eight Cantonese–English bilinguals completed a semi-structured conversation to quantify natural code-switching, a verbal fluency task requiring language switching, and two non-verbal switching tasks. Participants who engaged in more conversational code-switching showed smaller costs in verbal task switching than those who switched languages less frequently. Participants performed similarly to bilinguals in previous studies on non-verbal switching tasks, but in this case performance was not linked to the degree of conversational code switching. The difference in the influence of code-switching for verbal and non-verbal executive control tasks indicates a dissociation between domains for the mechanism of task switching.

Code-switching in English and science classrooms: more than translation

The study examined the use of code-switching by English and science teachers in secondary schools in Malaysia. It focuses on the functions of code-switching in multilingual classrooms where English is the language of instruction, examining in particular the reiterative function of code-switching and its association with translation. Thirty six lessons of teacher discourse in whole-class teaching for English and science were audiotaped, and 20 lessons were found to contain teacher code-switching. Analysis of the teacher discourse involving code-switching using Gumperz's semantic model of conversational code-switching showed that the most prevalent function of code-switching was for reiteration and quotation. Metaphorical code-switching for interpersonal reasons such as addressee specification, objectivisation and personalisation is not as frequent. The reiterative function of code-switching resembling translation is mainly for bridging comprehension gaps. The remaining instances of reiteration are for marking salient information and instructions. The teachers also reiterated messages in Bahasa Malaysia, either in combination with quotation to incorporate student input and text information into the lesson or with objectivisation to allude to authority beyond that of a teacher, as Bahasa Malaysia is the language of government directives. The findings suggest that code-switching facilitates learning.

Starting from the right place: introduction to the special issue on Conversational Code-Switching

Starting from the right place: introduction to the special issue on Conversational Code-Switching