Luận văn hiện tượng chuyển ngữ trong giao tiếp của sinh viên học tiếng anh như một ngôn ngữ thứ 2 tại một trường Đại học Ở việt nam

Thus, the purpose of this research is lo identily the frequecy, reason as well as the type for using code switching, Data used for the research is from daily conversation of ESL studen

VIETNAM NATIONAL UNIVERSITY, HA NOL

UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF POST —- GRADUATE STUDIES

KH tt 4 0g tt

TRẢN HỎNG ĐIỆP

CODE SWITCHING IN COMMUNICATION OF ESL

STUDENTS AT A UNIVERSITY IN VIETNAM

(Hiện tượng chuyễn ngữ trong giao tiễn của sinh viên học tiéng

Anh nhw mot ugén ngit thir 2 tại một trưởng đại học ở Liệt Nam)

M.A MINOR PROGRAMME THESIS

Field : English linguistics Cude :8220201.01

Hanoi - 2018

CODE SWITCIIING IN COMMUNICATION OF ESL

(Hiện tượng chuyến nại trong giao tiếp của sinh viên học tiếng

Anh nhw mét ngôn ngữ thủ 2 tại một trường ä gi học ở Việt Nam)

MA.MINOR PROGRAMME TIIESIS

Field : English linguistics

Hanoi - 2018

DECLARATION

T declare that the material contained an Gs paper is the end result of my own

research

Signature: TH HH rên

Also I would like lo express my appreciation to my lecturers who gave me

such valuable lessons and helped me in the process of data collection and data entry for doing this research I also acknowlege my thankfulness 10 all participants for their kind co-operation and for allowing me to access and gather the data from their online and daily communication, as well as their mail and inbox pages

Without their help, my paper will never be successful or the same

‘The deepest gratitude approves ta my parents who with their endless love and

care have most assistance and motivation me Lor the whole of my life Talso would

like w express my thanks to my own [amily for their support and care me all the

time

As last, I would like to send my deeply thanks to all my friends who kindly helped and cared and gave me the best motication and lift me up all the trouble for the rest of my life

Thanks to all of you

considered a special and interesting phenomenon The change {rom Vietnamese Lo

English or code switching has been widespreading among the youth and the most popular times is in 2000s when English was put in to the throne and regarded as a second important and indispensable language for Asian youth in general and

Vietnam in particular Today, Vietamese students are using code sswitching and

switchmg from Vietnamese to Knglish as a way of as an indispensable natural way

of communicating in daily life and the use of code switching, is not restricted or obeyed with any language structures or rules Thus, the purpose of this research is

lo identily the frequecy, reason as well as the type for using code switching, Data

used for the research is from daily conversation of ESL students Based on the theories of Malik and Poplack, and quantiative and qualitative methods, the result

of the research shows that code switching is a very common phenomenon in everyday communication of ESL students ‘The type of code switching used by

conversationers is varied, most commonly is intra-sentential switching And the most reasons explaining why FSI students switch everyday are that sometimes

they Lick of facility and sometimes they as all the sudden forget the lopies related

lo the lopics speaking However, using CS does nol allcel their communicationg skill Instead, it builds the strength and confidence in their speaking skill

TABLE OF CONTENTS

ACKNOWLEDGEMENT "¬—

1.3 Research questions 0 cee eee "¬ ceceneesesevietaeseistaneesetereeaae 2 1.4 Significance of the study dese ceceneesesevietaeseistaneesetereeaae wed

2.12 Type Qƒ bilngualiSi dese ceceneesesevietaeseistaneesetereeaae 5 2.2.Borrowing and switclring chọn HH iu 6 2.3 Code and code switching dese ceceneesesevietaeseistaneesetereeaae wed

3.1 Method of the StUởyÿ HH ae uu " 3.2 3etting of the study dese ceceneesesevietaeseistaneesetereeaae "

3.3 Pariicipants ofthe study dese ceceneesesevietaeseistaneesetereeaae we lB

CHAPTER IV: EINDING cee HH0 HH ren weld

4.1 Result of question one: How often do ESL students use code swilching

communicatlon? ieee tees ¬ eld

4.2 Result of question two: Which topic do ESI students switch? 20 4.3 Resulls of question three: What is the most common reason for code switching

