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The Function of Code Switching shown in Language Materials in Modern Enlightenment Era Kang, So-yeong This study analyzed Korean sentences including code converted foreign language by comparing them with language habits of multi-language users. As a result, they were active in code conversion of various phenomena occurring with the inflow of foreign civilizations that cannot be expressed in Chosun Language (Korean) into foreign language. It was possible that Korean language had Josa(postposition), Eomi(the ending of a word) and Jeobmisa(suffix) which allow easy accommodation of foreign languages. Intellectuals often showed their face-saving formulas and their feelings accompanied by the message in code converted vocabularies, which is frequently found in the analysis of conversations of multi-language users. The disorderly distribution of foreign vocabularies in Korean sentence can be interpreted as aspects of multi-language users. And it is related to figuring out a history of writing and the stratum of the structured colonial authority in the diglossic environment.

This study examined the types of code switching observed in the materials of interviews with 2nd‐generation Chinese residents in Korea and identified the causes of code switching. First, in the results of analyzing the number of utterances in the intonation unit, 26,607 (96.9%) of 27,448 were Korean. This shows that the Korean language has been engraved on them like a mark on the body since their childhood and this is the reason for their saying that they do not have any problem in conversing with Koreans. Next, we analyzed examples of code switching by part of speech. According to the results, the most frequent part of speech was noun (76%), which was followed by noun phrase (8.7%), loan word as a stem + ‘hada’ (4%), and loan word as a noun + ‘hada’ (2.6%). The distribution of English or Chinese words followed by ‘hada’ in predicates suggests that they understand the grammatical structure of the Korean language accommodating loan words, but compared to Korean residents in Germany they have not internalized the grammar of the Korean language completely. Furthermore, this study attempted to identify the causes of code switching, and found that 759 (90%) were simple changes made as adequate Korean vocabulary did not come into the head. This shows that most of code switching is used when they cannot think out an appropriate 이중언어 사용자의 코드 스위칭의 유형과 원인 분석․237 Korean word. However, we could see their racial identity as Chinese as they professed in that they spoke Chinese in delivering suggestive meanings with proverbs or idioms, or expressed in Korean or English and then interpreted or repeated it by putting an additional word like ‘Saying in Chinese,’ or uttered through code switching to Chinese when expressing their words in a moderate tone. (Ewha Womans University)

The NNEST movement has acknowledged NNESTs’ shared mother language with learners for instructional and emphatic purposes. This study points out that such contributions are appreciated but should not justify instruction heavily or exclusively given in the L1 in English language classes taught by Korean NNESTs, which is predominantly practiced in Korea’s higher education. To help NNESTs in the EFL setting pedagogically and meet learners’ communicative needs, this study suggests consecutive bilingual instruction (CBI) as an alternative that balances NNESTs’ use of English and the L1 in the classroom. For the experiment, the researcher provided all instructions in English and then in Korean for the same content consecutively in five English language courses for one semester. Data were collected from a post-course survey (N = 104) and two focus group interviews (N = 12) to examine how CBI was perceived by students. Findings show that students’ confidence and proficiency in English increased through the courses, and over 90% thought CBI influenced their improvement moderately to very strongly. CBI was especially effective for beginner learners. NNESTs struggling with the burden of English-only instruction are encouraged to adopt CBI as a medium of instruction to develop themselves pedagogically and benefit students’ learning. Implementation strategies are also suggested.

In this paper, I examine the role of Scots as an important marker of identity, on an internet forum focused on all things Scottish. The sense of belonging may be complex for people living in heterotopia: Scotsmen abroad, or Canadians with a Scottish heritage… Scots becomes a homelanguage, and its use is a proof of belonging to Scotland. Teaching and translating into and from Scots is highly praised, and help create cooperation between the members, especially between learners, who are eager, and fluent speakers who try and spread the knowledge of the language. These fluent speakers also stress on the importance of the localization of words, that is their enregisterment, and indexical value. Giving a word’s origin is justifying one’s legitimacy and proficiency. They switch back and forth between Scots and English, with different scopes: Scots is an affective language, whereas English mainly conveys reasoning and prescription. Scots, a minority language offline, becomes a communaulectal discourse bringing members together culturally.

