Kazan Federal University, Leo Tolstoy Institute of Philology and Intercultural Communication Kazan Federal University, Leo Tolstoy Institute of Philology and Intercultural Communication Kazan Federal University, Leo Tolstoy Institute of Philology and Intercultural Communication
Alla P. Minjar-Belorucheva, Moscow State University Abstract
In this paper we study the linguistic phenomenon of language code switching in bi- and multilingually spaces on the basis of material obtained in the course of the experiment among 50 students wishing to study foreign languages. For the study the second- and third-year students of linguistic specializations with a high level of proficiency were drawn. In the process of identifying structural and sociopragmatics functions and characteristics of code switching the following research methods were used: method of comparative analysis, the analytical description, applications, component analysis. Experimental results and comparative analysis allowed us to determine the percentage of students who use code switching in learning and to highlight the most common sociopragmatic functions of such switches. It turned out that the students do not consider switching codes to be a negative phenomenon. However, in some situations, the switching of codes may worsen communication than improve it. In particular, switching from English to the native, dominant language, may have a negative effect on learning associated with purely English phenomena. Job prospects point to a further, deeper study of the shift codes with the extension of the research and the study of other social and age groups.
Introduction
The development of the modern world leads to the expansion and integration of different cultures, Nations and languages. Nowadays the study and research of the Russian bilingualism and its special characteristics – the phenomenon of switching codes is of particular need.
The Russian language is the official language of the Russian Federation, dominant almost throughout the state. The Tatar language is the mother tongue of 56% of the population of the Republic of Tatarstan, in addition the Tatar diaspora exists all over the world. The English language unites almost the whole world, as a kind of lingua franca for economic, political, cultural, computer ecosystems on the planet. In this study, we covered all three languages, trying to study the phenomenon of code switching in the conjunction of these languages.
Today, there is a relatively small number of works in Russian linguistics devoted to the study of linguistic phenomena such as language contacts, switching codes, the mixing of codes, the interference in the space of a bilingual society. The scientific treatment of the problem of universal and differential switching of codes in different linguistic cultures is not subjected to detailed analysis.
Of particular interest is the fact that the phenomenon of switching codes is characteristic of oral speech and the speech of the younger generation. In connection with this specific phenomenon, we conducted a study on the switching of codes in academic discourse, analyzing the mechanisms of switching, sociolinguistic, structural and pragmatic features and functions of switching codes.
Materials and methods
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The materials for the research were fragments of speech with switching codes to students whose level of English is not below Upper-Intermediate, studying at the linguistic departments, a questionnaire survey results (100 respondents) and interviews (52 participants) with students and teachers of Kazan Federal University and Kazan scientific research technological University.
With the aim of developing the scientific basis of the experiment a comprehensive analysis of the existing classifications and typologies of switching codes in bilingual space was conducted and definitions that reveal the essence of the categories of switching codes and most universal cases of the phenomenon of switching codes, terms, and motivation shift were analyzed. In this study, we examined the pragmatic aspect switching codes, taking into account such components of communication as the addressee and sender, the characteristics of their relationship, a situation in which there is communication, the theme of the speech process.
The study was built on the oral communication of second- and third-year students of linguistic departments: conversations between students at the University, conversations of students out of the educational process. In addition, we also focused on the speech of students in social networks: Vkontakte, WhatsApp.
The experiment took place in three stages. In the first stage the observation method to record the cases of switching codes in oral and written speech of students was used. In the second stage the obtained in the first phase results were systematized by the method of comparative analysis and analytical descriptions. The material obtained in the second phase, was drawn up the questionnaire (table 1) and a questionnaire survey to determine the relationship of students to switch codes and to identify the level of awareness of this phenomenon in their speech was conducted. The survey was conducted among the second- and third-year students, and it was completed by 100 students whose level of language proficiency is not below Upper-Intermediate.
The reason for switching codes.
"I switch from English to their native language when..."
Yes No Difficult answer to
1. I don't have enough vocabulary 34 56 10
2. I want to explain a phenomenon inherent in
the native language 87 4 9
3. see, what I am not understood 69 12 19
4. I cannot understand what I am said 25 71 4
5. I am "overwhelmed with emotion" 80 19 1
6. I need to hide the meaning from anyone who is
not familiar with the language 43 57 0
7. communicate with my family, friends 95 5 0
8. Switching from English to the native language helps me to understand the complex
phenomenon of the English language 11 78 1
Table 1. The motivation of switching.
Modern Journal of Language Teaching Methods ISSN: 2251-6204
Vol. 7, Issue 12, December 2017
Page 74
The last stage included the process of generalization and comprehensive analysis of the obtained results.
