Single Word Insertions as Code-Switching or Established Borrowing?

2016 ◽  
Vol 8 (1) ◽  
pp. 14
Author(s):  
Marzieh Hadei
Keyword(s):  
Mixed Method ◽  
Mental Lexicon ◽  
Study Data ◽  
Code Switching ◽  
English Speakers ◽  
Single Word ◽  
Bilingual Speakers ◽  
English Bilingual ◽  
Mixed Method Design ◽  
Class 1

<p class="1"><span lang="X-NONE">The present study aims to show whether or not English single word insertions in Persian can be considered as code-switching or established borrowing. A mixed method design is chosen for the study. Data for the present study were collected from 12 Persian-English bilingual speakers in different tape-recorded spontaneous conversations. The findings of the study revealed that English single word insertions cannot be considered as established borrowing for several reasons:  a) They are not integrated phonologically into the Persian frame b) They behave similarly to phrasal insertions with different Persian markers c) They are not fixed in the mental lexicon of the bilingual Persian-English speakers and are used without any awareness and d) English verbs cannot integrate into the Persian frame- neither morphologically nor syntactically. <span>Overall, the present study agrees with Myers-Scotton’s (2002) </span>that borrowing arises originally as code-switching, and borrowed forms and code-switched forms tend to fall across a continuum.</span></p>

The Appearance of Persian-English Compound Verbs in Persian Structure

2015 ◽  
Vol 7 (5) ◽  
pp. 33
Author(s):  
Marzieh Hadei ◽  
Rita A. R. Ramakrishna
Keyword(s):  
Mixed Method ◽  
Single Unit ◽  
Single Case ◽  
Verbal System ◽  
Bilingual Speakers ◽  
System A ◽  
English Bilingual ◽  
Mixed Method Design ◽  
Compound Verbs ◽  
English Verb

<p class="zhengwen">This study pursues an explanation for Persian-English codeswitching in terms of language typological differences. In particular, it aims to show how English verbs occur in Persian structure and identify possible constraints, which occur between Persian and English verbal system. A mixed method design is chosen for the study and data collection includes tape-recordings of spontaneous conversations involving 12 Persian-English bilingual speakers. All bilingual complementiser phrases are transcribed, and all the classified English verbs are analysed to show how they occur in the bilingual, Persian-English complementiser phrases. The findings of the study reveal that the lack of congruity between the verbal system of Persian and English causes some constraints on the insertion of the English verbs. First, in all English elements in the findings of this study, there is noexample that shows English verb occurs as a single unit in the Persian structure. Second, no single case in the findings of this study shows a combination of a Persian verbal morpheme and an English bare infinitive verb. Third, there is no example in the entire corpus that shows the combination of English verb and Persian negation element. Thus, the occurrence of Persian-English bilingual compound verbs is the result of the mentioned constraints between these two languages.</p>

New perspective on intrasentential code-switching: A study of Korean– English switching

1992 ◽  
Vol 13 (4) ◽  
pp. 433-449 ◽  
Author(s):  
Keumsil Kim Yoon
Keyword(s):  
Code Switching ◽  
Language Group ◽  
Bilingual Speakers ◽  
Part Of Speech ◽  
English Bilingual ◽  
Social Code ◽  
Linguistic Constraints ◽  
New Perspective ◽  
English Monolingual

AbstractThis article explores typology-based differences in patterns of bilingual behavior by analyzing code-switches of Korean-English bilingual speakers, a language group that has not received much study so far. Data collected from 20 balanced bilinguals was analyzed to address the issues of linguistic constraints on code-switching and applicability of the concepts of nonce borrowing, language assignment, and neutrality to the phenomena observed. Two interesting code-switching phenomena were found: a change of the part of speech in the process of making small-size nonequivalence constituent switches and an introduction of Korean “operating verbs,” which are inflected to indicate the degree of respect to the interlocutor. Four subjects (two males, two females), who were taped in two different contexts, showed a reduction in social code-switching and a higher rate of English monolingual sentences when talking to their spouses than to an acquaintance.