The study analyzes the use of English by native speakers ofThe study analyzes the use of English by native speakers of French in French newspaper articles and on the French radio and television fifty years after Etiemble’s study, published in 1964under the title Parlez-vous franglais?, revealed to the Frenchpublic the negative impact of English on the French language andlead the French government to launch in 1966 a language policybased, inter alia, on the enrichment of the French lexicon. Examples of code switching and code mixing in the French mediawere collected between January and April 2014. Among the mostcommon forms of code switching, the speaker/writer uses Englishwords, phrases or sentences, respecting English word order andEnglish grammar, followed or not by free explanations in Frenchor occasionally by the official equivalents that the English wordshave received from Ministerial Terminology Commissions with theapproval of the French Academy. Code mixing is using Englishwords in French sentences according to French grammar rules. Despite the official policy of promoting the French language andlaws on the use of the French language, French governmentofficials started in the 1990s to openly use English and promoteEnglish in France and abroad. This behavioural pattern was alsoobserved in many French companies where English replacedFrench in official interactions between managers and managersand workers. The impact of English on the French language andsociety is today manyfold: the official French terms to use insteadof English ones are often ignored; English terms are perceived ashaving a richer meaning than their equivalents in French; the needto show that one knows English in France is quite common evenamong Government officials; linguistic insecurity among Frenchspeakers is evidenced by their need to mention English terms,occasionally with their official French equivalents, or to useEnglish words when French words are available; linguisticinsecurity is also evidenced by errors made by French speakers inEnglish; new phonemes have been incorporated into the Frenchlanguage that not all French speakers have mastered; currentsocial discontent is also rooted in linguistic alienation. Contrary tostudies of languages in contact, which differentiate status andcorpus interferences, the evidence provided in this paper showsthat the status of English in French society does impact the corpusof the French language.

This paper attempts to examine and analyze the translated texts of the undergraduate students participated in a translation class based on interpretive theory of translation and to see the feasibility to apply atranslation theory in undergraduate translation classes. Undergraduate translation education appears to be focused language educating, it needsto be balanced translation theories and translation practices to develop training methods according to students’ language proficiency. As theobject of analysis, we chose the translated texts that undergraduate students had no difficulties to understand source texts to exclude theanalysis of linguistic errors. Many of the the translated texts of the undergraduate students revealed the problem of code switching, dividedinto two groups: a word-for -word literal translation and asentence-for-sentence literal translation. Students have difficulties tounderstand that words have to be re-expressed in various meanings depending on the context. And not understand semantic relationships between sentences. The main concepts of the interpretive theory oftranslation including the concept of deverbalization will help to eliminatethe habits of code switching that often appear when translating.

Won, Jong-Hwa. (2007). Code-switching and cognitive models of the process of simultaneous interpreting. Conference Interpretation and Translation, 9(2), 89-112. Bilingual code-switching has long been recognized as an important linguistic phenomenon worthy of serious investigation. Code-switching is a special skill possessed by bilinguals which allows them to switch from one language to another in the course of a communicative exchange without slowing down speech delivery. The process involves the integration of the morphological, phonological, and syntactic structures of the two codes or languages in real time. Code-switching is a particularly vital aspect of the behavior of the simultaneous interpreters. Indeed, one of the major defining characteristics of simultaneous interpreting is that it inevitably involves code-switching in which switches occur moment by moment not only by the speakers but by the interpreters themselves. Code-switching can also be said to occur when interpreters listen in one language and delivers in another. Few interpreting models formulated so far, however, have incorporated the code-switching process, with the result that simultaneous interpreting is presented as a strict, linear, one-way process. This paper asks the question “To what extent should the theory of code-switching be drawn upon in describing and explaining the process of simultaneous interpreting?” and a tentative answer is offered by integrating the switching process into Setton’s (1999) simultaneous interpreting model. Keywords: Code-switching, mental lexicon, parsing, executive, frame

This study examined the effects of textual code-switching on reading comprehension based on paired-text instruction. The subjects of this study are 12 Korean elementary EFL learners aged 11 to 13. This study examined whether textual code-switching in paired-text instruction was deemed effective in terms of enhancing the reading comprehension of both low- and high-proficiency EFL learners. Study results showed that for high-proficiency EFL learners, paired-text instruction was more effective in terms of heightening their overall reading comprehension, skill in making inference as well as paired-text reading comprehension. For low-proficiency learners, code-switched paired-text instruction was found to significantly develop their overall reading comprehension, especially literal reading comprehension and inference skills as well as paired-text reading comprehension.