4.4 Result of question four: Does code switching facilitate interpersonal communication for students participating m the study? Ö32

4.5 Result of question five: Whattype of code switching often occurs in KSI

$.1 Recapitulaton ii dese ceceneesesevietaeseistaneesetereeaae 1 38

5.2 LiMitAION eects sess HE HH0 110 1e ÖÒ39

REFERENCE

APPENDIX 1: RECORDING TRANSCRIPTS

Portable Document Format

‘Test of English for International Communication

Tnicrmational Fnghsh Language Tesling Sysicm

The World Ilealth Organization The World Trade Organization Intemational Development Program

LIST OF FINGURES

Figure 1: frequency of using code swilching in conversation

LIST OF TABLES

Table 1: Topics for switching from Vietnamese to English

‘Table 2: Reasons for code-switchimg (proposed by Malik, 1994)

‘Table 3: Other reasons for code-switching (proposed by the respondents )

Table 4: The affect of code switching on language capability

Table 5: Types of code switching used in conversation of participants

vil

CIIAPTERI: INTRODUCTION

1.1.Introduction

In all language im all over the worlds, English is chosen and considered one of

the most important and official languages In fact, English is considered an intermediate language, a language that is used in most international organization

such as the United Nations, non-governmental organizations, WHO, WTO and

it is also frequently used in all important meetings among the nations as well as

economies of many countries around the world That is also the reason why English has become a compulsory language in many countries Thanks to languages, especially English, many people in the world can exchange

infonnation and communicate with each other Communicating effectively in English helps us to learn and access new social, political enviroments, so leaming English is also a must and necessity for all students in all over the world In Vietnam, after integrating into the world economy as well as creating new

opportunities for other countries to invest and develop in Vietnam, English has become an indispensable language of communication and English is mtroduced

into the curnculum as a compulsory subject in all schools, colleges and universities, even in Vietnamese organizalions Students who can speak Engish

are always able to get a good job with very high wages In fact, Vietnamese

students have been investing time, money and energy in learning English Today,

im the community of English speakers and leamers, the language exchange styles such as“ '['6 rat sorry cau, nhumg to khong thé come” or “ Tớ được có 4 điểm và tớ

thật sự khéng understand lắm” ar “ Mai có bài speaking fcst dây sậu di lam

cxercisc chưa?” are very common in conversations This phenomenon-code

switching is really widespread in bilingual speech, especially in communication of English as Second Language or ESL students and considered one of the most

intringuing linguistic phenomena in multilingual communities Bilinguals will

switch or mix between languages that they arc familiar with while communicating They do not choose which language to use but select portions of

one language and then of the other, alternating back and forth (Coulmas 2005) Billack and Toribio, 2009 showed that many bilinguals often utilize their ability to

shift from one language to another to make conversation with each others in an unchanged setting and within the same utterance in order to achieve their communicative goals ‘These objectives could be: to show courtesy and respect in communication with their teachers or professors, or to express thei personal

feclings or maybe il’s a habitual expression that people coincidentally use while

communicating or hopping to get attention from other friends in the class Based

on the data collected from conversations of 50 ESL students, this study helps readers have a deep and better understanding about code switching, the reason of using it as well as show what type of code switching is widely available in today

HSL students’ communication and also whether code switching is facilitating their

conversation

1.2 The aims of the study

The aims, therefore of this study are to

- Examine the frequency of using code switching in communication among ESL

students

- Determine the topics of conversation in which code switching exists

- Determine the main reasons for HSL students to switch when communicate

- Identify the type of cade switching that often occurs m the communication of

ESL students

- Determine whether code switch Lavilitates mterpersonal communication Lor students participating in the study

1.3 Research questions

Particularly, the research will answer the following questions

1 How often do ESL students use code switching in communication

nw

2 Which topic do EST students switch?

3, What is the most common reason for cods-switching in communication among

BSL students?

4 Does cade switchmy facihtate interpersonal communication for students

participating in the study?

