scholarly journals Acculturation through Code-Switching Linguistic Analysis in Three Short-Stories: “Invierno”, “Nilda” and “The Pura Principle” (Díaz 2012)

Author(s):  
María Jesús Sánchez ◽  
Elisa Pérez-García

The purpose of this article is to investigate whether Yunior, a character and narrator in the three short stories under study, “Invierno”, “The Pura Principle”, and “Nilda”, becomes absorbed into American culture or obtains a positive relationship with this culture without losing his Dominican identity. Quantitative analyses of the vocabulary in the L1 code-switches (Spanish) and of the L2 (English) vocabulary used by Yunior in the stories were carried out to appraise his linguistic progression. Code-switching was analyzed because it gives insights into how situation and context influences language use and why the characters use the language they do. The results obtained, by means of three common lexical measures used in foreign language research (lexical density, age of acquisition and lexical sophistication), allowed us to assess Yunior’s change of identity. According to the acculturation model, Yunior becomes acculturated in the host country, showing progression and integration with many cultural aspects of American life and the English language due to his formal education and early age of acquisition of L2.

2018 ◽  
Vol 5 (1) ◽  
pp. 123
Author(s):  
Ashfaque Hussain Soomro ◽  
Zaheer Ahmed Bango ◽  
Imran Khan Mahesar

<p><em>Foreign language learning is a complex process and is influenced by various factors. The attitude of students towards language learning is a major decisive factor in this process; therefore, the current study was carried out to explore this phenomenon. The students of English Works Program Sukkur, Sindh, Pakistan were the target population for the current study. The said program was initiated by a Karachi based organization which enrolled fifty students for a 240 hours certificate course in English language. The students already had some formal education ranging from Intermediate to Masters level and belonged to different age groups. The aim of this quantitative study was to investigate their language learning attitudes from three aspects: behavioral, cognitive and emotional. For data collection purposes, a questionnaire comprising 30 closed-ended items was adapted from Eshghinejad, (2016), Boonrangsri, Chuaymankhong, Rermyindee, &amp; Vongchittpinyo, (2004) and Gardner (1985). This was followed by descriptive and inferential statistical analysis by using independent sample t-test (SPSS-22). The results show that the students have positive attitudes towards learning English as a foreign language.</em></p><p> </p>


2018 ◽  
Vol 64 ◽  
Author(s):  
O.I. Bozhok ◽  
L.I. Bilins’ka ◽  
M.M. Gomola

The aim of this research is to highlight some problems in teaching and learning English as a foreign language. As there exist different ways in mastering foreign languages there also exist many methods of their teaching. In the course of training many students face with spelling, inflection, pronunciation, grammar and other common problems which are constantly investigated and solved. According to the level of any individual group of students the approach of organization and conduction of the lesson should also be individual as learners make different mistakes. So teachers of any foreign language must not just get formal education but also be aware of modern techniques and approaches.