Modern Journal of Language Teaching Methods ISSN: 2251-6204
Vol. 7, Issue 12, December 2017
Page 75
Results
The results obtained in the course of the experiment showed that the vast majority of students often switch from English language into their native language when they need to explain the phenomenon (linguistic or extra-linguistic) inherent in the native culture, their native language. In this case, students prefer to switch to the language with which this phenomenon is connected. Similarly, 90 % of respondents said that it is easier to explain the phenomena associated with England (and any other English speaking country) and English in the English language.
During the study it became apparent that the vast majority of students in the process of speech switch from target language to the dominant, when they find it difficult to choose the appropriate equivalent to either find a synonym in the English language, which is quite typical for people learning foreign languages. Another situation with switching from English to Russian is one in which the speaker becomes conscious that he did not understand or when he cannot properly express the idea. Due to the fact that such a situation may violate an adequate communication process, speaking student in order to restore it, switches to the dominant language.
On the other hand, as shown by a survey, when a student is the recipient of information, it is necessary for the teacher to use the switch codes in the explanation of complex phenomena and concepts. The switching of codes in this case promotes the formation of stronger conceptual connections and helps to consolidate new information.
It should be noted that the native language (the dominant language) is cognitively associated with concepts such as proximity, solidarity, peace, affection. In contrast with the studied language, which is perceived as more prestigious and accepted, especially in a formal setting. Switching codes, therefore, are more characteristic of free, informal and unprepared speech, often happening in the conditions of daily life.
During the research it is established that the switching of codes, as a rule, occurs in conditions of informality. In our view, these cases are due to a number of reasons, among which we highlight the following:
1) special marking of speech (of course, only the situations where this phenomenon can be understood and seen are taken into consideration);
2) brightness, expressiveness of foreign words or phrases in contrast to their synonym in the target language;
3) lack of a semantically vivid equivalent in the native language.
The situation of switching from one supplementary language to another are also of interest. This phenomenon also occurs in the informal communication or during a class held in a pleasant, friendly atmosphere. However, here we should distinguish intentional from unintentional switching (when the student is tired, his attention is weakened, he does not have time to switch from one language to another after classes). Intentional switching between more languages has greater brightness and effect, especially in the right situation and the proper environment.
Discussion
The analysis of the collected results revealed the following regularities of the phenomenon of code switching in the speech of students:
1) many students had difficulty trying to describe the process of switching from one linguistic code to another, due to the "elusiveness" of the process;
Modern Journal of Language Teaching Methods ISSN: 2251-6204
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2) knowledge of the language does not guarantee the ability to switch from code to code. Switching codes is a poorly understood area of linguistics in which a special interest is attracted to the cognitive side, the "mechanism» of switching;
3) switching from Tatar into Russian and vice versa, takes place at the students easier, more spontaneously and naturally than from English into Russian and Vice versa. This is explained by the fact that for the majority of respondents Tatar and Russian are the dominant languages;
4) Students understand that the English explanation of the phenomena in Russian or Tatar language entails securing specific to native language mental images. Students, as the survey showed, understand the need of the English communication in the course of studying the complex phenomena of in the English language: in this case, you can look at the studied phenomenon through the prism of the English language without the interference of the Russian definitions and the usual way of thinking.
Consider some of the linguistic and pragmatic features and functions of switching codes identified in the study.
1. Subject function.
As has already been established, switching codes are used to change the topic of conversation, speech situation, the direction of communication and – as comments, insertions, oral footnotes, observations, clarifications.
Student reading assignment: Read, translate and analyse. Тәрҗемә итмәсәк ярый мы соң?
In the example, the switching of codes performs a pragmatic function of clarifying comment. The student in this case switches from English into Tatar, not because he doesn’t know terms, but to attract the attention of the teacher and other students with language change.
2. The function of filling lexical gaps.
Switching codes is used in the absence of certain concepts in the language. In this case, many students use other known languages.
Фильм был просто awesome! The movie was just awesome!
Там необходимо находиться 24/7 (twenty four/seven) You must be there 24/7 (twenty four/seven)
In the above examples, the students found it easier to use the known words in other languages, than to find the equivalent.
3. Address function
Shift codes can be used for specifying the recipient to which the statement is addressed.
Вот так, нужно лист сложить пополам. Не так! Менә, кара монда. Посмотрите, я правильно делаю? Алайга борма, бу якка яса. Oh, just give it to me!(So, you need a sheet folded in half. Not so! Менә, кара монда Look, am I doing it right? Алайга борма, бу якка яса. Oh, just give it to me!)
The situation occurred in the classroom, devoted to the talents of the students, when one student explained her neighbor how to fold a boat out of paper. Knowing that she understands Russian, Tatar and English equally well, the student switched from one language to another.
