Code mixing used on facebook social network by EFL students at high school for gifted students, hanoi national university of education

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* NGUYỄN THỊ VÂN “CODE MIXING USED ON FACE

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

*********************

NGUYỄN THỊ VÂN

“CODE MIXING USED ON FACEBOOK SOCIAL NETWORK BY EFL

STUDENTS AT HIGH SCHOOL FOR GIFTED STUDENTS, HANOI

NATIONAL UNIVERSITY OF EDUCATION”

Hiện tượng trộn mã tiếng Anh trên mạng xã hội Facebook của học sinh

chuyên Anh ở trường chuyên Sư Phạm Hà Nội

M.A THESIS

CODE : 8220201.01

Hanoi, 2018

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

******  ******

NGUYỄN THỊ VÂN

“CODE MIXING USED ON FACEBOOK SOCIAL NETWORK BY EFL

STUDENTS AT HIGH SCHOOL FOR GIFTED STUDENTS, HANOI

NATIONAL UNIVERSITY OF EDUCATION”

Hiện tượng trộn mã tiếng Anh trên mạng xã hội Facebook của học sinh

chuyên Anh ở trường chuyên Sư Phạm Hà Nội

DECLARATION

I hereby certify that the minor thesis entitled “Code mixing used on

Facebook social network by EFL students at High School for Gifted Students, Hanoi National University of Education” is the result of my own work in partial

fulfillment of the requirements for the degree of Master of Arts in English Linguistics at Faculty of Post-graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi The research has not

been submitted to any other university or institution wholly and partially

Hanoi, 2018

it in both spoken and written data, such as H.D.Tuc (2003) and T.T Cuc (2012) In this study, attempts were made to investigate the patterns and levels of code-mixing

of English by EFL students in High School for Gifted students, Hanoi National University of Education (HNUE) on a social network Facebook The data of this study was collected from 35 Facebook users, randomly chosen from the 35 high school students in HNUE, during five weeks Both qualitative and quantitative methods were used to analyze the code-mixing patterns and levels used by students

in their Facebook status and reasons for code-mixing phenomenon

LIST OF ABBREVIATIONS, TABLES AND FIGURES Figure 1: A parsing tree for insertion ( Muysken, 2000:7)

Figure 2: A parsing tree for alternation ( Muysken, 2000:7)

Figure 3: A parsing tree for congruent lexicalization ( Muysken, 2000:7)

Figure 4: A triangle of code-switching types ( Muysken, 2000:9)

Figure 5: Reasons for code-mixing English on the social network Facebook by

young students at High school for Gifted students, HNUE

Table 1: Analytical framework ( Muysken, 2000)

Table 2: Distribution of code-mixing patterns ( Muysken, 2000)

Table 3: Levels of code-mixing

Table 4: Most frequent code-mixing phenomenon

Abbreviations

HNUE: Hanoi National University of Education

L2: second language

L1: Vietnamese

ML: the matrix language

EL: the embedded language

TABLE OF CONTENTS

DECLARATION 1

ACKNOWLEDGEMENTS 4

INTRODUCTION 1

1 Rationale for the Study 1

2 Research questions and research objectives 2

3 Scope of the Research 3

4 Significance of the study 3

5 Structural Organization of the Thesis 3

CHAPTER 1: THEORETICAL BACKGROUND 5

1.1 Language contact 5

1.2 Code mixing 6

1.2.1 Code 6

1.2.2 Code mixing 6

1.2.3 Code mixing and code switching 7

1.2.4 Code-mixing and borrowing 9

1.2.5 Patterns of code mixing 11

1.2.6 Constraints on code mixing 14

1.2.6.1 Linguistic constraints on code mixing 14

1.2.6.2 Extra-linguistic factors related to code-mixing 15

1.3 Review of previous studies 16

CHAPTER 2:RESEARCH METHODOLOGY 20

2.1 Research methodology 20

2.2 Data Collection Instruments 20

2.3 Data Collection Procedure 21

2.4 Data analysis: 22

CHAPTER 3 DATA FINDINGS AND DISCUSSION 24

3.1 Patterns of code-mixing 24

3.1.1 Statistical findings: 24

3.1.2 Insertion 25

3.1.4 Congruent lexicalization 29

3.2 Levels of code-mixing 31

3.2.1 Findings of the quantification of mixed word class 31

3.2.2 Overview description and discussion of mixed word classes 32

3.2.2.1 Nouns 32

3.2.2.2 Verbs 38

3.2.2.3 Adjectives 41

3.3.1 Vietnamization of English vocabulary 43

3.3.2 Englishisation of Vietnamese 45

3.3.3 New word coinage 46

3.3.4 New clipping pattern 48

3.3.5 Grapheme ommision 50

3.3.6 Acronyms 50

3.4 Students‟ explanation for their use of code-mixing 52

3.4.1 Summary of the findings 52

3.5 ANSWERS TO THE RESEARCH QUESTIONS 55

3.5.1 Answer to Research question 1 55

3.5.2 Answer to Research question 2 56

CHAPTER 4: CONCLUSION 58

4.1 Recapitulation 58

4.2 Limitations of the Research 59

4.3 Suggestions for Future Research 60

REFERENCES 61

APPENDIX 63

INTRODUCTION

In this chapter, the problem and the rationale for the study, together with the objectives and the scope of the whole paper are clearly stated and explained Above all, this chapter also builds the research questions to work as clear guidelines for the

whole research

1 Rationale for the Study

Recently, the interest of learning and using foreign languages has increased English is one of the foreign languages frequently used besides the mother tongue With the growing influence of globalization, English is now considered as a lingua franca that is widely learned Therefore, many countries have become multilingual with the frequent use of English in their daily life It is observable that many English words used as substitutes appear in the newspapers, magazines or social network of other languages, which has aroused interest of various linguistic and sociological researchers Sharing the same desire, it is also wished to get the holistic view on the process of producing such a mixture of English language into the researcher‟s mother tongue,Vietnamese

