Vietnamese – english code switching in conversations among vietnamese EFL teachers a case study

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LÊ HƯƠNG THẢO VIETNAMESE-ENGLISH CODE-SWITCHING IN CONVERSATIONS AMONG VIETNAMESE EFL TEACHERS: A CASE STUDY Hiện tượng chuyển mã tiếng Việt-tiếng Anh hội thoại giáo viên dạy tiếng Anh ngoại ngữ: Nghiên cứu trường hợp cụ thể M.A COMBINED PROGRAMME THESIS Major: English Linguistics Major code: 60 22 15 Hanoi – 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LÊ HƯƠNG THẢO VIETNAMESE-ENGLISH CODE-SWITCHING IN CONVERSATIONS AMONG VIETNAMESE EFL TEACHERS: A CASE STUDY Hiện tượng chuyển mã tiếng Việt-tiếng Anh hội thoại giáo viên dạy tiếng Anh ngoại ngữ: Nghiên cứu trường hợp cụ thể M.A COMBINED PROGRAMME THESIS Major: English Linguistics Major code: 60 22 15 Supervisor: Assoc Prof Dr Trần Xuân Điệp Hanoi - 2012 TABLE OF CONTENTS Certification of authority of the study………………………………………………i Acknowledgements…………………………………………………………………ii Abstract…………………………………………………………………………… iii List of tables and abbreviations……………………………………………………vii CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims and research questions of the study 1.3 Scope of the study 1.4 Methods of the study 1.5 Significance of the study 1.6 Overview of the rest of the study CHAPTER 2: THEORETICAL BACKGROUND 2.1 Introduction 2.2 Bilingualism 2.2.1 Definitions of bilingualism 2.2.2 Types of bilingualism 2.2.3 Bilinguals‟ language choice 2.3 Code, code-switching, code-mixing, lexical borrowing, and interference …………………………………………………… 2.3.1 Code 2.3.2 Code-switching 2.3.3 Code-switching and code-mixing 10 2.3.4 Code-switching and lexical borrowing 11 2.3.5 Code-switching and interference 14 2.4 Linguistic constraints on code-switching 14 2.5 Typologies of code-switching 16 2.5.1 Poplack‟s typology of code-switching 17 iv 2.5.2 Muysken‟s typology 17 2.5.3 Bloom and Gumperz‟s typology of code-switching 18 2.6 Communicative functions of and reasons for code-switching 19 2.7 Previous studies on Vietnamese – English code-switching and in Vietnamese context 23 2.8 Chapter summary 24 CHAPTER 3: METHODOLOGY 25 3.1 Introduction 25 3.2 Description of the context and participants 25 3.2.1 The context 25 3.2.2 The participants 25 3.3 Data collection method 26 3.3.1 Data collection instruments 26 3.3.2 Data collection procedure 29 3.4 Coding and data analysis procedure 30 3.5 Conclusion 30 CHAPTER 4: RESULTS AND DISCUSSION 31 4.1 Introduction 31 4.2 Research question 1: What are the types of code-switching found in conversations between Vietnamese EFL teachers at English Division 1, FELTE, ULIS, VNU? 31 4.2.1 Categorization of detected instances of code-switching according to Poplack‟s (1980) typology 31 4.2.2 Quantification of instances of intra-sentential code-switching by syntactic category 33 4.2.3 Overview description of intra-sentential code-switching by syntactic category 34 4.3 Research question 2: What are the reasons for the use of code-switching in conversations between Vietnamese EFL teachers at English Division 1, FELTE, v ULIS, VNU? 37 4.4 Summary 43 CHAPTER 5: CONCLUSION 45 5.1 Recapitulation 45 5.2 Limitations of the study 46 5.3 Suggestions for further studies 47 BIBLIOGRAPHY 48 APPENDIX A I APPENDIX B IV vi LIST OF TABLES AND ABBREVIATIONS LIST OF TABLES Page Table Example of equivalence of constraint 14 Table Breakdown of detected code-switching instances according to Poplack‟s (1980) typology 30 Table Break down of intra-sentential code-switching by syntactic category 32 Table Switched nouns and noun phrases by semantic category 33 Table Switched verbs and verb phrases by semantic category 34 Table Breakdown of detected code-switching instances according to reason (proposed by Malik 1994; Appel and Muysken 2006) 36 LIST OF ABBREVIATIONS EFL: English as a Foreign Language L1: the first language L2: the second language FELTE: Faculty of English Language Teacher Education ULIS: University of Languages and International Studies VNU: Vietnam National University vii CHAPTER INTRODUCTION 1.1 Rationale of the study Rapid globalization in several aspects of life in the past few decades has strengthened the dominant role of English as the most important foreign language in Vietnam, traditionally a monolingual country As a result, it is common to find an increasing number of bilinguals speaking Vietnamese and English at the same time here That is, they use