Hiện tượng chuyển ngữ trong giao tiếp của sinh viên học tiếng anh như một ngôn ngữ thứ 2 tại một trường đại học ở việt nam

VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************

TRẦN HỒNG ĐIỆP

CODE SWITCHING IN COMMUNICATION OF ESL
STUDENTS AT A UNIVERSITY IN VIETNAM
(Hiện tượng chuyển ngữ trong giao tiếp của sinh viên học tiếng
Anh như một ngôn ngữ thứ 2 tại một trường đại học ở Việt Nam)

M.A MINOR PROGRAMME THESIS

Field : English linguistics
Code :8220201.01

Hanoi - 2018


VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************

TRẦN HỒNG ĐIỆP

CODE SWITCHING IN COMMUNICATION OF ESL
STUDENTS AT A UNIVERSITY IN VIETNAM.
(Hiện tượng chuyển ngữ trong giao tiếp của sinh viên học tiếng
Anh như một ngôn ngữ thứ 2 tại một trường đ ại học ở Việt Nam)

MA.MINOR PROGRAMME THESIS

Field

: English linguistics

Code

:8220201.01

Supervisor : Dr. Đỗ Thị Thanh Hà

Hanoi - 2018


DECLARATION

I declare that the material contained in this paper is the end result of my own
research.

Signature:.......................................
.

i


ACKNOWLEDGEMENT

Here, I wish to express my endless thanks and gratefulness to my

supervisor-Dr Do Thi Thanh Ha, for her great guidance, advice and consideration
in the process of completing my research on time. Her immense encouragement,
comments, her contribution and insight had significantly enriched and improved
my work. Without her instructions, my research would have been impossible to be
done effectively
Also I would like to express my appreciation to my lecturers who gave me
such valuable lessons and helped me in the process of data collection and data
entry for doing this research. I also acknowlege my thankfulness to all participants
for their kind co-operation and for allowing me to access and gather the data from
their online and daily communication, as well as their mail and inbox pages.
Without their help, my paper will never be successful or the same.
The deepest gratitude approves to my parents who with their endless love and
care have most assistance and motivation me for the whole of my life. I also would
like to express my thanks to my own family for their support and care me all the
time.
As last, I would like to send my deeply thanks to all my friends who kindly
helped and cared and gave me the best motication and lift me up all the trouble for
the rest of my life.
Thanks to all of you.

ii


ABSTRACT

One of the most important functions of language is communication. People use
languages to exchange information, express feelings and emotions etc. In other
words, people use languages to communication with with each. Language
develops and diversifies over times with the developments of society, especially
the development of human thinking. Thus, with time, the use of language of peole,

especially today teenagers has lots of changes, among which “ code switching” is
considered a special and interesting phenomenon. The change from Vietnamese to
English or code switching has been widespreading among the youth and the most
popular times is in 2000s when English was put in to the throne and regarded as a
second important and indispensable language for Asian youth in general and
Vietnam in particular. Today, Vietnamese students are using code sswitching and
switching from Vietnamese to English as a way of as an indispensable natural way
of communicating in daily life and the use of code switching is not restricted or
obeyed with any language structures or rules. Thus, the purpose of this research is
to identify the frequecy, reason as well as the type for using code switching. Data
used for the research is from daily conversation of ESL students. Based on the
theories of Malik and Poplack, and quantiative and qualitative methods, the result
of the research shows that code switching is a very common phenomenon in
everyday communication of ESL students. The type of code switching used by
conversationers is varied, most commonly is intra-sentential switching. And the
most reasons explaining why ESL students switch everyday are that sometimes
they lack of facility and sometimes they as all the sudden forget the topics related
to the topics speaking. However, using CS does not affect their communicationg
skill. Instead, it builds the strength and confidence in their speaking skill.

iii


TABLE OF CONTENTS
DECLARATION ................................................................................................... i
ACKNOWLEDGEMENT ...................................................................................ii
ABSTRACT ........................................................................................................ iii
TABLE OF CONTENTS .................................................................................... iv
LIST OF TABLES .............................................................................................vii
CHAPTER I: INTRODUCTION .................................................................... 1