English have been nationwide taught in all Vietnamese schools for the past ten years; consequently, they could be exposed to English at the early age As a result, English turns out to be familiar with them Furthermore, under the boom of entertainment industry and Western influence, English, more or less, become preferable in media It was also proved by Leung (2010) that young people preferred code mixing For those reasons, Vietnamese young people are chosen as the subject of the study

For half a century, quite a number of research have been done on code-mixing both in spoken and written languages performed by a number of researchers In

2003, H.D.Tuc also had a close view on spoken code-mixing of English into Vietnamese community In 2012, a research on code-mixing in written language was conducted by T.T.Cuc Though valuable results have been found, they still leave the gaps for code-mixing for Vietnamese teenagers

Such issues, as described above, have given me a desire to investigate this phenomenon of code-mixing Additionally, the researcher conducts the research about code mixing because the researcher is interested in continuing the study of the previous researchers in sociolinguistics especially in the linguistic realization of code mixing and the reasons for using code mixing by high school students at High school for Gifted students (HNUE) The previous researchers discussed about code mixing which are used in magazines, manual user, and a community This research

is expanding the form of code mixing on social media networking especially Facebook Then, it also classified various kinds of reasons provided by the correspondences to show their reasons for using code-mixing

For all of the reasons listed above, this research was carried out to focus on the patterns and levels of code-mixing of English on Facebook, a social network by EFL students at High school for Gifted students, HNUE using both qualitative and quantitative methods The research, once finished, is expected to shed some light on code-mixing patterns and levels high school students used on Facebook in general, raise sociolinguistics‟ awareness about related issues and lay a foundation for further studies

2 Research questions and research objectives

The specific objectives are raised as follows:

a Examine the frequency of using code mixing between English and Vietnamese on Facebook among EFL students at High School for Gifted Students, Hanoi National University of Education (HNUE)

b To find out the types of code mixing of English that high school students in HNUE often utilize on Facebook social network

c To determine the main reasons for high school students in HNUE code mix

on Facebook social network

Particularly, the study attempts to answer these following research questions:

a What is the realization of code-mixing on Facebook of EFL high school students in HNUE?

b What are reasons for the code-mixing in online postings on Facebook by EFL high school students in HNUE?

3 Scope of the Research

This study only focused on the actual situations and some major issues related to code-mixing of English on the social network Facebook by 35 high school students

in HNUE

4 Significance of the study

This study aimed to to illustrate the patterns and levels of code-mixing of English by high school students in HNUE on the social network Facebook and the reasons why students code-mix Firstly, the research itself, partly helped the readers have a deeper and more comprehensive understanding of code mixing used on the social network Facebook by EFL students at High School for Gifted Students, HNUE Secondly, in the light of the obtained results, it will aslo be helpful for the upcoming researchers to get into new direction for their own study In other words, academically, this research can be used as an additional reference for discussion of

sociolinguistics study, especially about code-mixing phenomenon

5 Structural Organization of the Thesis

Finally, to guidance for either the researcher in writing the research paper or readers in reading the whole contents of research paper, the researcher set up the order of the research paper as follows:

Part A - Introduction – provides the rationale of the study, aims and objectives and the significance of the study as well as raises research questions

Part B - Development - consists of three chapters:

Chapter One – Literature review – presents an overview of relevant literature on the issues of code-mixing

Chapter Two – Research methodology – provides a description of research methods, selection of the participants, data collection instruments, and data collection procedures

Chapter Three, Four – Findings and discussions - presents the results of the study and the discussion of the results

Chapter Five– Conclusion - summarises the main points of the study, draw some conclusions, points out the limitations of the study and make some suggestions for further research

In this chapter, the researcher has elaborated on these following points:

(1) Rationale for the study

(2) Research questions and research objectives of the study

(3) Scope of the study

(4) Significance of the study

(5) An overview of the rest of the paper

To sum up, these elaborations have not only justified the major contents and structure of the study but will also work as the guidelines for the rest of the paper

CHAPTER 1: THEORETICAL BACKGROUND

1.1 Language contact

Language contact has attracted the interest of many scholars, who describe it as a phenomenon where two or more distinct languages come into closest use within the same speech community According to Weinreich (1974), he claimed that “Two or more languages are said to be in contact if they are used alternately by the same persons” Matras (2009) said that “Language contact occurs when speakers of different languages interact and their languages influence each other.”Language contact takes place everywhere It is hard to find an existing language that survives without having any contact with others Besides being the main factor leading to the actions of code-mixing linguistic items and borrowing, language contact is viewed as one of the external factors that „can, and often does, lead directly to structural linguistic change‟ according to Thomason (2006: 1) Language contact occurs when there is interaction between people from different language backgrounds Robins (1989: 14) sees language as „adaptable and modifiable according to the changing needs and conditions of speakers‟ The adaptability and modifiability of language can

be seen in the adaptation of vocabulary to the scientific and industrial developments

as well as in the importation of foreign words Other researchers raise the questions such as to what degree of difference the code used in two „languages‟ has to be and whether different dialects are categorised as different languages (Appel & Muysken, 1987: 3; Thomason, 2001: 3) Thomason (2001: 1) gives a more flexible definition of language contact as „the use of more than one language in the same place at the same time‟ This indicates that fluent bilingualism is not essential but communication between different languages is necessary Moreover, contact can occur without speakers of two or more languages being in the same place at the same time, as in the case of contact through music, films, internet, books, magazines, and newspapers Thomason‟s definition covers a wider range of language contact, including spoken and written contact, and can therefore be used as the guiding definition in this study for the analysis of language contact in the social network Facebook