5 What type of code switching often occurs in ESL students’ communication?

1.4, Significance uf the study

Since the rise of English and since it has become an indispensable language in

the life of modem Vietnamese, the phenomenon of inserlion English into

Vietnamese communication occurs quite commonly in the communication style

of young people, especial teenagers today The increasing in frequency of using English in Viemamese students’ conversations makes the writer want to know the reasons why teenagers or students today would like to speak English sometimes

while communicating in Viemamese and whether using Hnglish affects their mother language or Vietnamese and what types of switching they are used to speaking So the findings of this paper will help rescarcher to achieve a better understanding of the reasons thal govern code-switching in conversation and the

types of switching that bilingual’s use in their daily speaking It also answer the writer concerns about whether using English while speakings helps ESL students learn the language better

CITAPTER I: LITERATURE REVIEW

Language is 4 system af signs which we use lo communicate with each other and since English has become an inlernational language, it is now one of the mast

important tools for every student to have a bright future That’s also the reason explaining why a thousand of Vietnamese students are spending money and time learning English and how to communicate in English and they utilize and practice their English skills every time when they have a chance Nowadays, we see that

English is used and spoken in iclevision, social networking siles, and newspapers

or in schools or at classes People who have learned two languages also demonstrate an interesting phenomenon by mixing words or phrases from two languages Vietnamese and English together during conversations with their family, friends or classmates This phenomenon is called code switching and the

students who use two languages: Vietnamese and English while communicating is called bilingualism ‘The purpose of this literature review is to explore studies previously done on the chosen topic so this literature review will focus on the defimtions of bilingualism, concepts of code switching, types of code switching

and reasons of code switching used in conversations mentioned by previous linguists

2.1 Bilingualism

2.1.1 Definition of bilingualism

One of the earliest studies about bilingualism was carried by Bloomfield in

1933 Bloomfield (1933.56) defined bilingualism as the native who likes to

control of lwo languages However, his delimtion raised so many questions on the

word “control” because lots of linguistics wondered how master the speaker must

be in order to control a language like a native speaker In 1953, Ilaugen, an American linguist stated that bilingualism phenomenon exists when one speaker speaking one language can produce complete meaningful utterances in other

language (Haugen 1953:7) In carly work (1950a: 211) Haugen also said that a reference to switch rapidly trom one language to another but at any given moment

they are speaking only one, even when they resort lo the other for assistant The same view of language switching behavior is expressed in Weinreich (1953:73)

when he defined bilingualism as the ability to use more than one language and in Mackey as the practice of alternately using two languages (1962: 66-68) Diebold

in 1964 used the term “incipient bilingualism” to describe the stages of language

contact leaving open the quest on the minimum proficiency to be considered

bilingual Uriel Weinreich, the author of “language in contact” simply defined that

the person that involve in the practice of alternately using two languages is called bilingualism Iockett (1958: 16} used the term “semi bilingualism” to define bilingualism when he said that a person might have no productive control over a language but be able to understand utterances in it The definition of bilingualism

is given more generally when MacNamara defined a bilingual as anyone who possesses a minimal competence in only one of the four language skills such as lisicning, speaking, reading and writing in another language besides his mother longue Then MacNamara’s difinition is recalled by Grosjcan who asserted that

the bilingual is not just someone who speaks two languages but he possesses the language and communicative skills in two languages at different level

‘There are so many definitions about bilingualism mentioned by linguists, however, broadly, Bilingualism is a phenomenon in which a person can speak

more than one language In other words, a bilingual speaker is a person who is able to perform more than one language

2.1.2, Type of bilingualism

Weinrich (1963) introduved 3 types of bilingualism based on the conceptual representations and cognitive organization of words in a bilingual’s mind

Coordinate bilinguals are the people who have learned both language in

different environments and the languages would probably used for different

“

functions According to Archibald (2000), this happens when the speakers have

distinctive conceptual representation for translation equivalents in the language

Such people have separate systems for each language in their minds, so the words

and concepts of each language will be kept in the mind separately

Compound bilinguals are people who have learned both languages irom the same environment The language would not have separate systems in the mind but

they will have one system The concepts would be kept in their mind while the

words will be different from both languages Thus, the twa language systems are

developed and maintained by the speaker, both similarly available in speakers’

linguistic repertoire (Nomura, 2003)