4. The function of identity.
Switch codes can be used by the speaker as a way to show that he speaks a particular language. Теперь читаем текст. (Now, read the text.)И да, мин татарча да аңлыйм.
The teacher, in whose presence students spoke Tatar, considering that she doesn't know Tatar, wants to show that she understands them and knows Tatar, using code switching.
5. The esoteric function
Switching codes is used in cases when the speaker wants to hide some information from prying listeners.
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Я сказала Хлебушку, что он не виноват (I told the Bread that he is not guilty).
The conversation was in the company of students, where was an American student named Brad, which rhymes with the English “bread”. Students called him "Bread" for him to have no idea of their speech, what exactly they say about him.
6. Citation function
Switching codes is used for quotations, introductory phrases, inclusions, aphorisms and idioms in the speech.
Контрольная в 8 утра. Вот уж точно “Highway to Hell” завтра утром будет. (The test is at 8 am. That is certainly “Highway to Hell” tomorrow morning). Students use the name of the song, known to all of them to succinctly and accurately describe their emotions.
Jesus Christ! Эта книга когда-нибудь закончится? (Jesus Christ! Will this book ever end?) (Using English expressions in class to enhance the emotional aspect of the utterance)
7. Compensatory function
Shift codes can function as a subsidiary inclusions in case of insufficient language skills.
Альбина is absent, she is sick. She has a… растяжение связки. (Albina is absent, she is sick. She has a... stretching of the ligaments.)
The student does not know the medical term, so resorts to his native language. Студент 1: Как будет скалка?
Студент 2: Я не знаю, эм… To roll testo? (Student 1: What is the English for «скалка»? Student 2: I don't know, um... To roll testo?)
In this example, there is not only a compensatory function (the student does not know what is the “rolling pin” in English so tries to explain the word in English), but also humorous function. Discourse markers are also used to change the theme of the narrative, or to plan the next joke, but sometimes they can be incorporated into the performance as indicators of the attitude of the narrator to his own words (Gilmutdinova A. R, Biktemirova E. I., 2016)
8. The function of saving language means
Switching codes is used to express any concept with fewer language signs. Я более чем excited перед каникулами! (I am more than excited before the holiday!)
English lexical unit "excited" reflects the emotions of a student more clearly and is more compact to use than the Russian equivalent of "to be in anticipation of something".
9. Emotional-estimating function.
Switching codes can be used for emotional appraisal of anything.
Just go инде! (The student shows his annoyance by resorting to the Tatar inclusion)
10. Affective function (forcing function) and attraction function (the function of attracting attention) The use of switching codes for speech influence on the addressee, attracting his attention.
And as Clegg went out… Эй, вы меня слушаете? Кемгә сөйлим соң мин моны? So, Clegg went out, and Miranda…(And as Clegg went out... Hey, are you listening to me? Кемгә сөйлим соң мин моны? So, Clegg went out, and Miranda...)
Switching from one language to another, involuntarily attracts the attention of others, forcing them, as recipients and participants of the communicative process, also to switch from one code to another.
Insights
Modern Journal of Language Teaching Methods ISSN: 2251-6204
Vol. 7, Issue 12, December 2017
Page 78
In our work we investigated the phenomenon of bilingualism and the associated phenomenon of switching codes characteristic of bilingual communities. In the research process, we found that switching codes may occur with students both spontaneously and deliberately.
We have studied sociopragmatics functions of switching codes, identified, described and illustrated ten of the most common.
In the study, we also described the reasons for switching codes. We have found that when switching "from Russian – into Tatar" students are not always aware of the switching process and its causes, whereas in the case of English language switching occurs more consciously. We attribute the reason to the level of proficiency, as for the vast majority of students Tatar and Russian are native languages, while their English bilingualism is artificial, or acquired. In addition, we noted that very often in students' speech the situations with switching codes happen due to lack of linguistic competence, lack of necessary vocabulary in matrix language, situations that require economy of language efforts through the use of smaller language units and the need for reviews and comments in the process of communication.
The use of obtained results for the development of effective methods and techniques of the English language teaching in the conditions of Russian-Tatar bilingualism using this language situation as an aid in language learning is promising.
Conclusion
Shift codes are a unique linguistic phenomenon inherent in bilingual and multilingualism language communities. Despite the fact that for a long time linguists took the switch codes as a negative phenomenon, arguing that switching codes, as well as the bilingualism, is a testament to and a consequence of low language competence/ Today, switching codes is a topic of interest to a wide circle of linguists. The analysis of the switching codes in the institutional context allows us to understand that the investigated phenomenon is an inevitable process that should be considered as a significant tool in the assimilation of a foreign language.
Literature
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