Academic literature on the topic 'Code switching (Linguistics) – Mauritius'

Chinese-English code switching (CS thereafter) has become a common phenomenon in mainland China in the last decades of years. Most research focuses on sociolinguistic perspectives of CS in mainland China. However, there is rarely research aiming at exploring linguistic patterns of CS. To fill the research gap, this study attempts to perceive into the linguistic patterns of Chinese-English CS. Myers-Scotton' s Matrix Language Frame model (MLF model thereafter) is used as a framework in this study. On one hand, it can help me to classify data and explain why the data comes into being. One the other hand, CS between two typologically different languages can test the universality of the MLF model. Two hundred and seven Chinese-English bilingual utterances are quantitatively classified and qualitatively described as the basis of the analysis of this study. In this study, a whole picture of linguistic patterns of Chinese-English CS was presented. I further analyze some counterexamples against the MLF model, such as creative forms, which conform to neither the grammar of Chinese nor that of English. Thus, it is revealed that the MLF model cannot offer explanations to those innovative forms. I argue that the innovative forms in the corpus of this study belong to artistic CS. Artistic code­switching utterances mainly exist as lyrics or buzzwords on the Internet, which are intentionally created by people. These forms are invented to be different and attract people,s attention, so usually they do not conform to grammars and common language codes. No wonder that the MLF model cannot explin the artistic CS. Other limitations of the MLF model are also discussed in this dissertation.

The Qatifi dialect of Arabic is spoken by a minority group located principally in Qatif, near Dhahran, in the eastern province of Saudi Arabia. Codeswitching in the Qatifi community describes the alternation, within discourse, between two local codes, such as switching from the Qatifi Arabic to either the Qatifi secret G, S, and T languages or to Classical and Modern Arabic, on the one hand. On the other hand, it describes the alternation between local and foreign codes, such as switching from the Qatifi Arabic to English, Farsi, and Broken Arabic pidgin.The Qatifi speakers frequently use the G, S, and T secret languages, which represent phonological variations in Qatifi Arabic according to particular rules. These secret languages are used by the Qatifi people to establish political solidarity, to secure social norms, or to insure discretion.Codeswitching from the Qatifi dialect to other local or foreign codes also affirms the social identity and personal pride of individuals taking part in informal conversation. It is important therefore to understand the social constraints of the society where it is found, and how it works within the linguistic rules of the source language and the mainstream communicative system. Codeswitching as spoken by the Qatifi middle class community identifies particular member of this minority group.The aim of this thesis is to explain codeswitching occurring between theQatifi dialect of Arabic and other language varieties. Using data drawn mainly from personal interviews with Qatifi natives, I investigate the type of code used in variable conversational settings and the interaction among the Qatifi trusted or non-suspicious members.<br>Department of English

It is a frequently observed phenomenon that language learners often turn to their native language in the foreign language classroom, i.e. they code-switch, but why is it so? In order to investigate this, this study had two aims; the first aim was about trying to see if the frequency of code-switching differed depending on the questions’ levels of difficulty. This study was conducted on three different upper-secondary schools and involved 24 pupils. The pupils’ age varied from 16 to 19. The hypotheses were that pupils code-switch less when answering basic level questions and more when answering advanced level questions. Small groups were observed and they read a text and answered eight questions. The results showed that the pupils did code-switch more on the advanced level questions and less on the basic level questions. They code-switched 15 times on the basic level-questions and 21 times on the advanced level-questions. However, this is not a big difference since there were only six instances that differed between them. The second aim was about trying to see if one could categorize code-switching. It was based on Sert’s (2005) three categories; Equivalence, Reiteration and Floor-holding and four other categories invented by the researcher of this study; Student-student code-switching, Student-researcher code-switching, Comfort code-switching and Sorry code-switching, thus, seven categories in total. The results showed that the pupils did code-switch differently and that Sert’s categories did exist, but they were not enough that is why the researcher added the four other categories.