The production of referring expressions in oral narratives of Chinese–English bilingual speakers and monolingual peers

2012 ◽  
Vol 29 (1) ◽  
pp. 41-55 ◽  
Author(s):  
Liang Chen ◽  
Jianghua Lei
Keyword(s):  
Narrative Analysis ◽  
Picture Book ◽  
Noun Phrases ◽  
English Speakers ◽  
Bilingual Children ◽  
Referring Expressions ◽  
Bilingual Speakers ◽  
English Bilingual ◽  
Discourse Functions ◽  
Chinese And English

This study evaluates the extent to which the production of referring expressions such as noun phrases and pronouns to fulfill various discourse functions in narratives of Chinese–English bilingual children matches that of their monolingual peers in each of the two languages. Spoken narratives in English and Chinese were elicited from 30 9-year-old participants from each of the three groups: Chinese–English bilinguals and their monolingual peers in each of the two languages using the wordless picture book Frog, Where Are You? (Mayer, 1969). Narrative analysis focused on the referring expressions that are used to introduce, re-introduce, and maintain reference to story characters in the narratives. Results show that (1) monolingual Chinese and English speakers differed significantly in the preferred referring expressions for the discourse functions; (2) the Chinese–English bilinguals differed from their monolingual peers in the distribution of referring expressions for referent introduction in English and re-introduction in Chinese; and (3) bilinguals resembled their monolingual peers in their differentiated use of referring expressions for referent maintenance in each of the two languages. These results suggest that the patterns of production of referring expressions in discourse by bilingual speakers may be unique, and fall in between those by their monolingual peers in each of the languages.

We, they and us: A note on code-switching and stratification in North India

1983 ◽  
Vol 12 (1) ◽  
pp. 71-73 ◽  
Author(s):  
Rajendra Singh
Keyword(s):  
Code Switching ◽  
Illocutionary Force ◽  
North India ◽  
Language Usage ◽  
Ethnic Boundaries ◽  
Bilingual Speakers ◽  
English Bilingual ◽  
Code Choice ◽  
Personal Statement ◽  
Societal Level

Gumperz (1976) claims that the direction of a code-switch provides important clues regarding the intended illocutionary force of an utterance and that oppositions like warning/personal appeal and casual remark/personal statement can be seen as metaphoric extensions of the we/they code opposition. “What at the societal level,” he observes, “are seen as norms of language usage or symbolic affirmations of ethnic boundaries are transformed here and built upon in conversation to affect the interpretation of speakers' intent and determine effectiveness in communication” (39–40). His hypothesis was corroborated by his Hindi-English bilingual speakers who felt that whereas a shift to the “they” code (English) suggested more of a threat, a shift to the “we” code (Hindi) signified more of a personal appeal. Code choice, according to Gumperz, is a device that determines the interpretation of an utterance (at least as far as its illocutionary force is concerned).

scholarly journals STUDENTS SATISFACTION ON BILINGUAL PROGRAM IN MAKASSAR

2019 ◽  
Vol 1 (2) ◽  
pp. 62-69
Author(s):  
Andi Hamzah Fansury ◽  
Rampeng Rampeng
Keyword(s):  
Secondary School ◽  
Mixed Method ◽  
Bilingual Program ◽  
English Bilingual ◽  
Mixed Method Design ◽  
English Students ◽  
Students Satisfaction ◽  
Interest And Motivation ◽  
Academic Year ◽  
Learning English

The objectives of the research were (1) to describe the students satisfaction on bilingual program at secondary school in Makassar and (2) to find out the students’ interest and motivation in learning English through Bilingual Program. The researcher applied mixed method namely triangulation mixed method design (QUAN-QUAL). The population of this research was the students of SMPN 12 Makassar in academic year 2015/2016. This research used purposive sampling. The sample of this research consisted of 40 students; 20 students from seventh grade and 20 students eight grade. In this research also, the researcher took 40 parents and 10 teachers as a sample. The research data were collected by questionnaire which was analyzed by descriptive statistic through SPSS version 16 for windows program.  The result of data analysis shown that bilingual program improve English students skills, bilingual program makes the students mastery in English and learn it in their subjects matter (Mathematics, Science, and English). Bilingual also makes the students have better skills in learning English and, bilingual program has helped the students to develop as a person (students’ personality). The implementation of bilingual program at secondary school make the students are interested and motivated in learning English. From this fact, it points out the way of school and the governments to keep this program and make a policy to make this program keep going