The present study is to examine the nature of morpho-syntactic characteristics of code-switching in K-Pop lyrics and its intelligibility. For this purpose, this study adopts the Matrix Language Frame model (MLF model) to analyze specific switches between the English and Korean language. The qualitative analysis of code switching found in CPs (Projection of Complimentizer: a unit of analysis) shows the use of nativized English affecting the intelligibility of lyrics. The results of analysis also indicate that the MLF model and its two principals, the System Morpheme principal and the Morpheme Order principal, account for the code-switching in K-pop lyrics. Moreover, the switches display the development of nativized variety of English in Korean society.

본 논문은 언어 발달 및 습득과정에서 모국어와 제 2언어습득 이 균형있게 습득되거나 두 언어의 발화가 유창한 수준에 이르 는 이중언어화자에게 주로 나타나는 현상인 언어간 코드 변환현 상에 대해서 언어학적 특징과 사회언어학적 특징을 살펴본다. 언어발달단계에 있는 케이스 스터디로 살펴본 이중언어화자의 발화분석을 통해 보았을 때 언어학적 분석의 한계점이 있다는 것을 관찰하였다. 문화적 차이와 그 외 사회 환경적 요소와의 통합적 분석 고려될 때 이중언어 화자들의 코드 변환의 현상을 통찰 할 수 있고, 더 나아가 영어 교육적 측면에도 기여할 수 있을 것으로 사료된다.

This paper reviews the literature on code-switching as compared to borrowing in terms of mainly the linguistic perspective and also a sociolinguistic perspective. When it comes to different points of view on how to define code-switching, borrowing, and code-mixing, the distinction between code-switching and borrowing is a most controversial issue. It is important to analyze the discourse linguistically according to the grammatical constrains. However, just analyzing grammatically without considering the socio-linguistic aspect has many limitations. To consider LCP as the significant point of pedagogical issue, the cultural issue such as social setting and social event should be considered to analyze the language speakers’ discourse as for the language developing process. Furthermore, considering culture setting has significant meaning in the pedagogical issue of helping bilingual or multilingual speakers to build up second language competence.

This study investigated the alternate use of English by Korean speakers of English in informal Korean written texts to see (1) in what situations and for what purposes Korean adult speakers of English living in the United States, code-switch into English, in the context of their own personal writing in Korean, and (2) what are the linguistic or structural features of the alternate language forms that they might produce. For this study, data were collected from 4 Korean female adults living in a mid-sized southern city with different goals for residency in the United States. Personal documents and unstructured interview were employed as a data collection method. The results showed that the structural features of the written code-switching might be explained by the typological difference between Korean and English with respect to the head position in given phrases, in that the head position ‘head-initial’ or ‘head-final’ has been considered to be a crucial factor determining the basic word order of a given language. On the other hand, it was found that the participants' perceived reason for using English content words in the Korean informal texts or adopting English word order might be for bridging the gap between their native language and their American life. It was suggested that the functional feature of the alternate use of English and Korean might be followed from that fact that memos on the datebooks should be efficient and economical, i.e. easily recognized and quickly produced.

In the context of higher education (HE) internationalization, English as a Lingua Franca (ELF) plays a crucial role in academic and interactive communication, often intersecting with local languages. This enables greater flexibility in language use and code-switching (CS) between English and the local language. While previous research on English as a Medium of Instruction (EMI) has predominantly examined the perspectives of local stakeholders, the views of international students have been largely underexplored. To bridge this gap, this study investigates the perceptions of both local and international students regarding CS practices within EMI courses across specific classroom situations. The findings reveal that both groups support the conditional use of the local language to promote comprehension while ensuring inclusivity. Local students demonstrate a broader acceptance of CS compared to their international counterparts, particularly in relation to academic outcomes such as understanding instruction and assessment. In contrast, international students show greater receptiveness to CS during interactive classroom discussions, which reflects their attitudes toward engaging with local peers. These insights contribute to the development of more nuanced EMI policies and deepen our understanding of language dynamics in HE contexts where English is not the native language.