2018 ◽  
Vol 24 (2) ◽  
pp. 254-276
Author(s):  
Mariia Panhelova

The problem of switching and mixing codes is extremely relevant in foreign and domestic linguistic science over the past decades. In this case, if code-switching is understood by all researchers more or less equally (switching from one language to another within a single text – dialog or monologue), then by mixing the code (code-mixing), the case looks much more complicated. The term «mixing of codes» is understood by different researchers in fundamentally different ways: from the introduction into one language of the elements of another language in almost unlimited quantities and in the unadapted (phonetically and grammatically) form before switching codes within the same sentence, that is, the kind of switching codes (the second approach thus postulates the process of speaking in two languages and removes the fundamental difference between switching codes and mixing codes). The study of the mixing of speech codes is an interesting and promising branch of research on the theory of language contacts. Among the fundamental works on this subject should be the study of P. Muysken (Muysken, 2000), where he provides a detailed typology of situations of mixing language codes. In linguistic research, there is a widespread practice of using «mixing codes» and «switching codes» as interchangeable, as well as a series of studies where the term «mixing codes» is used to describe and switch codes and massive borrowings. While the term «switching codes» emphasizes the transition of bilingual from one grammatical system to another, the term «mixing codes» implies the presence of hybrid forms associated with both grammars. In other words, mixing codes emphasizes the formal aspects of linguistic structures or linguistic competence, while code switching emphasizes linguistic performance. The psycho-linguistic direction concerning the study of the switching of speech codes among the bilingual environment explains which aspects of the linguistic competence of bilinguals allow them to modify the codes. Often, the choice of a foreign language involves a waiver of the synonymous form in the language of the successor of the language, thus opposed to an alternative way of expressing communicative intentions in a foreign language. The purpose of our scientific studio is to present function the mixing and switching codes on the materials of the memoirs («Planet DP») and the epistolary works of Ukrainian writers-emigrants in Canada, in particular, by Ulas O. Samchuk with his colleagues, publishers, etc. The main methods of research used were: the method of comparative analysis, which allows to detect English-language infusions as units of English, which determine the national-cultural specificity of the English language; the method of component analysis, which allowed to reveal the semantic interrelations of British realities; descriptive method and method of content analysis. In the course of the study, we came to the conclusion that the addressee and addressees, real masters of the artistic word, almost do not allow the English language to be spoken in Ukrainian, or such spraying is deliberately used and is a means of language play.


2013 ◽  
Vol 7 ◽  
pp. 40-61 ◽  
Author(s):  
Nargis Chowdhury

Classroom code switching is a common scenario in many multi lingual and multicultural classes. In a monolingual country like Bangladesh, classroom code switching has some distinctive attributes. As a part of the global transformation in the methods and techniques of English language teaching, we need to consider classroom code switching as a fact which cannot be ignored in any way especially in a country like Bangladesh where English is taught as a foreign language. In most of the cases Bangladeshi students tend to switch codes, but it is also common in teachers’ discourse. This paper aims to focus on the reasons for teachers’ code switching and the attitude of the teachers and students towards classroom code switching. A survey was conducted for data collection where two different sets of questionnaires were used for teachers and students. 20 English language teachers and 37 undergrad students from different universities participated in the survey. The findings of the survey result in identifying the reasons for teachers’ code switching like ease of communication, explanation, maintaining discipline in the classroom, translation of the unknown terms etc. On the other hand, although many teachers consider that they should not switch codes in the class room, students possess a positive attitude towards it. DOI: http://dx.doi.org/10.3329/sje.v7i0.14462 Stamford Journal of English; Volume 7; Page 40-61


2016 ◽  
Vol 3 (Special) ◽  
pp. 77
Author(s):  
MARÍA MARTÍNEZ LIROLA

This article analyses the way in which the subject English Language V of the degree English Studies (English Language and Literature) combines the development of the five skills (listening, speaking, reading, writing and interacting) with the use of multimodal activities and resources in the teaching-learning process so that students increase their motivation and acquire different social competences that will be useful for the labour market such as communication, cooperation, leadership or conflict management. This study highlights the use of multimodal materials (texts, videos, etc.) on social topics to introduce cultural aspects in a language subject and to deepen into the different social competences university students can acquire when they work with them. The study was guided by the following research questions: how can multimodal texts and resources contribute to the development of the five skills in a foreign language classroom? What are the main social competences that students acquire when the teaching-learning process is multimodal? The results of a survey prepared at the end of the academic year 2015-2016 point out the main competences that university students develop thanks to multimodal teaching. For its framework of analysis, the study draws on the main principles of visual grammar (Kress and van Leeuwen, 2006) where students learn how to analyse the main aspects in multimodal texts. The analysis of the different multimodal activities described in the article and the survey reveal that multimodality is useful for developing critical thinking, for bringing cultural aspects into the classroom and for working on social competences. This article will explain the successes and challenges of using multimodal texts with social content so that students can acquire social competences while learning content. Moreover, the implications of using multimodal resources in a language classroom to develop multiliteracies will be observed.


