Reasons for Code Switching on Facebook by
Local University Students
Purpose of the Study
The purpose of this study is to identify the reasons for code-switching that takes place among local university students in a social network platform, Facebook. Facebook is chosen as social networking site as it shows a good example of asynchronous computer mediated communication, a popular medium of communication on the Internet where occurrences of code switching are high. This paper will focus on the reasons that cause code switching to occur in Facebook. Facebook users have the tendency of code switching from one code to another while communicating. Users usually do not stick to a particular language or code, but often mix or switch their languages.
Sampling
In this study, the corpus consisted of 50 data are collected and analyzed through random sampling. Data that contains code switching was collected randomly between January till March 2012. The participants involved are undergraduate students from local universities, aged between 20 to 23 years old. Majority of the students are from International Islamic University Malaysia (IIUM) and Universiti Teknologi Mara (UiTM). The rest are from Universiti Putra Malaysia (UPM) and Universiti Kebangsaan Malaysia (UKM). Participants are bilingual speakers of English and Malay and fluent in both languages.
Methodology
In this research about code-switching in a social network between speakers of Malay and English, this study adapts a framework by Malik (1994), the ten reasons for code switching.
The study uses descriptive qualitative methods since it is the best way to describe the the reasons of bilingual speakers in Malaysia code switch in Facebook. This research is done using random sampling technique, as data which contain code-switching are randomly selected. The data are then listed down and all instances of code-switching are marked.
Two instruments are used in this study:
1) Profile pages on Facebook
Data taken from Facebook is used as the primary source data. It was randomly selected through the participants' profile pages where students used to update on the recent activity and also to communicate with their peers. The status that students posted are open for others to comment and also data are collected on what their friend has written on their profile page or known as "wall. As stated earlier, Facebook is one example of characteristics of asynchronous CMC, where it is non- real time communication. Thus, there is no time limit in responding to the postings resulting in delayed communication.
2) Malik’s (1994) ten reasons for code-switching.
Data gathered are then analyzed based on a framework adopted by Malik (1994) ten reasons for code switching. The ten reasons are lack of facility, lack of registral competence, mood of the speaker, to amplify and emphasize a point, habitual expressions, semantic significance, to show identity with a group, to address different audience, pragmatic reasons and to attract attention.
Findings
From the collected data, majority of the online messages and statuses posted in Facebook by participants were in Malay with insertion of English. Data was examined based on the occurrences of code-switching and the functions and reasons for bilingual speakers to switch code in Facebook, through their statuses and comments posted. Malik’s (1994) ten reasons for code-switching can be applied to the occurrence of code-switching in Facebook. However, only 7 reasons can be applied as the remaining three categories have not accounted for any occurrence. The reasons below will be exemplified:
1. Lack of facility
“hari yg x productive.....mengantok2....=”
[An unproductive day… Sleepy..]
According to Malik (1994), the above example shows that the participant couldn’t find an appropriate expression or vocabulary item at that moment of conversation. The word ‘productive’ serves as a substitute as the speaker could not find other Malay word that suits the sentence.
2. Lack of register
“Faraha dear! Yup lama tak dengar cerita since u graduated! how are youuuu? im doing ok. nak stat chambering nx nx week. cuti lagiiii. Hee”
[Faraha dear! Yes it’s been a while after graduation since I last heard from you! How are you? I’m doing well. I will start my chambering next week. Right now I’m still having my holiday.]
The above example shows the law term ‘chambering’ as a specific terminology, and it does not have a Malay term. According to Malik (1994), code-switching often takes place in the speech of doctors, lawyers, engineers while they interact among themselves. These are jargons which only appeal to some people according to their profession.
3. Mood of the speaker
“Alamak parking terdekat sangat ngn dinding! Reverse reverse! Fuhh nsb baik x calar kete ayahanda beta.”
[Oh my! I parked too near to the wall. I have to reverse my car! Fuhh luckily I didn’t scratch my father’s car.]
Malik (1994) claims that usually when bilinguals are tired or angry, code-switching takes place with a new dimension. This means, when the speaker is in the right state of mind, he/she can find the appropriate word or expression in the base language. For example, the above example shows the speaker is panic, and the English word ‘reverse’ is more available at that time. So it is used rather than the Malay word ‘patah balik’.