Code-switching is a widely observed phenomenon that is particularly noticeable in bilingual and multicultural communities. The purpose of this study is to investigate the functions of code-switching. The study is based on in-class observations, and in-group role play, and is an attempt to contribute to better interactions between teachers and students. I have demonstrated that code-switching is used for a wide range of functions, including exploration; creating a relaxed atmosphere; achieving greater explicitness through the Korean form; bonding; expressing emotions; translating unfamiliar words and expressions; and expression emphasis. Through the discussion, I concluded that code-switching in the university classroom is both inevitable and necessary, and is not only a part of communicative resources, but is also an active part of the learning experience. (Jeju National University)

The present study analyzes code-switching in Korean and Japanese by observing instant messaging group chat data involving Japanese teachers and advanced Japanese language learners. Although there have been some preceding studies on code-switching that occurs in SNS texts, the present study aims at revealing the characteristics of Hangeul transcriptions of Japanese by focusing on the switching of the transcription language rather than the switching of the language itself. The results of the analysis are as follows. First, intra-sentential code-switching characteristics in common with preceding studies include the transcription of loanwords in imitation of the Japanese pronunciation and the use of combination forms involving Japanese and ‘-hada’ on the one hand and Korean and ‘-desu’ on the other. The study differs from preceding studies in that code-switching occurs in both Korean and Japanese base sentences. Also, complex code-switching occurs in sentences. This may be classified as conversational code-switching. Involving simultaneous communication, instant messaging is closer to actual conversation than Facebook or Instagram, so the characteristics of code-switching more easily manifest in instant messaging as these characteristics appear in conversation. Next, the functions for transcribing Japanese with Hangeul involve economy, entertainment, and group consciousness. In the future, research is expected to examine the aspects and frequency of code-switching by each learner and the correlation between Japanese language learning duration and code-switching.

본고는 초급 한국어 수업에서의 교사 코드 전환의 양상과 빈도, 효과를 분석한 것이다. 이는 교수 내용, 교수 방법, 코드 전환을 주도한 주체의 세 가지 기준에 따라 분석되었다. 첫 번째로 교수 내용에 따른 분석은 문법 교수 내용이 형태, 통사, 의미, 담화 정보 중 어떤 것인지에 따른 것이다. 두 번째로 교수 방법에 따른 분석은 형태, 통사, 의미, 담화 정보 각각이 다양한 방법으로 교수될 수 있기 때문에, 그 교수 방법을 연역적 교수, 귀납적 교수, 연역적 교수와 귀납적 교수의 혼합 교수로 나누어 이를 기준으로 분석한 것이다. 세 번째로 코드 전환 주체에 따른 분석은 코드 전환을 주도한 주체가 교사인지, 학생인지에 따른 것이다. 이 연구에서는 교사 코드 전환의 한계를 제시하기도 하였다. 교사 코드 전환은 교수 내용 및 학습자 변인에 따라 그 효과 및 한계가 드러나기 때문에 교수 현장의 여러 변인과의 관련성 안에서 계획되고 이루어져야 한다.

This study analyzed the aspects, rates, effects of a teacher’s code-switching in Korean language instruction at an elementary level. These were analyzed by three measures: content, methods, and the subjects who initiate code-switching. The first criterion, content, was about what is taught, such as morphological, syntactic, semantic, and pragmatic information. The second criterion, methods, was set up because morphological, syntactic, semantic, and pragmatic information of grammatical elements can be taught by various methods, and code-switching can appear in connection with the methods. The third criterion, subjects, was about who initiate code-switching. When code-switching appears in the teaching of morphological, syntactic, or semantic, pragmatic information, the subject who initiates the code-switching can be a teacher, but sometimes the initiator is a student. The analysis in this study showed effects and limits of teachers’ code-switching. It showed that content and learner factors can bring about the code-switching and teachers can use code-switching effectively as an educational strategy. However, the analysis also showed that the effects of code-switching are decided in relation to the features of the environmental factors at class. Thus, a teacher’s code-switching should be planned and used in relation to these factors.