Linguistically directed attention to the temporal aspect of action events in monolingual English speakers and Chinese–English bilingual speakers with varying English proficiency

2011 ◽  
Vol 15 (2) ◽  
pp. 413-421 ◽  
Author(s):  
JENN-YEU CHEN ◽  
JUI-JU SU ◽  
CHAO-YANG LEE ◽  
PADRAIG G. O'SEAGHDHA
Keyword(s):  
English Proficiency ◽  
Linguistic Relativity ◽  
Matching Task ◽  
English Speakers ◽  
Directed Attention ◽  
Chinese Speakers ◽  
Bilingual Speakers ◽  
English Bilingual ◽  
Temporal Aspect ◽  
Chinese And English

Chinese and English speakers seem to hold different conceptions of time which may be related to the different codings of time in the two languages. Employing a sentence–picture matching task, we have investigated this linguistic relativity in Chinese–English bilinguals varying in English proficiency and found that those with high proficiency performed differently from those with low proficiency. Additional monolingual English data, reported here, showed further that high-proficiency bilinguals performed similarly to the English monolinguals, suggesting that Chinese speakers’ sensitivity to the time of an action event might be modifiable according to the extent of their experience with a tensed language.

Testing the Cognitive Load Hypothesis: Repair Rates and Usage in a Bilingual Community

2010 ◽  
Vol 3 (2) ◽  
Author(s):  
Jenny Dumont
Keyword(s):  
Cognitive Load ◽  
Language Change ◽  
English Proficiency ◽  
Code Switching ◽  
Spanish Speakers ◽  
Sufficient Evidence ◽  
Bilingual Speakers ◽  
Naturally Occurring ◽  
English Bilingual ◽  
Using Data

AbstractIt has been assumed that bilingual speakers have a heavier cognitive load than monolinguals, which may be responsible for language change such as simplification, overgeneralization, transfer and code-switching. While the cognitive load hypothesis is interesting, the hypothesis has not been empirically tested using naturally occurring speech. Using data from a Spanish/English bilingual community, this study operationalizes and tests the cognitive load hypothesis by studying disfluencies in two groups of Spanish speakers with varying degrees of English proficiency. Specifically, truncated utterances and the mechanisms of linguistic repair involved in fixing these disfluencies are examined. The results show measurable differences between the two groups. The group of speakers with higher bilingual proficiency, who are predicted to have a heavier cognitive load, shows a significantly higher rate of repair; additionally the syntactic patterns and types of repair are significantly different between the more bilingual and the less bilingual speakers, suggesting that they use repair in divergent ways. There is not sufficient evidence, however, to conclude that the more bilingual speakers have a higher cognitive load.

scholarly journals Dónde está la ball? Examining the effect of code switching on bilingual children's word recognition

2019 ◽  
Vol 46 (6) ◽  
pp. 1238-1248
Author(s):  
Giovanna MORINI ◽  
Rochelle S. NEWMAN
Keyword(s):  
Word Recognition ◽  
Code Switching ◽  
Single Word ◽  
English Bilingual ◽  
Language Mixing ◽  
Mixed Language ◽  
Spoken Words ◽  
Language Condition ◽  
Multiple Languages

AbstractHearing words in sentences facilitates word recognition in monolingual children. Many children grow up receiving input in multiple languages – including exposure to sentences that ‘mix’ the languages. We explored Spanish–English bilingual toddlers’ (n = 24) ability to identify familiar words in three conditions: (i) single word (ball!); (ii) same-language sentence (Where's the ball?); or (iii) mixed-language sentence (Dónde está la ball?). Children successfully identified words across conditions; however, the advantage linked to hearing words in sentences was present only in the same-language condition. This work hence suggests that language mixing plays an important role on bilingual children's ability to recognize spoken words.

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