Subordinate bilinguals are people who have leamed second language but cannol understand it without the help of their first language so they will iranslale the words of second language in the mother language to be able to understand them It means that people borrow the second language to express their ideas

2.2 Borrowing and switching

Baker ( 1980: 4) mentioned that when two languages are in contact, individuals with specific communicate needs iry lo make the languages “ more alike, so to speak, by filling in what is lacking in each one with constructions from the other, i¢, by linguistic borrowing Iaugen (1969.383) mentioned that

linguistic or lexical horrowing is considered in its origin to be a process that takes

place in each individual before i is projected as group behavior at large So

borrowing can be deLined as single item term that are proper nouns or names ol!

particular places or things, items that cannot be translated (Baker 1980:6)

Therefore, the criteria for distinguishing borrowings from code switching are

related to the recognition of the usage on a community wise basis and

intransslatability

2.3 Code and code switching

defined as “A system used {or communication between two or more parties used

on any occasions.”(p 101) Therefore people are usually required to select a particular code when they speak, which means that the speakers switch code while speaking so codes here can be understood as the languages used in the conversation that maybe words, phrases, clauses or sentences switching back and

ford in two langauges or more Code switching is the alternation in using two codes by people who share those particular codes

2.3.2 Code switching

2.3.2.1, Definitions of code swilching

The term code switching is broadly discussed and used by a lot of linguists in linguistics and a variety of related field from many perspectives, so there are also

lots of definitions of this term Perhaps, it 1s because scholars do not seem to share

a definition of the term Lhe first explicit mention of cade switching is found in

Vogt in 1954 when he stated that cade switching in itself is perhaps nota linguistic phenomenon, but rather a psychological one and its causes are obviously

oxira-Tinguislic” ( 1954-368) Haugen also refers lo the code swilching which occurs when a bilingual introduces a completely unasssimilalcd word fom another language into his speech (1956: 40) and characterizes the phenomenon as one of the three stages in diffusion, together with interference and integration Wei Martin (2009-117) mentioned code switching is the most common, unremarkable

and distinctive feature of bilmgual behavior, which also means that it is a frequent

phenomenon tightly cormected to the bilingual enviroment

According to Io Dac Tue (2013.1), contact between different languages has led to many instances of bilingualism, including the altemate use of two or more

languages in the same conversation of the bilingual which is known by the general term of code-switching

Gumperz (pp 59 -82 1982) had another view on code switching when he said that conversation code switching can be defined as the juxtaposition within the

same specch exchangg of passages of speech belonging to dillerent grammatical

systems or subsystems and most frequently the alternation takes the form of two subsequences, as when a speaker uses a second language either to reiterate his

message or to reply to someone else’s statements

Gumperz also stated that the speakers do understand each other when they

code and situational code switching can be considered as the changes in language

choice because of the situation where the speakers exists and the situational

switching might take place at school, work, pubic and cle where the situation

demands

Cook came up with the notion that code-switching is the process of holding from one language to the other in the mid-speech when both speakers know the same language (p.83) Lightbown defined code switching as the systematic alternating use of two languages or language varieties within a single conversation

or utterance (p 598)

Wikipedia defined cade switching - “the use of more than one linguistic

variely in a manner consistent wilh the synlax and phonology of cach variely” {hal

is, code-swilching occurs when a speaker allernales between lwo or more languages, or language varieties, in the context of a single conversation

Auer (code-switching in conversation: language, interaction and identity pp

1-25,1998) supposed that code switching a part of verbal communication and

it simply refers to the alternating use of two or more codes According to him, people who participate in the conversations should be able to understand cades

used

Poplack $ (2001) mentioned cade switching as the mixing, by bilinguals (or

multi-linguals) of two or more languages in discourse, often with no change of interlocutor or topic

‘To summarize, code switching is simply a shift from one language to another within utterance or communication It refers to the altemate use of one language to

another targel language as a mean of communication by language speakers

2.3.2.2 Types of cade switching

There are several categorizations of code switching types Gumperz in 1982 distinguishes two kinds: situational and metaphorical code switching