2020 ◽  
pp. 168-184
Author(s):  
O. A. Selemeneva

The issue of enhancing the use of language code switching technique in modern creolized advertising texts is discussed in the article. The relevance of the chosen topic is due to the expansion of the areas of language interaction and the change in tactics for contacting the addressee of advertising due to the process of globalization, the popularization of the English language in the world, the emergence of new communication channels, the mobility of visual images, and the clip’s perception of information by the recipient. The actual material of the study was creolized advertising texts from seven Russian international glossy magazines: “Cosmopolitan”, “Elle”, “Glamor”, “GQ”, “InStyle”, “Tatler”, and “Vogue”. It is proved that foreign inclusions in the considered texts are presented in several ways of varying degrees of productivity: insertion of a foreign language grapheme (formation of graphogibrids); use of the word in the Latin script (astionyms, burials, pragmatonyms, English preposition since , etc.); the introduction of one or more statements in a foreign language; inclusion of a hashtag in latin graphics. The listed types of foreign inclusions are attributed by the author to signal (intentionally introduced into the texts with the aim of accentuation of units or their elements) and multifunctional (capable of performing attractive, accent-emphasizing, utilitarian-compressive, emotionally-expressive, suggestive, informative functions).


Abjadia ◽  
2016 ◽  
Vol 1 (2) ◽  
pp. 110
Author(s):  
Santi Andriyani

<p>There are so many questions come to mind in relation to language learning. One of which is the ways in teaching and learning the language especially in formal education. This issue has been discussed since 1980s until now. Linguists who get involved in education field have done research in this field. They found that the main concentration in language teaching is the selection of approach based on the system governed the learners. Some perspectives appear in the language learning. The methods, approach, and principles which come and arise in the language learning are discussed. These terms influence the learning of English as a first language, second language or foreign language. English as a first language will be taught differently. It also happens to the learning of English as second and foreign language. It is because of different purpose in learning the language. In this article, the writer discuss some perspectives in language learning in first language situation, second language situation and foreign language situation.</p><p>هناك كثير من الأسئلة تتبادر إلى الذهن فيما يتعلق بتعليم اللغة. واحدة منها هي الطرق في تعليم وتعلم اللغة وخاصة في التعليم الرسمي. وقد نوقشت هذه المسألة منذ 1980 (ثمانين) حتى الآن. وكان اللغويون يتورطون في مجال التعليم وإجراء الأبحاث في هذا المجال. ووجد الباحثون أن تركيز الرئيسي في تدريس اللغة هو اختيار النهج القائم على نظام محكوم المتعلمين. ويبدو أن بعض وجهات النظر في تعلم اللغة. وتناقش الطرق، والنهج والمبادئ التي تأتي وتنشأ في تعلم اللغة. هذه الشروط تؤثر على تعلم اللغة الإنجليزية كلغة أولى، لغة ثانية أو لغة أجنبية. اللغة الإنجليزية كلغة أولى وسيتم تدريسها بشكل مختلف. ويحدث أيضا في تعلم اللغة الإنجليزية كلغة ثانية والأجنبية. فذلك الاختلاف لأجل أغراض مختلفة في تعلم اللغة. وفي هذه المقالة، قامت الكاتبة بمناقشة بعض وجهات النظر في تعلم اللغة في وضع اللغة الأولى، واللغة الثانية واللغة الأجنبية</p><p>Ada banyak pertanyaan terkait dengan pembelajaran bahasa. Salah satunya adalah tentang bagaimana cara atau metode yang perlu diterapkan dalam proses belajar mengajar khususnya di lembaga pendidikan formal. Masalah ini telah dibahas sejak tahun 1980-an hingga sekarang. Para ahli bahasa di bidang pendidikan juga telah melakukan berbagai penelitian terkait masalah klasik ini. Mereka menemukan bahwa konsentrasi utama dalam pembelajaran bahasa adalah pemilihan pendekatan yang harusnya didasarkan pada sistem yang mengacu pada peserta didik. Oleh karenanya lalu muncul beberapa perspektif dalam pembelajaran bahasa. Ada metode, pendekatan dan prinsip-prinsip yang muncul dalam bahasan pembelajaran bahasa. Istilah-istilah ini mempengaruhi proses belajar bahasa Inggris sebagai bahasa pertama, bahasa kedua, atau bahasa asing. Bahasa Inggris sebagai bahasa pertama akan diajarkan berbeda. Hal itu juga terjadi pada pembelajaran yang menempatkan bahasa Inggris sebagai bahasa kedua dan bahasa asing. Perbedaan ini karena tujuan yang hendak dicapai juga beda. Tulisan ini membahas beberapa perspektif dalam pembelajaran bahasa dalam situasi bahasa pertama, situasi bahasa kedua, dan situasi bahasa asing.</p>