a mixed language and also switch back and forth between two languages while conversing or lecturing This phenomenon, defined by linguists as code-switching (code-switching) or code-mixing, is “a well-known trait in the speech pattern of the average bilingual in any human society the world over” (Ayeomoni, 2006) Unlike other sociolinguistic phenomena such as pidgins and creoles where speakers in contact only need to have knowledge of the common language that is used to communicate with speakers of other languages, codeswitching requires its speakers to know at least two or more varieties, making it an activity exclusive to only bilinguals Therefore, studying code-switching in the area of bilingualism is central to gaining a better insight into bilinguals‟ process of utterances Code-switching is a widespread phenomenon in “bilingual communities where speakers use their native tongue (L1) and their second language (L2) in different domains” (Kim, 2006) Among these communities, that of teachers teaching English as a foreign language (EFL) are believed to be a group where code-switching is used frequently, especially when these teachers communicate with people working in the same field Indeed, the alternate use of Vietnamese and English at work, to a certain extent, is an integral part of their communication with each other This is understandable, considering the fact that EFL teachers, while living in their first language environment, are constantly exposed to English in their work and studies In the researcher‟s initial observation, code-switching is most pronounced in conversations between EFL teachers teaching English skills in tertiary level Since the researcher is a member of this bilingual community in a university in Vietnam, she has been captivated by code-switching used among her colleagues, and therefore decided to investigate this phenomenon Quite a number of research studies have been written on this code-switching phenomenon in recent years In addition to early works that concentrate on linguistic aspects of code-switching (Gumperz 1976; Poplack 1980), much of recent research, which was conducted in countries other than Vietnam, has been concerned with the use of code-switching in the foreign and second language classroom (Moore 2002; Celik 2003; Dailey-O‟Cain & Liebscher 2005), in Internet chatting (Cardenas-Claros & Isharyanti 2009), in advertising (Chen 2006, Leung 2010) and in conversations between fellow expatriates (Ho-Dac 2003; Jalil 2009) However, so far very little research has dealt with code-switching in Vietnam as well as of Vietnamese –English bilinguals, a linguistic phenomenon which has become common in their daily speech Obviously, research on code-switching is still in its infancy in Vietnam and therefore leaves many gaps for those who are interested in this topic to investigate This study aims at filling this gap It illustrates the patterns and finds out the reasons for code-switching among Vietnamese EFL teachers at English Division 1, Faculty of English Language Teacher Education (FELTE), Hanoi University of Languages and International Studies (ULIS), Vietnam National University (VNU) In a word, keen interest in bilinguals‟ process of utterances in general and codeswitching used by her colleagues in particular, and the need to examine unanswered questions left in the field have been key motivations for the researcher to conduct this study 1.2 Aims and research questions of the study The first objective set out in this study is to review existing literature published by influential scholars on this topic Next, the study purports to investigate the types of code-switching among Vietnamese EFL teachers at English Division 1, Faculty of English Language Teacher Education, ULIS, VNU, using the theories proposed by Poplack (1980), Malik (1994), and Appel and Mu ysken (2006) as principles of classification and analysis The final aim of this research is to explore the reasons for code-switching among this bilingual community In short, the study aims to answer the two following research questions: What are the types of code-switching found in conversations between Vietnamese EFL teachers at English Division 1, Faculty of English Language Teacher Education, ULIS, VNU? What are the reasons for the use of code-switching in conversations between Vietnamese EFL teachers at English Division 1, Faculty of English Language Teacher