According to Gumpez, situational code switching occurs when the languages

used change because of the extra-linguistic reasons like im_ situations, interlocutors, or type of activity undertake, etc while the change of language in melaphurical code switching is the change of topic in the ongving discourse

Auer (1984) differentiates bebween parlicipant-related and discourse related

code switching The participant related code switching is used to negotiate the proper language in terms of the preference or competence of the individual who performs the switching or those of co participants in the conversation Discourse related code switching, however is used to organize conversation by contributing

to the interactional meaning of a particular utterance

Poplack (1980) stated that there are 3 types of code switching such as Tag

switching inler-sentential switching and intra-sentential switching

- Tag switching is considered as an inserlion of a lag in one language into an utterance which is entirely in another language

“Tey, hi! Các cậu đi đâu đây?”

‘The type of code switching used in the sentence above is classified into tag

switching, “Hey, hi” is an expression of saying hello to all members

- Inter-sentential switching is a “switch at a clause or sentence boundary”

which means it occurs outside the sentence or the clause level

The example of inler-sentential swilching is az below

“ Té khéng biết chuyện đâu, nhưng what happened really?”

- Intra-sentential switching could be used in the middle of sentences or clauses

or even words The example olf this code switching can be seen as lollow

“tớ đang cổ gắng dành scholarship tại trường đó vì nó lả một trường nỗi tiếng ”

2.3.2.3 Reasons tar code switching

Myers-Scotlons (1993) s

motrvations, functions and reasons have been studies by lots of linguists The

views of Appel and Muysken (2006), Malik (1994), Gumpers ( 1982) and Baker and Garcia (1993) would be mentioned in this study

Baker and Garcia, in their book (1993)- foundations of bilingual education

that code switching serves sacial functions so its

and bilingualism mentioned that there are 13 basic types of reasons for using code switching, which may vary according to the speakers, the context and the

topic of the conversation According to Baker and Garcia, the reasons for speakers

to switch from one language to another language may be

- to emphasize a certain word or a particular point in the conversation

~ to substitute a word in one language which is not known lo the bilingual in

the other language

- to introduce a certain topic related to experiences in a second language that particular language might be used,

- to have an equivalence when the words, phrases or concepts are not always

expressed in the same way or do no have their equivalents in the other language

- to reinforce a request when the speakers command or ask someone to do

something lor them

- to repeat or clarify a point or make the contents understandable or clear

- to reinforce the closeness of the relationship in society This view of Baker

10

and Gareia is very close to the one of Harding and Riley According to Harding

and Riley (2003: 65), children are also skilful in using switching as a marker of solidarity with the person they are talking to so using the change of language to

remforee the closeness of relationship

- To quote something relating to a conversation held previously

- To share communicating common identify According to Gal (1988-p247),

code switching is a communicating strategy used to cross, destroy or establish group boundaries or to create, change or evoke relations with their right and

obligations And Nwoye (1993-p371) mentioned that code switching may occur in

an interaction between two speakers who share a same language because they

want to make their shared common identity mangicst

- ‘To exclude people from a conversation Gal also stated that code switching

may be used to create or establish relations but also used to isolate and exclude

others who do not share the same codes

- To change mood In other word, code switching may be used to ease tension

and inject humor Ex: Oi, té xin 131 nhé

Okay, no problem dau nhé

- Code switching may be used to change to attitude

Other reasons also mentioned by Baker and Garcia such as topic change,

addressing oneself, arousing altention, expressing opposilion, hedging and

showing respect toward others

However, According to Gumperz (1982) the reasons for communicator to

switch is

- To appeal to the literate

- To appeal to the illiterate

- To convey precise meaning

- To case communication, i¢., utilwing the shortest and the casicst route

- To negotiate with greater authority

- To capture attention, Le stylistic, emphatic, emotional

11

- To emphasize a point

- To communicate more effectively

- To identify with a particular group

- To close the status gap

- To establish goodwill and support

And Malik listed ten reasons for using code switching in communication

(1994) The reasons that Malik (1994) mentions

- Lack of facility, lack of competence

- Semantic significance

- To address different audience

- To show identity with a group

- To amplify and emphasize a point

- Mood of the speaker

- Habitual expressions,

- Pragmatic reasons

- To attract attention

The explanation of all 10 reasons mentioned by Malik (1994) is cited from

Eldin, A A ‘I 8 (2014)- Socio Linguistic Study of Code Switching of the Arabic

Language Speakers on Social Networking- International Journal of English

Linguistics4(6),78 and they could be understood as below

- Lack of facility:

According to Malik (1994), bilinguals or multi-linguals often code switch when they cannot find an appropriate expression or suitable words to carry on the

conversation and the code switching used may be culturally conditioned

“Cậu đã hoàn thành xong chiên lược marlreting của tuần này chưa?”

- Lack of Register

This happens when, according to Malik (1994), speakers are nol equally

compelent in two languages and when the speakers do not know the terms in two

languages, then code-switching occurs ‘his reason always appears in some

12

occupation such as in the speech of doctors, lawyers, cngincers owing to the fact

that proper terms in their mother language or in any other language other than English may not be available to them, as the result they utilize English

terminology that they are familiar with This can be identified as a great deal of lexical code mixing, The cxample of this type can be scen as below

“Bệnh nhân đã chụp X-Quang chưa?”

Rôi, và ông doctor đã kế cho anh ta 3 viên paradol uông.”

- Mood of the Speaker

Malik (1994) says that when bilinguals are tred or angry, code switching

takes place although the speaker can find the appropriale words to express his

mind in both Vietnamese and English but the native language is still commonly

used when the speaker has a disturbed mind

“Đừng có hỏi tớ đồn đập như thể vi tớ đang exhausted lim day!”

“Cô 1a là kẻ annoying và insane nhất mà tớ từng gặp”

- dfabitual Expression

Malik.(1994) stresses the fact that cade switching often occurs in fixed

phrases of greeting and parting, commands and request, invitation, expressions ol”

gratitude and discourse markers such as ©, yes (listen) and You know, ete

“ghe nói cậu đỗ đại học rei ait Congratulation nhé!”

“ohhh hi, long time! [Dao nay thé nao roi?”

- To Emphasize a Point

Switching is also used to emphasize a point The example of this reason can be

seen as bellow:

‘Te that siz khéng mudn nhic dén no, chi la né di over, aver réi

In above example, the speakers switch to English at the end of the statement just to express his point that he didn’t want to mention the past issues because it’s Just in the past like it was over

- Semantic Significance

Malik (1994) claims that code switching used as a verbal strategy at a

particular moment can convey scmantically significant information

13

- To Show Identity with a Group

People of the same group or culture often use code switching to share value and experiences When they code switch, the original words and phrases used are maintained to represent a sense of belonging and familiarily Lo the group

- To Address a Different Audience

Malik (1994) states that code switching is also used to convey messages when

the spoaker intends to address people coming from various linguistic backgrounds

- Pragmatic Reasons

According lv Malik (1994), sometimes, the alternation belween two languages

is dependent on the conversational context so cade switching may present a

different degree of speaker involvement

Gumperz (1982) also has the same idea when he notes that switching may emphasize varying degrees of speaker's invelyement

- To Attract Attention

When two languages or more are used, people are often attracted by the

language thal they are familiar with In the mecha, code-swilching 1s used to attract

the attention of audiences For example, in the English newspaper, the readers

always focus on the language background that they originate from when they

come across their first language

There are so many other reasons for commumeators to use code switching in

their daily conversation however for the purpose of this study, the writer will base

on Malik’s ten functions of code switching to give a clearer view on why ESL

students used to use code switching in their conversations These classifications of

reasons will be the basic theoretical frameworks in collecting and analyzing the

collected data.