1.2 Code mixing

1.2.1 Code

Code is a familiar term used in almost every field According to Stockwell 9), a code is “a symbol of nationalism that is used by people to speak or communicate in a particular language, or dialect, or register, or accent, or style on different occasions and for different purposes.” Similarly, Ronald Wardaugh (1986:101) also maintains that a code can be defined as “a system used for communication between two or more parties used on any occasions.” When two or more people communicate with each other in speech, we can call the system of communication that they employ a code Therefore, people are usually required to select a particular code whenever they choose to speak, and they may also decide to switch from one code to another or to mix codes, sometimes in very short utterances and it means to create a code On the other hand, according to Holmes (2001), code

(2002:8-is used by sociolingu(2002:8-ists to describe the lingu(2002:8-istic choices Code choices relate to the social factors Thus, language is not used as a highest level, but also refers to language selection such as accent, social class or social dialect Varieties and styles are summarized in the barrel language (polite style, respectful style, intimate style

or casual style) Meanwhile, according to Ayeomoni (2006), code is a verbal unit and it can be small like a morpheme or complicated and comprehensive like the whole system of language From those opinions of the code given by many linguists above, it can be concluded that a code can be said as a language The code is a form

of the language variation that is used by a society to make communication with other people

1.2.2 Code mixing

Code-mixing is the change of one language to another within the same utterance or

in the same oral/written text Muysken (2000) defines code-mixing as the lexical items and grammatical features of two languages that in the same sentence According to Li (1998; 2000), “code-mixing refers to any a mixture of linguistic elements of two or more language systems in the same utterance at various levels: phonological, lexical, grammatical and orthographical” Wardhaugh (1986:103)

explains that “code mixing occurs when a conversant uses both languages at the same time to show that they change from one language to the other in the course of

a single utterance” In addition, Nababan (1991: 32) says that it is a mixing of two

or more language or language variation in speech act or discourse without something in using language situation which demands the speaker, it is only because of informal and speaker habitual Other definition from Suwito (1985), concept of code mixing is the use two languages or more by inserting the elements

of one language to the other, which is used consistently Furthermore, Suwito (1985) states if in an utterance there is a mixing combination between varieties of languages in a same clause, it is called code mixing What he means by the language varieties here are dialect, registers, styles, etc In addition, Myers- Scotton (1993a) states that code-mixing is considered as a socially functional phenomemon which occurs with the speaker‟s intention

It can be deduced from the definitions above is that code mixing is code variation which other language insertion in one utterance when speaking, use two languages,

caused by informal situation, and habitual of multilingual society

1.2.3 Code mixing and code switching

Code-mixing is sometimes referred to as code-switching However, some authors distinguish between code-mixing and code-switching Muysken (2004) and Wardhaugh (1992) see code-mixing as occurring at the lexical level (i.e within a sentence) and code-switching as relating to an alternation of languages between clauses, sentences or utterances

Ritchie and Bhatia (2004) distinguish code-mixing from code-switching in terms of the use of various linguistic units such as morphemes, words, modifiers, phrases, clauses and sentences within a sentence (for code mixing), and words, phrases, clauses and sentences across sentence boundaries within a speech event (for code switching)

The employment of the two phenomena appears to be terminological Therefore, some authors, for example Ritchie and Bhatia (2004), use the term language mixing/switching, or Barnard and McLellan (2014) use code-switching to refer to

both of these two phenomena Sharing the view that there is not a clear distinction between code-mixing and code-switching, other authors argue that both phenomena are “parole”, i.e speech, not “langue”, i.e language (Hamers & Blanc, 2000, p 270), and are on a continuum (Gardner-Chloros, 2009) According to Hamers and Blanc (2000) code-mixing, similar to code-switching, is the transference of elements from language A, or the base language, to language B The core distinction between code-mixing and code-switching appears to be the language level at which the phenomena occur That is, code-switching can occur across sentences, or at an inter-sentential level, while code-mixing only occurs within a sentence, i.e., at intra-sentential level The phenomenon of code-mixing and code-switching is defined differently resulting from different research interests and perspectives

Like Bokamba (1989) states that these two phenomena serve different linguistic and psycholinguistic functions, and thus must be distinguished from each other He adds that while code-switching does not necessitate the interaction of the grammatical rules of the languages involved in the speech event, code-mixing does To illustrate, Bokamba (1989) gives the following examples from Kinshasa Lingala and French:

Example 1.1 Na- ke- i Kimwenza je revien-s dans une heure

I-go- I past Kimwenza I return- 1 pers in one hour

(I have gone to Kimwenza I will return in an hour.(Bokamba, 1989, p.279))

Example 1.2 Mobali na yo a- telephon- aka yo deux fois par jour spouse of you he

telephone- Hab you two times per day

(Your husband calls you twice a day.(Bokamba, 1989, p.279))

According to Bokamba (1989), Example (1.1) is a demonstration of code-switching because there is no interaction between the rules of the Lingala and French syntax The speaker shifts from one language [Lingala] to the other [French] inter-sententially Example (1.2) demonstrates code-mixing because there is a clear interaction between the syntactic rules of the languages Consequently, in his study code-switching and code-mixing will be treated as two different phenomena