Education, ULIS, VNU? 1.3 Scope of the study This is a case study that only examines the phenomenon of code-switching among Vietnamese EFL teachers at English 1, Faculty of English Language Teacher Education, ULIS, VNU The use of code-switching by teachers in other divisions, albeit equally frequent, is not within the scope of this study This work also focuses on patterns of code-switching found in conversations among the participants, though code-switching can appear in written form Added to this, the settings of these conversations are limited to places on campus only, most of which are teacher‟s break rooms or conference halls during break times More importantly, the conversations under investigation in this study are informal ones covering daily spontaneous topics, which means discussions of issues in scheduled meetings or conferences are excluded 1.4 Methods of the study Both qualitative and quantitative methods were employed in order to find answers to the research questions First, natural conversations between participants were audio recorded and transcribed to identify instances of code-switching, which then were grouped according to Poplack‟s theory (1980) This qualitative method was used to draw findings to the first research question concerning types of VietnameseEnglish code-switching found in the recorded conversations between Vietnamese EFL teachers Next, transcripts of conversations along with a short teacher‟s self-report form were delivered to participants in order to obtain their reflection on what caused them to code-switch Collected data were then calculated and grouped Employing the quantitative method at this stage, the researcher sought to find out the answers to the second research questions on reasons for the participants‟ code-switching 1.5 Significance of the study As one of the few studies conducted on the topic of code-switching, this research is expected to shed some light on the understanding of this phenomenon among EFL teachers in general and Vietnamese EFL teachers in particular, thereby encouraging more researchers to look into this topic Also, with the findings of the study, the researcher wishes to raise sociolinguistic-related issues for other studies to discuss, such as attitudes towards this phenomenon, or its development in the coming years The completion of this paper may make other possible contributions to conversation analysis as a means of ethnographic methodology, and to discourse analysis from a sociolinguistic perspective Additionally, this paper is expected to contribute to studies of speech community of this particular population in the specified setting Lastly, this research is supposed to lay the foundation for the researcher‟s future studies on bilingualism and code-switching 1.6 Overview of the rest of the study The rest of the study is comprised of four chapters which are as follows Chapter two, Theoretical Background, reviews prominent literature directly relevant to the topic being discussed Chapter three, Methodology, presents the methods used for data collection and data analysis as well as justification for these methods Chapter three is followed by the fourth chapter, Results and Discussion, in which the findings of the study are discussed to answer the research questions Finally in chapter five, recapitulation of the whole study is presented before suggestions for further studies and a conclusion are given at points around which the word order of the two languages corresponds, as explained in the “equivalence constraint” proposed by Poplack (1980) It was also found out in this chapter that different syntactic word classes switch at different rates For example, switches of nouns are most common, followed by those of verbs and adjectives, which corresponds with the finding of studies by Poplack (1980) or Ho-Dac (2003) As regards reasons for code-switching, the data analysis process has also revealed that habitual expression, which is related to psychological aspect of behavior, and the quotation function of code-switching were given by informants as the main factors for their code-switching Another contributing factor is the purpose to amplify and emphasize a point As the informants were proficient in both languages, few cases of code-switching resulting from lack of facility or registers were detected An informant added a reason not included in the provided list of reasons, which was “to save