1,720,976 research outputs found
Code-switching in Malaysian classroom as the microcosm of society in socio-cultural context
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Code choices and reasons for accommodation among urban Bidayuh undergraduates in intergroup discourse
No full textThe primary aim of this study was to investigate the dominant code of choice among the younger generation of urban Bidayuh undergraduates studying in a local tertiary institution. The Speech Accommodation Theory contends that closer rapport and solidarity can be easily established if the speaker chooses a code that is most preferred by the recipient. The data were collected through questionnaires and audio recordings of 13 casual conversations. The key findings of this study indicated that the heritage Bidayuh dialects were hardly used. Instead, Sarawak Malay is the dominant code of choice among the younger generation of urban Bidayuh undergraduates across dialect group interactions
Language choices of Dayak Bidayuh undergraduates in the friendship domain
No full textSarawak is the largest of the fourteen states in Malaysia. The Dayak Bidayuhs form the fourth largest ethnic group in Sarawak after the Ibans, Malays and Chinese. There are four major Bidayuh dialectal groups and the major linguistic problem facing them is that there is no common Bidayuh language. The sociolinguistic norms of the younger generation of Bidayuhs today are also influenced by Bahasa Malaysia, Sarawak Malay dialect and English. The objectives of this research are to determine the extent of the use of these codes in the friendship domain across three dialect groups of the rural and urban younger generation of Dayak Bidayuh undergraduates and to investigate the reasons for their code/s selection. The data was collected through audio recordings and transcriptions of 32 casual conversations and face-to-face interviews
Varieties of Malay and other codes used by descendants of the early Telegu immigrants in Sarawak
No full textThe Telegu community was brought into Sarawak in 1900 by Rajah Charles Brooke as labourers. Today, there are 92 members belonging to three generations of Telegus in Sarawak. Due to the need to communicate with people around them, the first generation who spoke Telegu at home started speaking Bazaar Malay with Malay, Dayak and Chinese neighbours in Batu Satu, which was an early Telegu settlement. The Telegu children first stayed in Pendam, a typical Malay village, and later in Batu Satu, a typical Hokkien Chinese area. Due to these linguistic environments, they eventually developed Telegu pidgin Malay with words borrowed from Sarawak Malay, Hokkien and English to become their new home language. Today, Bazaar Malay is still spoken by the first generation of Telegus with neighbours in Batu Satu and their own pidgin Malay is spoken among the second generation of Telegus. However, the third generation speaks fluent English and Standard Malay in addition to the Sarawak Malay dialect. Data was obtained through audio recording of home conversations, so as to ascertain the varieties of Malay used by the three generations of Telegus today, i.e. Bazaar Malay (G1), Telegu pidgin Malay (G2), Standard Malay (G2 &G3) and Sarawak Malay dialect (G3)
Oral competency test: difficulties in the MUET preparatory course in tertiary setting / Caesar DeAlwis
Get PDFFluency in English is a major yardstick by which the marketability of a graduate is assessed. In gearing graduates towards world class standards, competency in the English language has always been stressed upon. As such, the English Language has been an essential component of the academic curriculum in tertiary institutions. Among the many courses offered are the basic language and proficiency courses. The aim of this paper is to examine the difficulties faced by undergraduates and examiners while undertaking the MUET Speaking Test in tertiary setting. The results show it would help if the papers set were of the level of the students' ability. The paper also provides suggestions and guidelines about how the Speaking test in tertiary setting may be improved
Code-switching in Malaysian classroom as the microcosm of society in socio-cultural context / Caesar DeAlwis
Get PDFTeaching English as a second language is distinctive because of its specific needs. Facing a competitive market, students from young need to acquire communicative skills in English for future studies and employment. However, outside the classroom, it is no longer just a norm for multilingual societies to code- switch but rather code–switching has become a part of their unique speech style. As such in the teaching service, ESL teachers may not be able to isolate themselves from such a social norm. The question of whether English language teachers should code-switch in the classrooms has been much debated with most researchers maintained that teachers who code-switch, may end up invalidating the second language of students. Cases of students having low level of English proficiency to understand a teacher’s input or students too reluctant to participate in learning because they feel incompetent in the English language classrooms are common concerns to all ESL teachers. Therefore, should the ESL teacher’s code-switch to make them understood? Or should the English only policy be used and different from the wider multi-cultural linguistic environment? The data collection technique used in this study was audio recording and unstructured interview with 10 TESL teachers, teaching in Sarawak, Malaysia. The perceptions of ESL teachers who generally suggest that code-switching is a common phenomenon and not interference in ELT are pertinent issues to be discussed
Reflections on the Challenges of Researching Language Maintenance and Language Vitality in South-western Zimbabwe
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