In this study, we adopt the view point of Poplack (1980), Holmes (1992) and Liu (2008) which indicates that code-switching relates to clause/sentence and discourse while code-mixing refers to mixing the various language units below clause level within a sentence.The examples below are given to illustrate the differences between code-switching and code-mixing

Example 1.3:“Những năm đầu tiên đi làm, bạn hãy luôn nghĩ “Work to learn not work

to earn” Cuối buổi, chị Hồng Len nhắn nhủ các bạn “Keep calm and fly high!”… (She said: "In the first years of work, always think" Work to learn not work to earn

" At the end, Ms Hong Len reminded you " Keep calm and fly high! " )

From the example 1.3, it can be seen that code-switching occurs when translating from Vietnamese code to English code while maintaining the integrity and standards of both languages

Example 1.4:“Khởi điểm của trào lưu này là ở châu Âu với những party mùa hè sôi

động, những concert ngoài trời lấp lánh vào buổi tối”

(Beginning of this movement is in Europe for the summer's most popular party, the sparkling outdoor concerts in the evening.)

From the example 1.4, the Vietnamese language plays a role of main code, inserted English words are only auxiliary codes, mixed into main codes It is concluded that code mixing is as characteristic of mixing English in Vietnamese language communication of young people According to the syntactical criteria of the Poplack (1980) transcode model, English units are only mixed with meaningful units, not ensuring syntactic forms If transcoding is the phenomenon of a person speaking multiple languages, each code is an "intact language", then mixing code is

to use the "small pieces" of codes mixed in other languages

1.2.4 Code-mixing and borrowing

There has been a variety of studies conducted to tell the difference between mixing ( as a subtype of code-switching) and borrowing Borrowed words (or loan words) are described by Hoffmann (1991) as features of “langue” ( p.102) This means that when words from a language have entered the vocabulary system of another language and are ready for use by the community after a process

code-of assimilation code-of certain aspects, they are seen as loan words The process code-of assimilation is revealed, for example, through the pronunciation and/or grammar and/or spelling In this case, the phenomenon of borrowing is not a feature

of speech or “parole” (M F Mackey, 2000), as “parole” is seen as an individual‟s production (writing/speaking) of language pieces, for example an utterance or a long speech

Some authors (e.g., Haugen, 1956; Poplack, 1980) argue that code-mixing ( as

a subtype of code-switching) and borrowing are distinguishable They usually base their distinction on two aspects: assimilation and the language unit level

of the phenomenon For example, Poplack (1980) distinguishes borrowing from code-mixing by describing borrowing as the adaptation of lexical material

to the morphological, syntactic and phonological patterns of the recipient language

In sum, in this paper, loan words are considered to be those words that come from the L2 (English) and are assimilated (in one or more aspects such as pronunciation, spelling, grammar) into the L1 (Vietnamese), or are used by the Vietnamese community, or have even entered the Vietnamese lexicon The phenomenon of borrowing is seen as the using of words from the L2 in utterances of the L1 by individual/s without any assimilation Obviously, those words have neither been accepted officially by the Vietnamese community nor entered the lexicon

of the L1 Accordingly, the phenomenon of borrowing does not include loan words Therefore, it is considered that borrowing is a form of code-mixing The term “code-mixing”, thus, is used in the present study to refer to instances of words

or phrases which the speakers directly borrow from English without adapting such words/phrases into Vietnamese For example, words such as “email”,

“Google”, or “video clip” appear to be widely used by Vietnamese youngsters though there are Vietnamese words equivalent to them.However, many Vietnamese people tend to borrow these English words and use them in their conversations When inserting such words into their utterances, two cases may occur The first case is when people phonologically adapt the words to Vietnamese, pronouncing “email” as /i-mei/ or /i-meo/, “google” as /guk-gǝ /, and

“video clip” as /vizeo-kǝ -lip/ This first case will be considered examples of loan words because those words are assimilated to Vietnamese phonetically.The second case is when the speakers insert those words into their utterances but still pronounce them as they are pronounced in English, i.e without any adaptation to their first language This second case is viewed as an example

of the borrowing phenomenon, (i.e., involves the speakers‟ insertion of the words that are borrowed from English without any indication of adaptation), and will be counted as code-mixing Note that the speakers‟ use of the borrowed words as exemplified above occurs in the context where they are sometimes used

by the media, and tend to be used more and more by young Vietnamese people

1.2.5 Patterns of code mixing

Pieter Muysken (2000) states that the term “code- mixing” refers to all cases where lexical items and grammatical features from two languages appear in one sentence Code mixing is a mixture or insert foreign words (other codes) between two or more languages in small units may be in words or short phrases in speaker or writer utterance, in which there is a dominant language to make it sound cool and give appropriate context to the listener or audience, then it makes the speaker or writer enjoy and relax to use the language Pieter Muysken (2000) suggests that there are three main code-mixing patterns which may be found in bilingual speech communities, they are: Insertion, Alternation and Congruent Lexicalization The patterns of intra-sentential code mixing found are often rather different from one another

Muysken‟s (2000) aim was to unite the previous theories and create an umbrella model that could account for every single instance of mixing According to

Muysken (2000), people can code-mix in three different ways: insertion,

alternation or congruent lexicalization

Insertion takes place when the relationship between the languages involved is unequal In insertion, one language is the matrix language (ML) into which short constituents of a second language – the embedded language (EL) – are inserted An example from Muysken of an inserted Dutch prepositional phrase into Moluccan Malay is quoted below:

“Kalau dong tukan bikin dong tukan bikin voor acht personen dek orang cuma when they always make they always make for eight persons and then people only nganga dong makan “look they eat „When they [cook], it is always for eight

people, and then they only look at it, they eat…‟ (Muysken 2000: 4)

Muysken‟s second type of mixing is labelled alternation Alternation comprises exactly what the name implies: an alternation between two language systems within

a clause or a conversation It contrasts with insertion, because in insertion one language dominates the sentence structure and determines the grammatical frame (the ML) In alternation, there is no dominating language: the grammatical frame of both languages is used to create a sentence The speaker will, at the switch point, leave one language system entirely to enter another instead of inserting constituents into the frame of one dominant (matrix) language This alternation of language systems is clear from the example that Muysken (2000) provides of an alternation between Dutch and Moroccan Arabic: maar „t hoeft niet li-„anna ida seft ana … but

it need not for when I-see I „but it need not be, for when I see, I….‟ (Muysken 2000: 5) There is no dominant language in this fragment and the switch involves a complete change of language system

The third type of code-switching, congruent lexicalization, only occurs when the two languages involved are linguistically close to each other or are perceived to be

so by the speakers Because of the similarities between the two languages, perceived or real, constituents can move much more freely within the sentence Within both insertion and alternation, switched elements have to adhere to the structure of one particular language In congruent lexicalization, both structures are felt to be one and the same This results in fewer constraints on code-mixing An example is code-mixing between Dutch and English These two languages share much in terms of constituent order and even lexical items as, for example,

„where‟/‟waar‟ and „is‟ sound very similar in both languages Weet jij [whaar] Jenny is? „Do you know where Jenny is?‟ (Dutch: waar Jenny is) (Muysken 2000: 5).The resulting clause is, therefore, difficult to classify linguistically: while the

beginning of the sentence is clearly Dutch (weet jij), the second part (whaar Jenny is) is structurally and lexically appropriate in both Dutch and English

If these three different forms of code-mixing were to be translated into a parse tree, the top tree node for insertion would be assigned to the ML, and the constituent nodes to a shared ML/EL index when an EL fragment is inserted For alternation, this would mean that a constituent from language A is followed by a constituent from language B, but the top tree node is not specified, since there is a full change

of grammatical systems In congruent lexicalization, the overall grammatical structure is shared by language A and language B In this shared grammatical structure, words from both languages can be inserted at random

The three categories are not meant to be isolated entities: each categories will have some overlap with the next depending on the language contact situation, as is illustrated by the following figure:

Some switches that are classified as insertion, may also display characteristics of

alternation or congruent lexicalization and vice versa

Based on above the patterns, the researcher can conclude that insertion of material

is the same as with the insertion of a words, it means the language unit that stands

on its own, it consists of free morpheme and bound morphemes Meanwhile, alternation means that the alternation arises when two languages can be substituted for each other function in terms of both grammatically and in terms of lexical The last congruent lexicalization as usually defined not only requires that the languages

in contact be structurally congruent, but also presupposes a high level of bilingual competence, as well relatively equal prestige and no tradition of overt language separation

1.2.6 Constraints on code mixing

1.2.6.1 Linguistic constraints on code mixing

Sociolinguists have been interested in not only the functions, meanings and patterns

of code mixing but also the points at which code-mixing occurs in the sentence In other words, what are the constraints on code-mixing? Basing on what has been

researched by Muysken (2000), studies on constraints of code-mixing have undergone three stages:

(i) an early stage focusing on grammatical constraints specific to particular

constructions of specific languages;

(ii) the later stage with classical studies in around 1980s exploring universal

constraints on code-mixing such as Poplack‟s (1980) Free Morpheme Constraint and Equivalence Constraints, Sciullo, A M., Muysken, P., & Singh, R (1986) Government Constraint and Scottons ‟ (1993a) Matrix Language Model;

(iii) the present stage, which may be characterized by the search for new

perspectives of mixing strategies and constraints to particular strategy All these theories, either research agreement or attacks from research community, carry unconvincing counter-evidence to attack themselves While the two former constraints could not be applied to all specific language pairs, the later one failed to define and distinguish the notion of system morphemes (Muysken, 2000) Thus, it is reasonable to admit that adequate formulation of constraints on code mixing are not yet possible

This study is not meant to support any specific constraint of code- mixing but rather take these contraints into consideration when dealing with English and Vietnamese

in contact in a given corpus

1.2.6.2 Extra-linguistic factors related to code-mixing

Bentahila and Davies (1995) realized that code-mixing could not be satisfactorily only along the dimensions of structural constraints or rhetorical functions A consideration of such extra-linguistic factors as age, sex, social works will play an equal role in explanation the patterns of code-mixing as well For instance, Poplack (1980) reported it her study of English- Spanish bilinguals: code mixing was used more often by those with high proficiency than those with less proficiency in English

Myers- Scotton (1993a) made an attempt to provide a general theoretical functions

of the sociolinguistic and pragmatic aspects of code-mixing called “Markedness Model” The theory of “Markedness Model” as well as the role of extra-linguistic

factors are valuable to the researcher when the patterns and levels of code-mixing are analyzed in later parts

To sum up, this study has reviewed linguistics contraints including specific and universal ones as well as extra linguistics influential factors to code mixing The study wishes to fill the gaps left by the empirical studies about code mixing in a social network- Facebook