본 연구에서는 의료기관의 접수와 수납 장면의 회화를 분석하여 공통어와 방 언 간의 코드 스위칭이 어떻게 나타나며, 또 어떻게 기능하는지에 관하여 분석･ 고찰하였다. 분석의 결과, 일본의 병원 접수 창구의 회화 장면에는 다양한 코드 스위칭이 나타나며, 이러한 코드 스위칭은 회화 참가자의 사회적･직무적 속성과 역할, 회 화 주제의 변화 등 여러 요인에 따라 나타나고 있음을 알 수 있었다. 그리고 코 드 스위칭에는 회화의 상황을 전환하거나 주제를 바꾸는 등 발화문 내에서의 기 능과 함께, 대화 상대방에게 정서적인 유대감을 나타내거나 거리를 조절하는 등 화용론적 기능이라고 하는 참가자들의 의도적이고 적극적인 언어 사용 책략이 담겨 있음을 엿볼 수 있었다.

This research analyzes the conversation that takes place at the reception of medical institutions, and analyzes and examines how code switching between common languages and dialects appears and works. According to the analysis, code switching in hospital reception and storage situations depends on various factors such as social and job attributes and roles of conversation participants, and changes in conversation themes.It was found that code switching is intentionally and actively used as a linguistic function such as changing the situation of conversation and changing the theme, expressing solidarity with the conversation partner, and adjusting the distance.

본 연구에서는 한국어 고급 학습자가 생산한 편지글 45편을 단락을 중심으로 한국어 고급 학습자의 상대 높임의 등급 전환의 양상을 살펴보았다. 분석의 결과는 다음과 같다. 첫째, 한국어 고급 학습자의 편지글에 가장 많이 나타난 상대 높임이 등급 간 전환은 2등급 간 전환이었다. 한국어 학습자들은 ‘합쇼체-해요체’, ‘합쇼체-해체’, ‘합쇼체-해라체’, ‘해요체-해체’, ‘해요체-해라체’, ‘해라체-해체’ 간 전환 양상을 보였다. 여기서 ‘합쇼체-해라체’와 ‘해요체-해라체’는 허용될 수 없는 상대 높임의 등급 간 전환이다. 둘째, 상대 높임의 3등급 간 전환에서는 ‘해체-해요체-합쇼체’, ‘해라체-해요체-합쇼체’ 간의 전환 양상을 보였다. 여기서 ‘해라체-해요체-합쇼체’ 간 전환은 불가능한 전환 범위이다. 특별히 주목할 점은 ①한국어 학습자들이 해체를 스스로에게 던지는 혼잣말처럼 사용하는 경우가 있다는 것이다. 이때 학습자들은 감탄이나 의문의 종결어미로 해체를 사용하고 있음을 알 수 있었다. ②한국어 학습자들은 자신의 감정이나 느낌을 능동적으로 표현하려는 의도를 가지고 해라체나 해체를 사용하고 있음을 알 수 있었다. 고급 학습자들이 한국어 상대 높임의 등급을 선택하는 데 있어, 해체와 해라체를 능동적이고 의도적으로 사용하고 있다는 점은 매우 긍정적이라 할 수 있다. 그러나 해라체가 기본적으로 가지고 있는 제약들을 분명하게 제시해주어 학습자들이 상대 높임의 등급을 전환 가능한 범위 내에서 사용하도록 지도해야 할 것이다.

In order to analyze the aspects of code-switching in the relative honorification, I examined the advanced Korean learners’ 45 letter texts in this study. The results of the analysis are as follows: First, it appears the most common code-switching in advanced Korean learners’ letter texts occurs between 2 degrees. The learners alternate between ‘hapsyo and haeyo’ styles, ‘hapsyo and hea’ styles, ‘hapsyo and haera’ styles, ‘haeyo and hea’ styles, ‘haeyo and haera’ styles, ‘haera and hae’ styles. Among these switchings, ‘hapsyo-haera’ and ‘haeyo- haera’ style are not allowed in the relative honorification usage. Second, the switching among three degrees of the relative honorification are ‘hae-haeyo-hapsyo’ styles, ‘haera-haeyo-hapsyo’ styles, ‘haera-haeyo-hap syo’ styles, where the switching among ‘haera-haeyo-hapsyo’ styles are unusable. It is particularly noteworthy ① that the case of advanced Korean learners use ‘hae’ style as selftalk. The learners use ‘hae’ style as interrogative and admirative final ending, ② Advanced Korean learners appear to use ‘haera’ or ‘hae’ style to express their emotions and feelings actively. It can be very positive aspect for the advanced Korean learners to use ‘hae’ and ‘haera’ styles actively when they choose the degree of relative honorification. However, it is needed in Korean teaching to present the proper range of usage for ‘haera’ style to learners so that they can use Korean relative honorification appropriately.