2015 ◽  
Vol 9 (2) ◽  
pp. 117-132 ◽  
Author(s):  
Jerry Paul Sheppard

Purpose – The purpose of this paper is to develop an understanding how to successfully develop, write up and get research work accepted and published in an English language business research journal. Design/methodology/approach – A review of good basics in writing, producing good scholarly academic writing, presentation of papers that are in a style that is proper for academic English language journals and how to avoid common writing problems and mistakes. Findings – Getting research work published requires persistence, people and progress. One must have persistence in seriously approaching and improving one’s research work. Researchers need to involve a network of people (conference attendees, people who understand the area, reviewers and editors) to develop good research. Research should lead to progress in our understanding of the way the world works. Practical implications – This paper helps authors readily bring their research to publishable quality in English language research journals by reducing pitfalls to authors writing in English as a foreign language. Originality/value – By providing not only sound practical advice, and how to avoid potential errors, the paper also provides graphic diagrams and a checklist for research writing that will aid authors writing in English as a foreign language in readily bringing their research to publishable quality in English language research journals.


Author(s):  
Hong Liu

Abstract This paper aims to improve our understanding of the social psychology of code-switching by investigating societal attitudes towards two types of Chinese-English code-switching, insertions of English words in Chinese sentences and switching to English at clausal boundaries in Chinese. It examines how subjects’ evaluation of code-switching is influenced by their general language attitudes and language use associated with network exposure. The subjects were recruited from four different cities in mainland China. They participated in an online perception experiment and completed a socio-biographical questionnaire. Quantitative analyses show that clausal switching was rated as the least likable CS mode, but at the same time was considered as having high status as an indication of high English proficiency. Their evaluation was mainly influenced by their general attitudes towards English language and culture. Network exposure also played a marginal role, affecting their judgement of the speaker’s English proficiency.


2017 ◽  
Vol 22 (6) ◽  
pp. 740-762 ◽  
Author(s):  
Hong Liu

Aims and objectives: This study examines intra-speaker variation in code-switching (CS) by comparing the frequency and pattern of CS across two different interaction modes (interview speech and online posting) based on the same individuals. This study also explores the reasons why these speakers exploit their linguistic repertoire variably in different modes. Methodology: I interviewed 40 Chinese–English bilinguals based in London and collected their speech data by recording the semi-structured interviews. Written data were obtained by collecting the participants’ posts on Sinaweibo, a popular Chinese social media. A detailed questionnaire was also administered among the participants to gather information on their language attitudes and other social backgrounds. Data and analysis: For each participant, 30 minutes of the interview were analyzed and 50 posts were chosen for written CS analysis. Quantitative analyses were performed to describe the frequency and pattern of CS. The use of CS across interaction modes was further compared and analyzed against the specific characteristics of each mode and also against the participants’ language attitudes. Findings: Results of quantitative analyses show that these participants used significantly more amount and more complex pattern of CS in their online posting. The suggested reason points to an elevated processing demand which is related to the nature of bilingualism and the level of synchronicity of interaction mode. Results of qualitative analyses also suggest that the participants’ positive attitudes towards CS and English language, both overtly expressed and covertly implied, contributed to the varying degree of CS use. Originality: This study is among the first attempts to compare CS data across different interaction modes based on same individuals. Comparative data of this kind are quite scarce in the international literature. Significance/implications: The findings highlight and provide insights into the dynamic interactions between social, cognitive, and situational factors under the surface of linguistic practice.


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