1.3 Review of previous studies

There are a number of scholars in the world having been done research on mixing For example, Chen (2010) investigates code‐mixing between Chinese and English in magazine advertisements in Taiwan A total of 226 code‐mixed sentences were collected from 64 volumes of 43 different magazines published in Taiwan in 2004 The linguistic analysis reveals that English is often used to add to the colorfulness and attraction of an ad A questionnaire survey was also conducted

code-to find out people's attitudes code-toward code‐mixing in advertising The results of the survey indicate that most respondents view the use of English quite positively Additionally, Leung (2011) conducted a survey of 278 local Chinese residents in Hong Kong to explore their attitudes towards Chinese-English mixing in print ads The results show that most code-mixed ads could be understood and code-mixed copy could best advertise convenience products and shopping products Furthermore, code-mixing was preferred by young and educated people In the Malaysian context, Kia (2012) and his Malaysian colleagues examined code-mixing

of English in the entertainment news of Chinese newspapers in Malaysia This study highlights the identification of the features of English lexical items that were code-mixed into Chinese entertainment news from the linguistics perspective A total of 1,000 sentences from Chinese entertainment newspapers from January to May 2007 were collected It was identified that English abbreviations such as “CD” and “SMS” were inserted into Chinese entertainment news making the sentences simpler and easier to understand Many adjectives were reduplicated, such as “sweet sweet” so that is has the same grammar characteristics as Chinese Many nouns and verbs change their parts of speech when code-mixed into Chinese entertainment

news Furthermore, Yen Miao Ju (2009) investigated the code-mixing phenomenon and found the motivations for code-mixing among a group of trilingual Cantonese- English-Mandarin teenagers through videotaping the Mandarin conversations between trilingual teenagers in a Hong Kong international school Results showed that the individual‟s Mandarin proficiency, language dominance, and the speaker‟s perception of her interlocutors‟language background are three key factors influencing the code-mixing patterns A variety of code-mixing patterns were attested involving Cantonese, Mandarin and English Among these patterns, Mandarin and Cantonese often play the role of being the matrix code while English often acts as the embedded code Similar to previous studies on bilingual Cantonese-English code-mixing, English nouns, including proper nouns and field-specific terminology, are most frequently mixed in as the embedded language Moreover, trilingual code-mixing occurs not only among participants with lower viandarin proficiency for filling up the lexical gaps, but also among those speaking fluent Mandarin whose code-mixing patterns are influenced by a range of sociopragmatic factors The data of this study could potentially constitute a corpus which is the first of its kind documenting Hong Kong trilingual teenagers‟ code-mixing

Code-mixing among teenagers has also been widely researched in Viet Nam One of the pioneer of studying code-switching of English into Vietnamese is H D Tuc (2003) In his study of Vietnamese-English Bilingualism (2003), he chose Vietnamese community in Melbourne, Australia as the subject of the study and he also had a close view on spoken code-switching of English into Vietnamese community in Australia Totally, there were sixty informants with an equal number

of males and females, ranging from eighteen to sixty-two of age, being interviewed The findings showed that among 3157 codes switched found in the corpus, nouns occupy the highest percentage (50.61%), followed by verbs (12.35%) and adjectives (4.6%) Other parts of speech contribute about 10% What is special here is the ratio

of switching at clause level takes almost one fifth of all the switched cases Almost the English codes are about household, working and daily life activities

Another author studying code-switching of English into Vietnamese is Nguyen Quang Tien In his study in 2012, “English-Vietnamese Code-Switching in Tertiary Educational Context in Vietnam”, the objectives are to know what affects the use of English, including its role in code-switching in classrooms in Vietnam, a case study was conducted to address the main question, “What is the impact of the tertiary education context on code-switching in classrooms in Vietnam?” The subject was one teacher of two English classes (one in a public university and the other in a private one) The data for this study include document analysis, classroom observations, the teacher‟s stimulated recalls, and the students‟ written feedback The study found that more code-switching happened in the public school than in the private school due to the in-class time budget, the students‟ English levels, cultural factors, the teacher-evaluation system, and teacher cognition The study also found that inter-sentential code-switching was dominant compared to intra-sentential code-switching

Furthermore, T.T Cuc (2012) carried out a research on code-mixing of English into Vietnamese, in a written form of spoken language Her study investigated six volumes of Hoa Hoc Tro Magazine, a magazine for teenagers which was published weekly and has great influence on Vietnamese youth The findings showed that there were 1379 English lexical items mixed; among which more than 90% were nouns while the rests were verbs and adjectives Most of the words mixed belong to entertainment or IT topics The results from 239 questionnaires collected from three different regions of Northern Vietnam showed that approximately half of the readers understood and felt good about the mixed codes Despite dealing with code-mixing better, the readers with higher education level or better living conditions do not find code-mixing attractive as much as those living in rural areas or studying in lower grades A significant finding is majority of readers refuse to blame on English code-mixing for destroying Vietnamese purity Those findings are helpful in aiding the present research to analyze the data and can be the skeleton for the present study due to the similarities between two corpuses as well as the aims of two researchers Moreover, the purposes of two studies are almost the same – to find out the patterns

of code-mixing For those reasons, the findings of the current study would be compared to those of Cuc‟s when relevant

Among the studies above, some may be dissimilar with the current study in terms of language pair or the corpuses for investigation To give more detailed, the current study is an attempt to further Cuc‟s researches in context with different corpus At the same time, unlike the focus of the study is on a written magazine, it is to focus

on a language variety of high school students in a social network Facebook

Summary:

In this chapter, by providing the key concepts of language contact, mixing, patterns of code-mixing and constraints on code mixing, the researcher has created a theoretical background about the research problem Moreover, with the aims of clarifying the ways of researching, evaluation and adaptation are deeply defined with enormous features Last but not least, the researcher‟ deeper investigation into international related studies helps guarantee the validity of all these concepts and definitions

code-CHAPTER 2:RESEARCH METHODOLOGY

The previous chapter has provided the basic theoretical background for the paper Continuing the line, this chapter underlines the practicality of the research by presenting the method by which it was carried out In details, this method is discussed through four sub headings, namely research methodology, data collection, procedure and data analysis

2.1 Research methodology

The study was conducted using both Qualitative and Quantitative methods

To answer research question 1, the researcher chose a descriptive qualitative method to find out the appearance of types of code-mixing which taken from Facebook Qualitative design is useful for gathering and analyzing data This method is able to provide factual data needed to support the theory of code-mixing through the obtained data for status content analysis Keegan (2009:11) said that

“qualitative research is explores questions such as what, why, and how, rather than how many and how much: it is primarily concerned with meaning rather than measuring Understanding why individuals and groups think and behave as they do lies at the heart of qualitative research”

To answer research question 2, the reasons why youngsters code-mixed from one language to another can also be studied via questionnaire distributed through emails and chat messengers.The researcher conducted a small survey research with 35 EFL students from grade 11A2 in High School for Gifted Students, HNUE participating in the survey about the types of code-mixing used on Facebook and the reasons for utilizing codes on the social network Facebook.The sample of the research nearly covered the entire target subjects, with aim to bringing a more complete result

2.2 Data Collection Instruments

The ultimate goal of this study is to explore the types of code-mixing used by high school students in HNUE and determine the reasons why students code-mixed

on the social network Facebook Firstly, students‟ Facebook statuses where mixing phenomenon occurred began from November 5, 2017 up to December 9,

code-2017 are observed.The research goal is mainly achieved by means of qualitative data

On the one hand, to gain an insight regarding the reasons for code mixing, a carefully structured questionnaire was designed Questions that were relevant to the concept of code mixing and might elicit answers from the 35 participant‟s reasons for code mixing were included in the survey questionnaire designed to obtain a deeper knowledge regarding the research topic The questionnaire comprises 4 questions structured in three main parts The first part consists of the questions about personal information of respondents such as name, age, gender, education backgroud and their contact information (if they are willing) The second part, also the first and the second question ask about the frequency of respondents to code-mix on the social network Facebook and what language respondents utilize on the social network Facebook These questions helps to filter informants so that only answers from those groups who sometimes, usually, often mix codes would count The responses of those who never or rarely would not be considered The third part including the questions 3 and 4 exploring respondent‟s reasons of code-mixing phenomenon Likert scale was also implemented in the question 3 so that informants selected from Strongly Agree to Strongly Disagree The detail of questionnaire is available in APPENDIX 1

2.3 Data Collection Procedure

Data collecting procedure is as follows:

(i) Collecting data of facebook status by high school students in HNUE from

the social network Facebook

(ii) Statically analyzing the data in terms of code mixing types: converting

frequency type of code-mixing percentage by following formula: X = F/N

x 100%

X = the percentage type of code-mixing

F = frequency type of code-mixing

N = total number type of code-mixing

100% = standard percentage

(iii) Analyzing the contents of the code mixing cases

(iv) Designing and delivering questionnaires

Phase 1: Designing and Piloting questionnaires

Based on the Literature Review, the researcher gradually designed the questionnaire for students Then, piloting questionnaires was also conducted with 5 voluntary students, the result of which was taken into great consideration for the formulation of the final draft of Questionnaire

Phase 2: Delivering questionnaires

After redesigned, the student set of questionnaire was distributed to high school students Thanks to the support from students, the researcher met almost no difficulty collecting data

2.4 Data analysis:

After the data had been gathered, they were classified, analyzed and synthesized carefully and systematically with a view to revealing particular patterns to be interpreted later Both descriptive statistics and qualitative data were fully employed

Firstly, in order to answer the first research question,the data for this study was analysed using the works of Muysken (2000) as guidelines to explore the patterns of code-mxixing and also basing on the coding scheme used in H.D.Tuc (2003) and that of T.T.Cuc & D.T.T.Ha (2015) to investigate the levels of code-mixing

As regards to the patterns of code-mixing, the researcher based on Muysken (2000) theory about analyses of typology of code-mixing The characteristics of code-mixing typology are presented in the table below

Table 1 Analytical framework

No Types of Code Mixing Characteristics

the structure of language B

grammatical and lexical level

structurally congruent

As regards to the levels of code-mixing, the classification of the levels of codes which was employed in the study of H.D.Tuc (2003) and that of T.T.Cuc & D.T.T.Ha (2015) categorized into parts of speech such as nouns, verbs, adjectives and others All the code-mixed words or phrases would be put into these groups of parts of speech to see: (1) among all the intra-setential code-mixed words, what functions most of them have (2) which words or phrases seem to happen the most (3) in which module the frequency of code-mixing is the highest

Secondly, in order to answer the second research question,the survey questionnaire was conducted with three parts.The top part of the student‟s

questionnaire, such demographical factors as name, age, gender, education

backgroud will be taken into account to help the researcher get a deep insight about the reasons why high school students code mixed on Facebook In the second part,

as stated earlier, only answers from those who sometimes, usually and often mix on Facebook would be taken as valid responses All the questionnaires were counted and classified into valid and invalid groups In the next part, both questions

code-3 and 4, answers of strongly agree and strongly disagree would be counted to see the percentage of why high school students code-mix on Facebook The detail of reasons why students code-mix is available in APPENDIX 1