4. To emphasize a point
“Marilah mencari sesuap makanan. Starvingggg”
[Let’s find something to eat, I’m starving!]
According to Malik (1994), code-switching is also used to emphasize a point. In the above example, the speaker switches from his/her native language to English as a mean of adding more force to the statement.
5. Habitual experience
“hehe. excited lah jugak. tapi Fateen Zakariah kata macam penat je. balik lewat2. tapi lagi letih duk rumah lama2 kot;p how r you? buat apa sekarang?
[Haha. Yes, I am excited. But Fateen Zakariah said it is tiring. Go back late at night. But it’s more tiring to stay longer at home :p How are you? What are you up to now?]
As mentioned by Malik (1994), code-switching often occurs in fixed phrases of greeting and parting, commands and requests, invitation, expressions of gratitude and discourse markers. In this example, it can be seen that the speaker switches to English to greet and ask how the friend is doing.
6. Semantic significance
Malik (1994) stresses that switching at a particular moment conveys semantically significant information. This type of code-switching is least used by the participants in Facebook. It is a communicative resource that builds on participant’s perception of two languages.
7. To show identity with a group
“Done with cda!thanks for the words of encouragement, and other stuffs. So as a reward,free hairspa or salon or whatever u request. Now i pulak tolong encourage u for semantics!hehe”
[I’m done with CDA! Thanks for the words of encouragement and other stuffs. As a reward, you will be given a free hair spa treatment or whatever you request. Now it’s my turn to encourage you for your Semantics! Hehe]
In this case, the issue being talked only appeal to those who know what CDA and Semantics mean. Here, the speaker is referring to the English Language subjects, Critical Discourse Analysis and Semantics. As Malik (1994) mentions, code-switching is used to stress the fact that they all belong to the same minority group, with shared values and experiences.
8. To address a different audience
• “Okaylah so far. You afilash? Are you doing your degree in USM? Heard you broke up with Shalini. Izzit true? Eh muna, kau katne ni?
[So far, it’s okay. What about you Afilash? Are you doing your degree in USM? Heard you broke up with Shalini. Is that true? Eh muna, where are you?]
As posted in one of the participant’s wall, the speaker is addressing to two different person she knows of different ethnicity. As mentioned by Malik (1994), code-switching is also used when the speaker intends to address people coming from various linguistic backgrounds. The speaker used a mixed discourse of English and Malay. The first part of the conversation is intended to the speaker’s English speaking friend. On the other hand, the speaker uses Malay in interacting with her latter Malay friend, Muna.
9. Pragmatic reasons
According to Malik (1994), sometimes the alternation between two languages is highly meaningful in terms of the conversational context.
10. To attract attention
Malik (1994) shows that in advertisements, code-switching is used to attract the attention of readers/listeners. The reader’s attention is automatically drawn to depend on the language background he/she originates from. However, there is no example of code-switching in order to attract attention found in Facebook message or statuses as it is only applicable to written and spoken advertisements.
Conclusion
In this study, the phenomenon of code-switching in status and messages posted in social networking services website namely Facebook by English-Malay bilingual university undergraduates was analysed using a functional approach using reasons for code-switching outlined by Malik (1994). It can be concluded that code-switching not only apparent in spoken discourse, but also in online written discourse in asynchronous CMC and the functions and reasons for switching codes are similar to those of verbal communication.
References
Choy Wai Fong (2011). Functions and Reasons for Code-Switching on Facebook by UTAR English-Mandarin Chinese Bilingual Undergraduates. Malaysia: UTAR.
Haji Awang Chuchu, D. F. . (2007). Code-switching in a multilingual environment. Malaysia: Penerbit Universiti Pendidikan Sultan Idris.
Nomura, M. (2003). Bilingualism and multilingualism: A study of code switching. The Bulletin of the International Student Center, Kobe University, 8. Retrieved April 9, 2012 from http://www.lib.kobe-u.ac.jp/handle_kernel/00523015
REFLECTIONS
REFLECTIONS
- The study that we did take about 2 weeks time, but since the lecturer give us ample time we have produce a study that is satisfying.
- We have chosen a framework by a scholar that is practical to apply to study the reasons for code switching.
- The study of code switching shows us the multidimensional aspect of language used in Malaysia that is unique to its own
- It taught us decipher the meaning of the language used by student in daily conversation.