The present study aims at investigating problems with a TEE class in terms of classroom activities and code-switching. One middle school teacher and her students participated in the study. The teacher taught a writing class in TEE context. She taught more than half of the class in English. Her students experienced different interactional patterns in four different activities. However, most of the students could not participate both in pair work and group work without her teacher’s help. That was because the teacher had problems with giving instructions: (1) her instructions about the activities were not clear enough; (2) she did not provide any modelling for the activities; and (3) she did not check any clarifications for the activities. Also, the ratio of the teacher’s utterance to students’ was too high: 96% in English and 89.5% in Korean. In addition, she did not use any pause in code-switching from English to Korean, deprived of checking whether her students understood the target language input given in English. Directions for further research and pedagogical implications will be discussed.

本硏究は日本語-韓國語バイリガルである在日コリアン3世によるコ－ド切り替えのバタ－ンならびに機能を考察したものである. 在日コリアン3世のコ－ド切り替えには「日本語を母體とする發話」「韓國語を母體とする發話」「日本語-韓國語をミックスした發話」の3タイフがある. 「日本語そ母體とする發話」は在日コリアンのグル－ブ自由會話によく見られる.この類型には韓國に從う文化的經驗に關わる語彙,メンバ－シッブを確立するための語彙, 民族意識や生活文化に密着した槪念や物事の名稱をどによる韓國語へのコ－ド切り替えがある. 「韓國語を母體とする發話」はネイティブ韓國人との單獨自由會話によく見られると同時に在日コリアンのグル－プ自由會話中,ネイティブ韓國人に何かを發話する時にも見られる.この類型には韓國語の未習得の語彙,日本語にしか存在しなし語彙,日本の文化や風習に關わる語彙なと,兩言語間の語彙ギャッブに起因する日本語語彙への切り替えがある. 「日本語-韓國語ミックスの發話」に見られるコ－ド切り替えは他より複雜な機能を持った多用なバタ－ンで現れるため,切り替えの單位を基準にして文間切り替えと文中切り替えに分類し,さらに4つの機能別カテゴリ－に分類した.文間切り替えには,(1)アイデンティティの象徵に關わるものとして民族的な「アイデンティティの表明」(2)對人關係維持に關れるものとして,2タイブの話者に對して同時對應をするために起こる「タブルシグナル」,丁寧度の切り替えか言語の切り替えを導く「喚起」(3)ディスコ－スの構造に關わるものとして「話題轉換のマ－キンダ」(4)文體上の影響から引用部分を切り替わることによって會話のリアル感を圖るタイプの「引用」がある.文中切り替えには,2つの社會·文化に屬してしいるという「デュアル·アイデンティティの確認」,兩言語の語順における類似性からあらゆる文要素の切り替えが予測可能な「對等拘束」,語彙的意味性と文法的機能性で特徵づけられる「語形成の規則性」がある. 最後に, 在日コリアン3世の「日本語母體の發話」ゃ「韓國語母體の發話」における語彙レべルでの切り替えは借用性を呈すると言える.そして「日本語-韓國語ミックスの發話」中,文間切り替えが主に社會的な要因あるいはディスコ－スの構造的な要因に歸せられるのに對して文中切り替えは文の內部における統語的な要因に歸せられる.

In this paper, I am concerned entirely with code switching within sentences, i.e. intrasentential code switching. Specifically, this study examines Spanish/English and Korean/English code-switched utterences, in order to test "the Equivalence Constraint" proposed by Poplack (1980). I claim that the Equivalence Constraint cannot be a code-switching restriction on "word order mapping" between the two languages, because there are counterexamples in which, even if the word order is different between L1 and L2, the code-switching is possible if it does not involve the phrasal head. To explain these data, I propose Head Constraint on Code-Switching: If L1 has a unique phrase structure which is not shared with L2, the head which licenses the structure must be lexicalized in L1 while the other constituents can be randomly filled from either lexicon.