time” No instances were cited as a result of the intention of attracting attention, which may be explained by the shared linguistic background between the interlocutors In the next chapter, a brief summary of what has been done in this research papers will be presented, followed by limitations of the study and suggestions for further studies 44 CHAPTER CONCLUSION 5.1 Recapitulation This study has attempted to present the phenomenon of code-switching conversations among Vietnamese EFL teachers in English 1, FELTE, ULIS, VNU It has an explorative character since this is among the few studies concerning the phenomenon of code-switching between the Vietnamese language and another language Specifically, the study first aims at finding out the types of code-switching found in conversations between Vietnamese EFL teachers, using the typology suggested by Poplack (1980) Another aim of the study is to investigate the reasons of codeswitching among the sample For these purposes, twenty Vietnamese EFL teachers at English 1, FELTE, ULIS were chosen as participants After the introductory chapter, chapter two in this study focuses on reviewing literature directly relevant for the topic being investigated The concept of codeswitching is first defined, then compared and contrasted with other concepts of linguistic contact, namely code-mixing, lexical borrowing, and interference After that, three most accepted linguistic constraints on code-switching are presented, which are equivalence constraint, free morpheme constraint, and size-of-constituent constraint (Poplack 1980) A major part of this chapter is saved for discussing the typologies of code-switching proposed by Poplack (1980), Muysken (2000), and Bloom and Gumperz (1972) The discussion results in the adoption of Poplack‟s typology as the theoretical framework in this study, which classifies code-switching into extra-sentential code-switching, inter-sentential code-switching, and intrasentential code-switching Finally in this chapter, reasons for code-switching suggested by different linguists are reviewed Ten reasons proposed by Malik (1994) and one by Appel and Muysken (2006) are chosen to be the theoretical framework used in this study In terms of methodology, this study employs both qualitative and quantitative methods First, to find out the types of code-switching in the conversations between 45 the participants, the researcher recorded ten conversations and transcribed them Instances of code-switching were identified in the transcript and categorized into three types suggested by Poplack (1980) Then the transcripts along with teacher‟s self-report forms were sent to the informants, asking them to identify the reasons for their code-switching in the recorded conversations By so doing, the researcher was able to find out the actual reasons for the participants‟ code-switching, based on the suggested ones by Malik (1994) and Appel and Muysken (2006) The results show that nearly all detected instances of code-switching are intrasentential code-switching and two are extra-sentential code-switching No instances of inter-sentential code-switching were found in the recorded conversations Regarding the reasons for the participants‟ code-switching, the most common one is habitual expression, followed by the need to quote book titles or from books and to convey semantic significance None of the respondents code-switched to address a different audience 5.2 Limitations of the study As stated in the introductory chapter, this is a case study that only examines the phenomenon of code-switching in conversations among Vietnamese EFL teachers at English 1, FELTE, ULIS, VNU Therefore, the initial findings of this study apply only to this population The use of code-switching by Vietnamese EFL teachers in other divisions of the Faculty, albeit equally marked and frequent, may not be compatible with these findings Also, all the conversations under investigation in this study are limited to natural and informal ones, most of which took place in the teacher‟s break rooms Thus, speech of the same participants recorded in formal settings such as meetings or conferences may not produce the same types of code-switching as found out in this study Finally, as this study looks at the types of and reasons for code-switching in conversations from grammatical and sociolinguistic points of view, only literature relevant to these questions is