1.1. Introduction .................................................................................................... 1
1.2. The aims of the study. ..................................................................................... 2
1.3. Research questions .......................................................................................... 2
1.4. Significance of the study ................................................................................. 3
CHAPTER II: LITERATURE REVIEW.......................................................... 4
2.1. Bilingualism .................................................................................................... 4
2.1.1. Definition of bilingualism. ........................................................................... 4
2.1.2. Type of bilingualism .................................................................................... 5
2.2.Borrowing and switching ................................................................................. 6
2.3. Code and code switching ................................................................................ 7
2.3.1. Code ............................................................................................................. 7
2.3.2 Code switching .............................................................................................. 7
CHAPTER III: RESEACH METHODOLOGY............................................. 15
3.1. Method of the study. .................................................................................... 15
3.2. Setting of the study. ..................................................................................... 15
3.3. Participants of the study............................................................................... 16
3.4. Data collection ............................................................................................. 16
3.4.1. Observation................................................................................................ 16
3.4.2. Recording ................................................................................................... 16
3.4.3. Questionnaires ........................................................................................... 17
3.5. Procedures. ................................................................................................... 18
CHAPTER IV: FINDING ................................................................................. 19
4.1 Result of question one: How often do ESL students use code switching in
communication? ................................................................................................... 19
iv


4.2. Result of question two: Which topic do ESL students switch? .................... 20
4.3 Results of question three: What is the most common reason for code switching
in communication among ESL students? ............................................................. 21

4.3.1 Lack of register ........................................................................................... 22
4.3.2 Lack of facility ............................................................................................. 23
4.3.3 Habitual expression .................................................................................... 24
4.3.4. Mood of the speaker ................................................................................... 25
4.3.5 To emphasize a point: ................................................................................. 26
4.3.6 To show identity with a group. .................................................................... 27
4.3.7. Forget Vietnamese as a sudden. ................................................................ 29
4.3.8. It’s easier and saves time to use English sometimes.................................. 30
4.3.9. A way of expressing your high education and my style. ............................ 30
4.3.10. Feeling like native speakers. .................................................................... 31
4.4 Result of question four: Does code switching facilitate interpersonal
communication for students participating in the study? ...................................... 32
4.5. Result of question five: What type of code switching often occurs in ESL
students’ communication? .................................................................................... 34
4.5.1. Intra-sentential ........................................................................................... 36
4.5.2. Inter-sentential ........................................................................................... 36
4.5.3. Tag switching ............................................................................................. 37
CHAPTER V: CONCLUSION ......................................................................... 38
5.1. Recapitulation .............................................................................................. 38
5.2. Limitaion. ..................................................................................................... 39
5.3. Recommendation for further studies. .......................................................... 39
REFERENCE ..................................................................................................... 40
APPENDIX 1: RECORDING TRANSCRIPTS.............................................. 42
APPENDIX 2: QUESTIONNAIRES ............................................................... 50

v


LIST OF ABBREVIATIONS

CS

: Code- switching

ESL

: English as a second language

EFL

: English as a foreign language

PDF

: Portable Document Format

TOEIC

: Test of English for International Communication

IELTS

: International English Language Testing System

WHO

: The World Health Organization

WTO

: The World Trade Organization

IDP

: International Development Program

vi


LIST OF FINGURES

Figure 1: frequency of using code switching in conversation ........................... 20

LIST OF TABLES

Table 1: Topics for switching from Vietnamese to English .............................. 21
Table 2: Reasons for code-switching (proposed by Malik, 1994) ..................... 22
Table 3: Other reasons for code-switching (proposed by the respondents ). ..... 28
Table 4: The affect of code switching on language capability ...........................33
Table 5: Types of code switching used in conversation of participants .............35

vii


CHAPTER I: INTRODUCTION

1.1. Introduction
In all language in all over the worlds, English is chosen and considered one of
the most important and official languages. In fact, English is considered an
intermediate language, a language that is used in most international organization