Summary

This chapter has justified the methodology of the study by elaborating on the participants as well as the data collection method: questionnaires and giving analytical framework Clarification has also been given to the data analysis methods and process The presentation and interpretation of findings from such analysis are going to be made clear in the next chapter

CHAPTER 3 DATA FINDINGS AND DISCUSSION

The previous chapter has clarified the methodology applied in this study, particularly the descriptions and justifications of the choice of participants, the instruments and data collection and analysis process In this chapter, all the results collected from the questionnaire will be presented and discussed in details

Below are the data presented in accordance with the three research questions The discussion is also engaged in the data presentation with a view to making the arguments more sharply deployed

The discussion is divided into the following areas:

Based on the findings of this study, the summary of the study are:

Table 2 Distribution of code-mixing patterns base on Muysken (2000)

Code-mixing in the form of insertion appeared in 180 statuses made by the high school students of HNUE among the total of 213 statuses that the researcher could identify from the data corpus In other words, insertion code-mixing accounts for 84.50% of the total number of code-mixing cases The insertion of an English word into a Vietnamese sentence written on Facebook by the high school students was so

popular that this number and percentage are obvious evidences of a prominent trend

in students‟ habit of mixing English into Vietnamese on Facebook

As regards alternation, it is placed at the second rank in the occurrences of mixing in high school students' Facebook status with 27 instances (12.68%) A possible explanation for the number of alternation occurrences compared to the number of insertion occurrences might be that inserting a word from one language

code-to another requires minimal competence at a lexical level whereas for alternation, individuals need to fully master the language at grammatical and semantic levels

As regards congruent lexicalization, a closer look at the data indicates that 6 occurences of congruent lexicalization was triggered In other words, congruent lexicalization code-mixing accounts for 2.82% of the total number of code-mixing cases Interestingly, high school students initiated congruent lexicalization code-mixing in a small number This is reasoned that congruent lexicalization had higher difficulty level due to the involvement of grammatical structure of both languages

3.1.2 Insertion

Insertion is the typology of code-mixing that has the highest number of occurrence with 180 instances (84.50%).The explanations of code-mixing typology insertion are presented in the analyses below

Example 1:

Example 1 demonstrates a sample of insertion In this case, an English noun “bus” and an English verb “crush” are attached into a structure of Vietnamese sentence

Therefore, this example is categorized into insertion since it fulfills the criterion in

which a single constituent B (the English noun “bus” and the English verb “crush”)

are inserted into a structure in languages (the Vietnamese sentence )

Example 2:

Example 2 shows another sample of insertion Many English nouns and English verbs that are inserted into a Vietnamese sentence structure Therefore, the italicized words are classified into this categorization for they fulfills the criteria of insertion

in which English single constituent (the B language) is inserted into a Vietnamese

sentence (the structure in A language)

From the whole data analyzed, insertion has the highest number of occurrences probably because inserting only a word or phrase from one language to another does not necessarily require students to be in a high level of competence in English Moreover, the insertional mixing in the students'postings on Facebook was mostly triggered by the topics of their conversation Since the topics are generally about school assignments, drama production, music composing and also including another minor topic such as internet and social networking, the embedded English elements found in the postings were mostly words or phrases that deal with academics or

computer- related terms (e.g.worksheet,games, newsfeed, comment) and other terms related to the drama production and music composing such as: fan, scandal, etc

Example 3:

In addition, the insertion found in the postings was also including English words

that the young students already familiar with (e.g.: bus, selfie) to substitute the

terms in Vietnamese and this may due to the students' creativity in mixing two different languages to impress their friends on the social network Facebook

3.1.3 Alternation

Alternation which refers to a switch between two languages within a sentence is placed at the second rank in the occurrences of code-mixing in students' Facebook status with 27 instances (12.68%) corresponded to this category Further explanations of the code-mixing typology of alternation are presented in the analyses below

Example4:

(I don't want there is a problem (between us) and you are my best buddy)

Example 4 provides a sample of alternation The student used Vietnamese sentence

“Tớ không muốn xảy ra vấn đề gì giữa chúng ta” at the beginning of her statement,

but then she switched into English „and you are my best buddy' in the halfway of

the statement when the student tried to emphasize that the reason she did not want

to have a problem was because she and the interlocutor were best friends Hence, this situation is categorized as alternation because a constituent from the language

A, which is Vietnamese sentence, is followed by another constituent from language

B, the English language

Example 5:

Alternation is also occurred in Example 5 when the student used Vietnamese language at the beginning of his statement, but she then altered into English

sentence “I want to fall in love” at the end of his statement to show her desire The

student is looking forward to falling in love with a boyfriend at this school where she study This case is categorized as alternation because a constituent from the

language A, which is Vietnamese sentence, is followed by another constituent from language B, the English language

Example 6:

(The costume has made a concept and must re-design just because everyone in class thought that their ideas were not so artistic)

Alternation is also occurred in Example 6 when the student used Vietnamese

sentence at the beginning of his statement, but he then altered into English ' re

design just because everyone in class thought that their ideas were not so artistic' at

the end of his statement when the student emphasized the reason why the costume had to re-design their concept Hence, Example 5 fulfills the criteria of alternation because the switch happens within a sentence in which a constituent from Vietnamese sentence is followed by a constituent form English language

Based on the analyzed data, alternation occurred less than insertion probably because the switches into language B (English) in the halfway of statements in language A (Vietnamese) were only triggered when young students wanted to emphasize or stress importance, like in Example 4 also to give personal criticism toward someone else while Example 6 based on the personal observation that ever done by the participants Moreover, Example 5 shows the students‟ wish