covered Existing literature on the topic of codeswitching is abundant and needs more examination 46 5.3 Suggestions for further studies The general approach in this case study may be useful in carrying on further research in areas which the present work has not included One such area is the description of how code-switching can be exploited in Vietnamese EFL classrooms, both by teachers and learners, to facilitate the teaching and learning process, such as in the acquisition of vocabulary This study has focused on code-switching in conversations between Vietnamese EFL teachers working at tertiary level In the researcher‟s initial observation, codeswitching occur most frequently among this population Therefore, it would be desirable for other researchers to conduct studies on other populations, such as teachers working at primary or secondary level Since the degree of their exposure to the English language and their English proficiency vary, more new findings are expected to emerge from studying these populations The final suggestion is for research on this phenomenon in formal settings or in written discourses to be conducted Different levels of formality may imply different choices of language and different frequencies of code-switching Also, the cognitive process involved in producing written discourses is likely to offer other types of and reasons for code-switching 47 BIBLIOGRAPHY English Appel, R & Muysken, P (2006) Language contact and bilingualism Amsterdam University Press Archibald, J (Ed.) (2000) Second language acquisition and linguistic theory Oxford: Blackwell Ayeomoni, M.O (2006) Code-switching and code-mixing: style of language use in childhood in Yoruba speech community Nordic Journal of African Studies, 15(1), p 90-99 Berk-Seligson, S (1986) Linguistic constraints on intrasentential codeswitching: A study of Spanish/Hebrew bilingualism Language in Society, 15(3), p 313 – 348 Bhatia, T & Ritchie, W (2004) Social and Psychological Factors in Language Mixing In W C Ritchie and T K Bhatia (eds.), Handbook of Bilingualism (p 336- 352) Oxford: Blackwell Publishing Bloom, J & Gumperz, J (1972) Social meaning in linguistic structures: Codeswitching in Norway In J J Gumperz & D Hymes (eds.), rev ed 1986 Directions in Sociolinguistics: The ethnography of communication New York and Oxford: Blackwell, p.407- 434 Bloomfield, L (1933) Language New York: Henry Holt Cardenas-Claros, M & Isharyanti, N (2009) Code-switching and code-mixing in Internet chatting: between „yes‟, „ya‟, and „si‟: a case study The JALT CALL Journal, 5(3), p 67 – 78 Celik, M (2003) Teaching vocabulary through code-mixing ELT Journal, 57(4), p 361- 369 10 Chen, C (2006) The mixing of English in magazine advertisements in Taiwan World Englishes, 25 (3), p 467–478 11 Clyne, G (1991) Community Languages: The Australian Experience Cambridge: Cambridge University Press 48 12 Dailey-O‟Cain, J & Liebscher, G (2005) Learner code-switching in the content-based foreign language classroom The Modern Language Journal, 89(2), p 234 – 247 13 David, M (2003) Function and role of code-switching in Malaysian courts Multilingual 21, p 1-20 14 Grosjean, F (1982) Life with two languages: An introduction to bilingualism Cambridge, MA: Harvard University Press 15 Gumperz, J & Hernmndez-Chdvez, E (1975) Cognitive aspects of bilingual communication In E HemAndez-Chavez, A Cohen, & A Beltramo (eds.) El lenguaje de los Chicanos Arlingto Va.: Center for Applied Linguistics, p 154 – 63 16 Gumperz, J (1976) The sociolinguistic significance of conversational codeswitching University of California Working Papers 46, University of California 17 Gumperz, J (1982) Discourse strategies Cambridge: Cambridge University Press Hamers, J & Blanc, M (2000) Bilinguality and bilingualism Cambridge: Cambridge University Press 18 Haugen, E (1953) The Norwegian language in American: A study in bilingual behavior Philadelphia: University of Pennsylvania Press 19 Ho-Dac, T (2003) Vietnamese-English bilingualism: patterns of codeswitching London & New York: Routledge 20 Holmes, J (2008) An introduction to sociolinguistics (third edition) London: Pearson Longman 21 Hudson, R.A (1996) Sociolinguistics (second edition) Cambridge: Cambridge University Press 22 Jalil, Samira (2009) Grammatical perspectives on code-switching ReVEL, 7(13), p 1- 11 23 Kim, E (2006) Reasons and motivations for code-mixing and code-switching Issues in