such as the United Nations, non-governmental organizations, WHO, WTO… and
it is also frequently used in all important meetings among the nations as well as
economies of many countries around the world. That is also the reason why
English has become a compulsory language in many countries. Thanks to
languages, especially English, many people in the world can exchange
information and communicate with each other. Communicating effectively in
English helps us to learn and access new social, political enviroments, so learning
English is also a must and necessity for all students in all over the world. In
Vietnam, after integrating into the world economy as well as creating new
opportunities for other countries to invest and develop in Vietnam, English has
become an indispensable language of communication and English is introduced
into the curriculum as a compulsory subject in all schools, colleges and
universities, even in Vietnamese organizations. Students who can speak Engish
are always able to get a good job with very high wages. In fact, Vietnamese
students have been investing time, money and energy in learning English. Today,
in the community of English speakers and learners, the language exchange styles
such as “ Tớ rất sorry cậu, nhưng tớ không thể come” or “ Tớ được có 4 điểm và tớ
thật sự khơng understand lắm” or “ Mai có bài speaking test đấy, cậu đã làm
exercise chưa?” are very common in conversations. This phenomenon-code
switching is really widespread in bilingual speech, especially in communication of
English as Second Language or ESL students and considered one of the most
intringuing linguistic phenomena in multilingual communities. Bilinguals will
1


switch or mix between languages that they are familiar with while
communicating. They do not choose which language to use but select portions of
one language and then of the other, alternating back and forth (Coulmas 2005).
Billock and Toribio, 2009 showed that many bilinguals often utilize their ability to
shift from one language to another to make conversation with each others in an

unchanged setting and within the same utterance in order to achieve their
communicative goals. These objectives could be: to show courtesy and respect in
communication with their teachers or professors, or to express their personal
feelings or maybe it’s a habitual expression that people coincidentally use while
communicating or hopping to get attention from other friends in the class… Based
on the data collected from conversations of 50 ESL students, this study helps
readers have a deep and better understanding about code switching, the reason of
using it as well as show what type of code switching is widely available in today
ESL students’ communication and also whether code switching is facilitating their
conversation.
1.2. The aims of the study.
The aims, therefore of this study are to
- Examine the frequency of using code switching in communication among ESL
students.
- Determine the topics of conversation in which code switching exists.
- Determine the main reasons for ESL students to switch when communicate.
- Identify the type of code switching that often occurs in the communication of
ESL students.
- Determine whether code switch facilitates interpersonal communication for
students participating in the study.
1.3. Research questions
Particularly, the research will answer the following questions:
1. How often do ESL students use code switching in communication.
2


2. Which topic do ESL students switch?
3. What is the most common reason for code-switching in communication among
ESL students?
4. Does code switching facilitate interpersonal communication for students

participating in the study?
5. What type of code switching often occurs in ESL students’ communication?
1.4. Significance of the study
Since the rise of English and since it has become an indispensable language in
the life of modern Vietnamese, the phenomenon of insertion English into
Vietnamese communication occurs quite commonly in the communication style
of young people, especial teenagers today. The increasing in frequency of using
English in Vietnamese students' conversations makes the writer want to know the
reasons why teenagers or students today would like to speak English sometimes
while communicating in Vietnamese and whether using English affects their
mother language or Vietnamese and what types of switching they are used to
speaking. So the findings of this paper will help researcher to achieve a better
understanding of the reasons that govern code-switching in conversation and the
types of switching that bilingual’s use in their daily speaking. It also answer the
writer concerns about whether using English while speakings helps ESL students
learn the language better.

3


CHAPTER II: LITERATURE REVIEW

Language is a system of signs which we use to communicate with each other
and since English has become an international language, it is now one of the most
important tools for every student to have a bright future. That’s also the reason
explaining why a thousand of Vietnamese students are spending money and time
learning English and how to communicate in English and they utilize and practice
their English skills every time when they have a chance. Nowadays, we see that
English is used and spoken in television, social networking sites, and newspapers
or in schools or at classes. People who have learned two languages also

demonstrate an interesting phenomenon by mixing words or phrases from two
languages Vietnamese and English together during conversations with their
family, friends or classmates. This phenomenon is called code switching and the
students who use two languages: Vietnamese and English while communicating is
called bilingualism. The purpose of this literature review is to explore studies
previously done on the chosen topic so this literature review will focus on the
definitions of bilingualism, concepts of code switching, types of code switching
and reasons of code switching used in conversations mentioned by previous
linguists.
2.1. Bilingualism
2.1.1. Definition of bilingualism.
One of the earliest studies about bilingualism was carried by Bloomfield in
1933. Bloomfield (1933.56) defined bilingualism as the native who likes to
control of two languages. However, his definition raised so many questions on the
word “control” because lots of linguistics wondered how master the speaker must
be in order to control a language like a native speaker. In 1953, Haugen, an
American linguist stated that bilingualism phenomenon exists when one speaker
speaking one language can produce complete meaningful utterances in other
4