CHAPTER ITI: RESEACH METHODOLOGY

‘This chapter discusses the methods applied in the study to get the data and data analysis like contoxts, respondents, instruments to collect data and data processing

3.1 Method of the study

Quantilative and qualitative method will be used in this research to analyze the data in number and descriptive way With qualitative method, the rescarcher will collect the data through careful analysis and based on what the research observed, heard from conversations made by participants Qualitative approach is uscd because the result of the data analyzed is m descriptive phenomenon such as word, sentence and utterance Quantitative data is also used because il refers lo the systematic empirical investigation of social phenomenon

via statistical, mathematical or numerical data or computational techniques

slalislics and

(Babbies-2010) so the data collect will be in numerical [orm such

percentages With all these method, the writer will desenbe in percentage the

reasons of code switching of cach statement as utterance in conversation and

explain the motive in order to know the reason why code switching occur in

communication of participants

3.2.Setting of the study

The selling of this study was at the English language department and

international law al Diplomatic Academy of Vietnam The study focused on the English language and international law departments because the English is used

daily as 4 conversational tool in communication of students in the departments

since the students at department of English language daily leam and make

conversation to cach other im English and the students al mtemational law are

taught and leam their lessons in Fnglish, so the intensity to do code switching is much higher than others so students may often use code switching between their mother tongue and foreign language in communicating to each other

3.3.Purticipants of the study

This study carried oul with about 80 Vietnamese students from the age of 18 lo

22 years old who are attending at Diplomalic Academy of Vietnam and who are

majoring in English and international law The researcher will observe and focus

on evaluating and analyzing conversations of participants To protect participant’s privacy, the writer explained about the purpose of this research to all participants and also got the permission from them

lessons and at break lime or out of class All students at the classes were m[ormed

about the observations bul they do not know anything about the purposes of the

observation The observations included students’ discussions about their class and

lessons as well as conversations These observations provided the writer with an opportunity to detenn ine the reasons and topic used for code switching in the class and it clarified why and when student switch codes

3.4.3 Recording

In addition to observations, audio recordings were used in the classroom to

record interactions between the sudents’ speaking Similarly, when the focus group discussions were on going, the conversations were recorded In other

16

words, in order to describe the patterns and the motivation of code switching in language varictics, data was gathered through a large sample of daily

conversations which was collected through audio recording and observation during their class time and break time at lessons and even in their dormitory

rooms During the time of recording, most of the participants were aware that they were not being recorded The length of the recording time and the number of participants were varied in each conversation, then the recorded conversations among subjects were transcribed and code switching utterances were identified

They wore occured when the language shill in the conversation happened

3.4.3 Questionnaires

Questionnaire has become one of the most popular research instruments applied in the social sciences because of the essence of scientific research that is to find the answers for the questions in a systematic manner ( Domeyi,2003:3) The

main attraction of questionnaires is their unprecedented efficiency in terms of researcher’s time, effort, and financial resources By administering a questionnaire to a group of pople, one can collect a huge amount of information

im less than an hour and processing to collect dala can be also fast if the questionnaire is well constructed, therefore, with the aim of investigate the

opinions of one hundred responded for this study, the writer chooses survey questionnaire as the best approach

‘The questionnaires were made based on the identified code switching

occurred in the recorded conversations There are 3 parts of questionnaires The first one 1s to figure out the frequency of using code switching in daily life of EST

sludents and whether il does Lacrilale interpersonal communication Lor students

parli¢ipating in the study This is also to suport the third question about “How often do ESL students use code switching between Vietnamese and English” and fourth one “Does code switching facilitate interpersonal communication for students participating in the study” ‘he second section of the questionnaires is to

find out the mam reasons explaining for why the RSI students use code switching

in their conversation based on the theory of Malik and other reasons mentioned by

the participants To be more convenient and easier for the participants 10 undersland the mam reasons mentioned by Malik (1990), the writers converted the

explanations of reasons mentioned by into other easier understandable sentential reasons The last section is to figure out the type of code switching used by speakers in their conversation based on the theory of Poplack

‘The questionnaires then were distributed to 100 students learning at English

and Internabonal law departments of Diplomate Academy, however T only

received about 78 responses including 38 responses from female and 20 responses from male participants Age and the number of years the participants have been learning English is different from 2 years to 5 years The writer analyzed the function of code switching by using the data collected from the students’

questionnaires and the observations as well as recording,

conversation at discussions, break time, in their dormitory were carried out

naturally he contents of the conversation were transcribed and numbered into

written form as example for illustrating After getting the responses from the respondents, data would be collected and analyzed by combination of qualitative and quantitalive method with the help ol'a system of Tables and Figures.