EFL, (1) 49 24 Leung, C (2010) Code-mixing in print advertisements and its cultural implications in Hong Kong European Journal of Social Sciences, 12(3), p 417 – 429 25 Malik, L (1994) Socio-linguistics: A study of code-switching New Delhi, ND: Anmol Publications Pvt Ltd 26 Moore, D (2002) Code-switching and Learning in the Classroom International Journal of Bilingual Education and Bilingualism, 5(5), p 279 – 293 27 Muysken, P (2000) Bilingual speech: A typology of code-mixing Cambridge: Cambridge University Press 28 Myers-Scotton, C (2002) Contact linguistics: Bilingual encounters and grammatical outcomes Oxford: Oxford University Press 29 Myers-Scotton, C (2006) Multiple voices: An introduction to bilingualism Maldan: Wiley-Blackwell 30 Nomura, M (2003) Bilingualism and multilingualism: A study of codeswitching The Bulletin of the International Student Center, Kobe University Retrieved September 26, 2012 from http://www.lib.kobeu.ac.jp/handle_kernel/00523015 31 Nunan, D (1989) Designing Tasks for the Communicative Classroom Cambridge: Cambridge University Press 32 Nunan, D (1992) Research methods in language learning Cambridge: Cambridge University Press 33 Plaff, C (1979) Constraints on language mixing: intrasentential code-switching and borrowing in Spanish-English Language 55, p 291 – 318 34 Poplack, S (1979/1981) Syntactic structure and social functions of codeswitching In R.P Duran (Ed.) Latino Discourse and Communicative Behavior New Jersey: Ablex Publishing Corporation 35 Poplack, S (1980) Sometimes I‟ll start a sentence in Spanish y termino en espanol: toward a typology of code-switching Linguistics 18, p 581- 618 36 Spolsky, S (1998) Sociolinguistics Oxford: Oxford University Press 50 37 Wei, L (1998) The „why‟ and „how‟ questions in the analysis of conversational code switching In P Auer (Ed.), Code switching in conversation: Language, interaction and identity (p 156–176) London: Routledge 38 Weinreich, U (1953) Languages in contact: Findings and problems The Hauge: Mouton Vietnamese 39 Giap, T B H (2009) The language mixing phenomena in verbal communicative process between Vietnamese and English (viewed from language, cultural and social perspectives) Unpublished master‟s thesis University of Languages and International Studies, Vietnam National University, Vietnam 40 Nguyen, T N Q (2007) A study on code-switching techniques used in translating English terms and Vietnamese equivalents in electronics Unpublished master‟s thesis University of Languages and International Studies, Vietnam National University, Vietnam 51 APPENDIX A TEACHER’S SELF-REPORT FORM Reasons for Code-switching among Vietnamese EFL Teachers at English 1, ULIS, VNU This self-report form for teachers is designed to collect data for the study “VietnameseEnglish code-switching in conversations between Vietnamese EFL teachers: A case study” The aim of this survey is to collect your reflection on reasons for your codeswitching from Vietnamese to English in conversations recorded between you and other Vietnamese EFL teachers at English 1, ULIS, VNU Your assistance in completing the report is highly appreciated You can be confident that your personal information will not be identified in any discussion of the data  Key term: Code-switching (CS) refers to “the alternation of two languages within a single discourse, sentence or constituent” (Poplack, 1980) A First, please kindly listen to the conversation between you and your colleague(s) recorded on…(date)… in/ at the …(place)… during the break time/ after a session end, and read the transcript of the conversation at the same time In this transcript, all the tokens of your code-switching are numbered from to … RECORD NO… Place: … Time & date: … Length: … The transcript: ………………………………………… B Below are ten common reasons for code-switching proposed by Malik (1994) and Appel and Muysken (2006) Please kindly insert in the appropriate column a number representing the token of code-switching in the transcript in part A which illustrates the relevant reason for your code-switching I Reasons for code-switching (based on Malik, 1994 and Appel and Muysken, 2006) Reasons Token number from part A Lack of facility (inability to find appropriate expression and vocabulary item, or lack of that expression or item) Lack of register (you not know the terms in your first language) Mood of the speaker (e.g.: you are angry, upset or excited, etc.) To