language (Haugen 1953:7). In early work (1950a: 211) Haugen also said that a
reference to switch rapidly from one language to another but at any given moment
they are speaking only one, even when they resort to the other for assistant. The
same view of language switching behavior is expressed in Weinreich (1953:73)
when he defined bilingualism as the ability to use more than one language and in
Mackey as the practice of alternately using two languages (1962: 66-68). Diebold
in 1964 used the term “incipient bilingualism” to describe the stages of language
contact leaving open the quest on the minimum proficiency to be considered
bilingual. Uriel Weinreich, the author of “language in contact” simply defined that

the person that involve in the practice of alternately using two languages is called
bilingualism. Hockett (1958: 16) used the term “semi bilingualism” to define
bilingualism when he said that a person might have no productive control over a
language but be able to understand utterances in it. The definition of bilingualism
is given more generally when MacNamara defined a bilingual as anyone who
possesses a minimal competence in only one of the four language skills such as
listening, speaking, reading and writing in another language besides his mother
tongue. Then MacNamara’s difinition is recalled by Grosjean who asserted that
the bilingual is not just someone who speaks two languages but he possesses the
language and communicative skills in two languages at different level.
There are so many definitions about bilingualism mentioned by linguists,
however, broadly, Bilingualism is a phenomenon in which a person can speak
more than one language. In other words, a bilingual speaker is a person who is
able to perform more than one language.
2.1.2. Type of bilingualism
Weinreich (1963) introduced 3 types of bilingualism based on the conceptual
representations and cognitive organization of words in a bilingual’s mind.
Coordinate bilinguals are the people who have learned both language in
different environments and the languages would probably used for different
5


functions. According to Archibald (2000), this happens when the speakers have
distinctive conceptual representation for translation equivalents in the language.
Such people have separate systems for each language in their minds, so the words
and concepts of each language will be kept in the mind separately.
Compound bilinguals are people who have learned both languages from the
same environment. The language would not have separate systems in the mind but
they will have one system. The concepts would be kept in their mind while the
words will be different from both languages. Thus, the two language systems are

developed and maintained by the speaker, both similarly available in speakers’
linguistic repertoire (Nomura, 2003)
Subordinate bilinguals are people who have learned second language but
cannot understand it without the help of their first language so they will translate
the words of second language in the mother language to be able to understand
them. It means that people borrow the second language to express their ideas.
2.2.Borrowing and switching
Baker ( 1980: 4) mentioned that when two languages are in contact,
individuals with specific communicate needs try to make the languages “ more
alike, so to speak, by filling in what is lacking in each one with constructions from
the other, i.e, by linguistic borrowing. Haugen (1969.383) mentioned that
linguistic or lexical borrowing is considered in its origin to be a process that takes
place in each individual before it is projected as group behavior at large. So
borrowing can be defined as single item term that are proper nouns or names of
particular places or things, items that cannot be translated (Baker 1980:6).
Therefore, the criteria for distinguishing borrowings from code switching are
related to the recognition of the usage on a community wise basis and
intransslatability.

6


2.3. Code and code switching
2.3.1. Code
In our communication, people who are able to speak two languages usually
choose different codes in different situations in order to make them easier to
discuss about particular topics. Gardner-choloros (2009:11) mentioned code as a
mechanism for the unambiguous transduction of signals between system” and the
term code is frequently used today by linguists as an umbrella term for languages,
dialects, styles etc. Similarly, Wardaugh (2006) also maintains that code can be

defined as “A system used for communication between two or more parties used
on any occasions.”(p. 101). Therefore people are usually required to select a
particular code when they speak, which means that the speakers switch code while
speaking so codes here can be understood as the languages used in the
conversation that maybe words, phrases, clauses or sentences switching back and
ford in two langauges or more. Code switching is the alternation in using two
codes by people who share those particular codes.
2.3.2 Code switching
2.3.2.1. Definitions of code switching
The term code switching is broadly discussed and used by a lot of linguists in
linguistics and a variety of related field from many perspectives, so there are also
lots of definitions of this term. Perhaps, it is because scholars do not seem to share
a definition of the term. The first explicit mention of code switching is found in
Vogt in 1954 when he stated that code switching in itself is perhaps not a linguistic
phenomenon, but rather a psychological one and its causes are obviously
extra-linguistic” ( 1954-368). Haugen also refers to the code switching which
occurs when a bilingual introduces a completely unasssimilated word from
another language into his speech (1956: 40) and characterizes the phenomenon as
one of the three stages in diffusion, together with interference and integration. Wei
Martin (2009-117) mentioned code switching is the most common, unremarkable
7