CILAPTER IV: FINDING

This chapter is to report the findings of five questions raised by the study The

questions are:

1 How often do ESL students use code switching in communication?

2 Which topic do ESL students switch?

3, What is the most common reason for code switching in communication among

ESL students?

4 Does code switching facilitate interpersonal communication for students

participating in the study?

5 What type of code switching often occurs in HSI students’ communication?

The findings of the questionnaires are described, illustrated and narrated in the

figures and tables and the results are found as follow

4.1 Result of question one: [low often do ESL students use code switching in

communication?

The data collected from the questionnaires and observations shows that the

frequency of using code switching is really alot in a conversation Cade switching

exist minimum once or twice in a short sentence and it exits over 10 times in a long sentences Obviously, the speaker does have a habbit of using code switching

in their daily conversation

‘he survey stated that the frequency of participants using English in

Vietnamese communication is also the same 98% of participants does switch

Vietnamese to English while making cunversalions, however only 67,5% of

participants sometimes speak English or switch some English words into their

speaking, which means that they do use code switching in their conversation and 27.3% of them olicn use English in conversation and only 2,6% always speak

English most of their time Only 2.6% of respondents or 2 participants among 78

people taking part in the survey answered that they never use or speak other language in their daily communication

@ always (Iu6n Iuén)

® often ( thường xuyên)

4.2 Result of question two: Which topic do ESL students switch?

Futhermore, the topics for communicating of participants are very diffirent It can be seen from the survery’s results that chat-chit is the main topic where code switching mostly exist In group of 78 people, only 46 people chose chat chit as the subject that they always switch from Vietnamese to English 29 participants

(37,2% of participants) always use code switching when they mention about

educational issues and only 26 people or 33,3% indicated that they often use English when they claim about personal issues in life The percentage of people who use code switching in conversation to talk about issues arising at work or social issues is very small Only 20 people or 25,6% of participants use English when they mention about personal issues at part time workplace and only 14,1% switch Vietnamese to English when social issues are their topics Emotional issues are the lowest when only 9 people or 11.5% of respondents considered that they

only switch when they would like to express their emotions in communication

20

participants

workplace

5 Social issues such as polictics, "1 141

music, movies, cultures etc

Table 1: Topics for switching from Vietnamese to English

1n conclusion, the main topics that code switching phenomenon appears in the

conversation of ESI students are when they chat chit to cach other and when they

want to share problems or issues they mect in education

4.3 Results of question three: What is the most common reason for code switching in communication among ESL students?

Switching from Vietnamese to English appears quite common in speaking about education issues and when they chat to each other so the reasons why the

participants often switch from Vietnamese to Hnglish when speaking is reallly concerned by the writer 'hrough the research process, the results are found as

follow

Number of

I switch I can’t find or think of any

Vietnamese words to express my mind

I use it because it’s a Latin word and

everybody is getting used to it sol am used

In the communications of students taken part in the research, there are a lot of

specific words used and they code switch them back and forth regularly because

they maybe forget the words while speaking or they would like to have a clear explanation about the them There are 35 (45.5%) respondents used code

switching in the conversations because of this reason

Example 1

A : Rep tour đây, đi tour day

B: Người ta là nhân viên của marketing

A: gui ta gọi lả tour guide

A: Kguoi ta gọi lả gì nhỉ, tour agency !

Example 2

TIuyên: Chị không học theo các tips dau Chi toan làm theo câm tính

Tuấn: Lay hén

Huyén: Dau, co thay tag gì đâu

Tuấn: Chị đăng nhập lại, xong chị øwf ra Thôi ty em fag vào cho

Huyễn: Con Joe dâu? Thể cái baokigt em bảo thể nào rồi? Đi đâu mat rỗi?

A: Day la hai cai fink 11 lam form đơn giống cái em gửi này, form don nay st

bao gém form don chung, xong tách ra kiểu mợi người apply vào de ban hau

cân hay ban design hay ban gì đây.Đây thì toàn bộ câu hỏi phải xong hệt rồi, vẫn

để bây giờ là đưa bân để design làm thôi (2kie chưa ?

B: Okie