amplify and emphasize a point Habitual experience (i.e your habit) Semantic significance (to convey appropriate linguistic and social information, such as attitudes, communicative intents, emotions, etc.) To show identity with a group To address a different audience (i.e people coming from various linguistic backgrounds) Pragmatic reasons (conversational context such as formality, participants, location of the conversation) 10 To attract attention 11 To quote II Did you code-switch for any other reasons? If you did, please specify in the following table Reasons Token number from part A Thank you very much for your cooperation! III APPENDIX B SAMPLE TRANSCRIPTS Due to the matters of confidentiality and delicacy, only the transcripts of the recorded conversations approved by the informants to be published are provided in this appendix CONVERSATION Place: teacher’s room Time: session end, …(date)… Length: 03 minutes 50 seconds D:…sau chuyển sang phần vocabulary phần cuối ấy, cho lớp đọc tức lớp đọc lượt, sau chia làm nhóm…cái phần cuối sách ấy, có phần glossary ấy… Xong chia thành nhóm, chia cho đội 20 điểm L: Chị cho chúng đấy… D: Các đội đọc lên, sai từ bị điểm Đội cịn thừa nhiều điểm thắng Tóm lại để đọc đọc lại cho nhớ… I: Cái có hai tiết không cậu? D: Cũng tiết L: Buồn cười hơm lớp chị có đứa đọc “con-su-mờ” D: Uh quên chưa sửa Có thằng đọc “ta-ghét” hay Em đọc xong em note vào mà em quên ko sửa ”sum” mà, “sờ” mà L: consumer /’kənsju:mə/ D : /’kənsju:mə/ /’kənsu:mə/ L: Chị lớp chị (???) D: Hơm cho listening, listening nhẽ cho nghe phần Hoa, mà IV I: Hơm cho chúng nghe ơng ni sâu ấy, có nhiều ideas phết nhá Sâu để câu cá ngâm rượu làm thuốc cho gà cho chim cho người Nó biết nhiều idea nhá L: Thế chị bảo chúng ko phải sâu mà giun Chị bảo trang trại nuôi giun D: Nghe phần ấy, sau cho bọn summarize lại phần đó, sau ngồi theo bàn, summarize lại câu I: Cái gì, innovator hả? D: Ờ I: Lớp tớ hôm tớ bắt summarize, tớ bắt đứng lên nói, xong nói adaptor hay innovator D: Đấy, summarize lại câu xong nói rõ (unclear) bọn nhớ Xong sau xong người creative xong dẫn đến phần discussion bên “there are no new ideas” với la ̣i “the best way to kill an idea is to throw it to a meeting” Xong discuss đấy, discuss xong dẫn đến meeting I: Cái gì? À adapting á? D: Ờ I: Bạn dạy gì? Tớ cho nghe này, nói language cho practice nữa, D: Tớ thấy happy việc Đấy sau cho bọn nghe phần meeting Market Leader ấy, sau tớ cho bọn giở tapescript role play phần đọc phần tapescript xong sau bắt đầu cho role play thật Tức mày có vai hết rồi, xong cho mày (unclear) xong lắp language vào I: Có smooth ko? Có nghĩa đọc script chưa L: Nhưng mà script nghe nào? I: Của mà google với (unclear) D: free style V L: Em dùng Market Leader với vocab activity file đấy…nhưng mà chị thấy boring, chị thấy nó… CONVERSATION Place: teacher’s room Time: break time, …(date)… Length: 01:20-02:20 A: Cái case study conflicts hay này, chủ đề conflicts hay này, chủ đề new business khó N: Ừ, hay phải nghĩ ra….cho case study xong…nó làm xong chẳng biết đường làm A: Vấn đề ăn cịn phải có ideas chút Cái new business khó chết ấy, năm thứ biết làm gì đâu… N: Cái em tự được…bởi thực chúng làm chúng tự tổng hợp tài liệu, chúng tự đánh giá bạn chúng diễn nào, chúng tự manage time Trong (unclear) có nhóm chuẩn bị, có nhóm ghi biên bản, … (unclear)…tức lớp là…mình người quan sát, không can thiệp vào giai đoạn… ………………………………………… N: Ơi giời trơng O ăn ngon nhờ! (then N was offered a bite) N: No thanks! Chị ăn vặt O: “Thích” ạ? N: Rất Bảo ko thích …(unclear)…… VI N: Không, chị khơng… Bởi size to q thơi, cịn… Bây mặc XS đấy, mà kiểu lại may kiểu free size XS nên to… R: Kiểu free size xong phải… N: Phải cỡ kiểu Kate Middleton mặc thì ko mặc nổi…Chị gầy mà khung chị cao, dáng cao…gọi trơng dáng slim thơi thực to Cịn nhỏ bé tồn tập mà VII ... mixing as a case “where a fluent bilingual talking to another fluent bilingual changes language without any change at all in the situation.”, and gives it the name of “conversational code- switching? ??,... message repetition may play a part in causing codeswitching The above example can be explained by assuming that the interlocutor wanted to clarify her message by quoting what had been said in. .. many cases, changes in situational factors also coincide with changes in the bilingual‟s speaker‟s intention to perform certain acts In this case, does the dividing line between situational code- switching