and distinctive feature of bilingual behavior, which also means that it is a frequent
phenomenon tightly connected to the bilingual enviroment.
According to Ho Dac Tuc (2013.1), contact between different languages has
led to many instances of bilingualism, including the alternate use of two or more
languages in the same conversation of the bilingual which is known by the general
term of code-switching.
Gumperz (pp 59 -82. 1982) had another view on code switching when he said

that conversation code switching can be defined as the juxtaposition within the
same speech exchange of passages of speech belonging to different grammatical
systems or subsystems and most frequently the alternation takes the form of two
subsequences, as when a speaker uses a second language either to reiterate his
message or to reply to someone else’s statements.
Gumperz also stated that the speakers do understand each other when they
code and situational code switching can be considered as the changes in language
choice because of the situation where the speakers exists and the situational
switching might take place at school, work, public and etc…where the situation
demands.
Cook came up with the notion that code-switching is the process of holding
from one language to the other in the mid-speech when both speakers know the
same language (p.83). Lightbown defined code switching as the systematic
alternating use of two languages or language varieties within a single conversation
or utterance (p 598)
Wikipedia defined code switching - “the use of more than one linguistic
variety in a manner consistent with the syntax and phonology of each variety”,that
is, code-switching occurs when a speaker alternates between two or more
languages, or language varieties, in the context of a single conversation.
Auer (code-switching in conversation: language, interaction and identity pp.
1-25.1998) supposed that code switching a part of verbal communication and
8


it simply refers to the alternating use of two or more codes. According to him,
people who participate in the conversations should be able to understand codes
used.
Poplack. S (2001) mentioned code switching as the mixing, by bilinguals (or
multi-linguals) of two or more languages in discourse, often with no change of
interlocutor or topic.

To summarize, code switching is simply a shift from one language to another
within utterance or communication. It refers to the alternate use of one language to
another target language as a mean of communication by language speakers.
2.3.2.2. Types of code switching.
There are several categorizations of code switching types. Gumperz in 1982
distinguishes two kinds: situational and metaphorical code switching.
According to Gumpez, situational code switching occurs when the languages
used change because of the extra-linguistic reasons like in situations,
interlocutors, or type of activity undertake, etc while the change of language in
metaphorical code switching is the change of topic in the ongoing discourse.
Auer (1984) differentiates between participant-related and discourse related
code switching. The participant related code switching is used to negotiate the
proper language in terms of the preference or competence of the individual who
performs the switching or those of co participants in the conversation. Discourse
related code switching, however is used to organize conversation by contributing
to the interactional meaning of a particular utterance.
Poplack (1980) stated that there are 3 types of code switching such as Tag
switching, inter-sentential switching and intra-sentential switching.
- Tag switching is considered as an insertion of a tag in one language into an
utterance which is entirely in another language.
“Hey, hi! Các cậu đi đâu đấy?”
The type of code switching used in the sentence above is classified into tag
9


switching. “Hey, hi” is an expression of saying hello to all members.
- Inter-sentential switching is a “switch at a clause or sentence boundary”
which means it occurs outside the sentence or the clause level.
The example of inter-sentential switching is as below.
“ Tớ không biết chuyện đâu, nhưng what happened really?”

- Intra-sentential switching could be used in the middle of sentences or clauses
or even words. The example of this code switching can be seen as follow.
“tớ đang cố gắng dành scholarship tại trường đó vì nó là một trường nổi tiếng. ”
2.3.2.3. Reasons for code switching.
Myers-Scottons (1993) says that code switching serves social functions so its
motivations, functions and reasons have been studies by lots of linguists. The
views of Appel and Muysken (2006), Malik (1994), Gumpers ( 1982) and Baker
and García (1993) would be mentioned in this study.
Baker and García, in their book (1993)- foundations of bilingual education
and bilingualism mentioned that there are 13 basic types of reasons for using
code switching, which may vary according to the speakers, the context and the
topic of the conversation. According to Baker and García, the reasons for speakers
to switch from one language to another language may be
- to emphasize a certain word or a particular point in the conversation.
- to substitute a word in one language which is not known to the bilingual in
the other language.
- to introduce a certain topic related to experiences in a second language that
particular language might be used.
- to have an equivalence when the words, phrases or concepts are not always
expressed in the same way or do no have their equivalents in the other language.
- to reinforce a request when the speakers command or ask someone to do
something for them.
- to repeat or clarify a point or make the contents understandable or clear.
- to reinforce the closeness of the relationship in society. This view of Baker
10


and García is very close to the one of Harding and Riley. According to Harding
and Riley (2003: 65), children are also skilful in using switching as a marker of
solidarity with the person they are talking to so using the change of language to

reinforce the closeness of relationship.
- To quote something relating to a conversation held previously.
- To share communicating common identify. According to Gal (1988-p247),
code switching is a communicating strategy used to cross, destroy or establish
group boundaries or to create, change or evoke relations with their right and
obligations. And Nwoye (1993-p371) mentioned that code switching may occur in
an interaction between two speakers who share a same language because they
want to make their shared common identity mangiest.
- To exclude people from a conversation. Gal also stated that code switching
may be used to create or establish relations but also used to isolate and exclude
others who do not share the same codes.
- To change mood. In other word, code switching may be used to ease tension
and inject humor. Ex: Ôi, tớ xin lỗi nhé
Okay, no problem đâu nhé.
- Code switching may be used to change to attitude.
Other reasons also mentioned by Baker and Garcia such as topic change,
addressing oneself, arousing attention, expressing opposition, hedging and
showing respect toward others.
However, According to Gumperz (1982) the reasons for communicator to
switch is
- To appeal to the literate
- To appeal to the illiterate
- To convey precise meaning
- To ease communication, i.e., utilizing the shortest and the easiest route
- To negotiate with greater authority
- To capture attention, i.e. stylistic, emphatic, emotional
11


- To emphasize a point

- To communicate more effectively
- To identify with a particular group
- To close the status gap
- To establish goodwill and support
And Malik listed ten reasons for using code switching in communication
(1994). The reasons that Malik (1994) mentions
- Lack of facility, lack of competence
- Semantic significance
- To address different audience
- To show identity with a group
- To amplify and emphasize a point
- Mood of the speaker
- Habitual expressions,
- Pragmatic reasons
- To attract attention.
The explanation of all 10 reasons mentioned by Malik (1994) is cited from
Eldin, A. A. T. S. (2014)- Socio Linguistic Study of Code Switching of the Arabic
Language Speakers on Social Networking- International Journal of English
Linguistics4(6),78 and they could be understood as below
- Lack of facility:
According to Malik (1994), bilinguals or multi-linguals often code switch
when they cannot find an appropriate expression or suitable words to carry on the
conversation and the code switching used may be culturally conditioned.
“Cậu đã hoàn thành xong chiến lược marketing của tuần này chưa?”
- Lack of Register
This happens when, according to Malik (1994), speakers are not equally
competent in two languages and when the speakers do not know the terms in two
languages, then code-switching occurs. This reason always appears in some
12

occupation such as in the speech of doctors, lawyers, engineers owing to the fact
that proper terms in their mother language or in any other language other than
English may not be available to them, as the result they utilize English
terminology that they are familiar with. This can be identified as a great deal of
lexical code mixing. The example of this type can be seen as below:
“Bệnh nhân đã chụp X-Quang chưa?”
Rồi, và ông doctor đã kê cho anh ta 3 viên paradol uống.”
- Mood of the Speaker
Malik (1994) says that when bilinguals are tired or angry, code switching
takes place although the speaker can find the appropriate words to express his
mind in both Vietnamese and English but the native language is still commonly
used when the speaker has a disturbed mind.
“Đừng có hỏi tớ dồn dập như thế vì tớ đang exhausted lắm đây!”
“Cô ta là kẻ annoying và insane nhất mà tớ từng gặp”
- Habitual Expression
Malik.(1994) stresses the fact that code switching often occurs in fixed
phrases of greeting and parting, commands and request, invitation, expressions of
gratitude and discourse markers such as O, yes (listen) and You know, etc.
“Nghe nói cậu đỗ đại học rồi à?! Congratulation nhé!”
“ohhh hi, long time! Dạo này thế nào rồi?”
- To Emphasize a Point
Switching is also used to emphasize a point. The example of this reason can be
seen as bellow:
Tớ thật sự khơng muốn nhắc đến nó, chỉ là nó đã over, over rồi.
In above example, the speakers switch to English at the end of the statement
just to express his point that he didn’t want to mention the past issues because it’s
just in the past like it was over.
- Semantic Significance
Malik (1994) claims that code switching used as a verbal strategy at a

particular moment can convey semantically significant information.
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- To Show Identity with a Group
People of the same group or culture often use code switching to share value
and experiences. When they code switch, the original words and phrases used are
maintained to represent a sense of belonging and familiarity to the group.
- To Address a Different Audience
Malik (1994) states that code switching is also used to convey messages when
the speaker intends to address people coming from various linguistic
backgrounds.
- Pragmatic Reasons
According to Malik (1994), sometimes, the alternation between two languages
is dependent on the conversational context so code switching may present a
different degree of speaker involvement.
Gumperz (1982) also has the same idea when he notes that switching may
emphasize varying degrees of speaker’s involvement.
- To Attract Attention
When two languages or more are used, people are often attracted by the
language that they are familiar with. In the media, code-switching is used to attract
the attention of audiences. For example, in the English newspaper, the readers
always focus on the language background that they originate from when they
come across their first language
There are so many other reasons for communicators to use code switching in
their daily conversation however for the purpose of this study, the writer will base
on Malik’s ten functions of code switching to give a clearer view on why ESL
students used to use code switching in their conversations. These classifications of
reasons will be the basic theoretical frameworks in collecting and analyzing the
collected data.

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CHAPTER III: RESEACH METHODOLOGY

This chapter discusses the methods applied in the study to get the data and data
analysis like contexts, respondents, instruments to collect data and data
processing.
3.1. Method of the study.
Quantilative and qualitative method will be used in this research to
analyze the data in number and descriptive way. With qualitative method, the
researcher will collect the data through careful analysis and based on what the
research observed, heard from conversations made by participants. Qualitative
approach is used because the result of the data analyzed is in descriptive
phenomenon such as word, sentence and utterance. Quantitative data is also used
because it refers to the systematic empirical investigation of social phenomenon
via statistical, mathematical or numerical data or computational techniques
(Babbies-2010) so the data collect will be in numerical form such as statistics and
percentages. With all these method, the writer will describe in percentage the
reasons of code switching of each statement as utterance in conversation and
explain the motive in order to know the reason why code switching occur in
communication of participants
3.2. Setting of the study.
The setting of this study was at the English language department and
international law at Diplomatic Academy of Vietnam. The study focused on the
English language and international law departments because the English is used
daily as a conversational tool in communication of students in the departments
since the students at department of English language daily learn and make
conversation to each other in English and the students at international law are

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taught and learn their lessons in English, so the intensity to do code switching is
much higher than others so students may often use code switching between their
mother tongue and foreign language in communicating to each other.
3.3. Participants of the study
This study carried out with about 80 Vietnamese students from the age of 18 to
22 years old who are attending at Diplomatic Academy of Vietnam and who are
majoring in English and international law. The researcher will observe and focus
on evaluating and analyzing conversations of participants. To protect participant’s
privacy, the writer explained about the purpose of this research to all participants
and also got the permission from them.
3.4. Data collection
3.4.1. Observation
Observation is considered a very good option for writer to collect data and
information natually. Matthews &Ross (2010:255) mentions observation as the
act of watching social phenomena in the real world and recording events as they
happen. To learn the use of code switching of students learning English as a
second language, the writer conducted observations at their classes then recorded
their conversation when they discuss or interacting with one another during
lessons and at break time or out of class. All students at the classes were informed
about the observations but they do not know anything about the purposes of the
observation. The observations included students’ discussions about their class and
lessons as well as conversations. These observations provided the writer with an
opportunity to determine the reasons and topic used for code switching in the class
and it clarified why and when student switch codes.
3.4.2. Recording
In addition to observations, audio recordings were used in the classroom to

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