grammatical constraints and motivations for - University of the ...

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eceive. By switching codes, speakers are able to claim in-group membership or create social distance. It is merely a matter of making a linguistic choice that will best suit one’s communicative intent and ensure the achievement of one’s communicative goals. 104
6.0 Introduction Chapter 6 Conclusions and Recommendations This chapter discusses the main findings of the study and provides a summary of the conclusions that were reached. Recommendations and suggestions for further research are also provided. 6.1 Conclusions The main purpose of this research was to uncover and analyze the motivations behind codeswitching in bilingual speech communities in Cape Town, while also providing a strong argument that codeswitching patterns evident in their speech do not always correspond completely with constraints put forward by a number of researchers. The rationale behind this research was to explain why speakers engage in codeswitching, while also evaluating contextual and situational factors that play a role in encouraging speakers to switch languages. In addition, the study attempted to investigate whether social motivations and grammatical constraints, emerging from studies on recorded conversations, are applicable to codeswitching in the context of a live radio talk show. In terms of social motivations for codeswitching, my research was based mainly on Myers-Scotton’s (1993a, 2006a) Markedness Model. The main assumptions for the study were that codeswitching is socially motivated and that speakers switch codes in order to achieve a range of communicative goals. These include accommodating addressees, shifting the tone of a conversation, showing deference, filling lexical and pragmatic gaps, and accessing a variety of roles and identities. 105
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GRAMMATICAL CONSTRAINTS AND MOTIVAT
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Abstract GRAMMATICAL CONSTRAINTS AN
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Declaration I declare that Grammati
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Table of Contents Key words .......
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1.0 Introduction Chapter 1 Backgrou
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English is not the mother tongue of
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everyday communication. The nature
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While researchers and sociolinguist
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language of the court, education, a
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This, then, makes it apparent why C
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have always been exposed simultaneo
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) I have eaten an apple. The past t
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also instances in which they do not
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providing a strong argument that co
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1.10 Outline of the Study Chapter 1
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2.0 Introduction Chapter 2 Social M
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“…codeswitching is a form of bo
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In this section, I attempt to provi
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eferred to as RO) sets between part
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example, Afrikaans speakers may swi
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Further, Franceschini (1998: 62) st
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context in which the speaker finds
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3.0 Introduction Chapter 3 Grammati
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codeswitching as they do reflect th
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Constituent insertion differs from
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In these examples, the main verbs a
Page 53 and 54: 4.0 Introduction Chapter 4 Research
Page 55 and 56: Thus, qualitative research is an in
Page 57 and 58: However, contrary to Auer’s 1984
Page 59 and 60: The transcripts were then analyzed
Page 61 and 62: 5.0 Introduction Chapter 5 Discussi
Page 63 and 64: Turn Phrase Table 1: Switched conju
Page 65 and 66: In turns 22, 53, 59 and 63, English
Page 67 and 68: Unlike in English, when the past te
Page 69 and 70: similarity to that of Afrikaans due
Page 71 and 72: Table 7: Afrikaans determiners with
Page 73 and 74: possessive. However, it appears as
Page 75 and 76: indefinite articles, ‘a’ or ‘
Page 77 and 78: The following are examples from the
Page 79 and 80: Turn Mixed verb Afrikaans equivalen
Page 81 and 82: In turns 421 and 532, the host subs
Page 83 and 84: the violation of this constraint, p
Page 85 and 86: nouns) are used. I have selected a
Page 87 and 88: What follows are a few switches to
Page 89 and 90: The next switch is the insertion of
Page 91 and 92: has chosen to split the phrase into
Page 93 and 94: The discourse suggests that the hos
Page 95 and 96: speaker’s close association with
Page 97 and 98: The next, and final, switch is to A
Page 99 and 100: of proceedings throughout the show.
Page 101 and 102: host is being somewhat sarcastic, b
Page 103: also of the ways in which language
Page 107 and 108: • While conjunctions do agree wit
Page 109 and 110: References Appel, R & Muysken, P. (
Page 111 and 112: Hamers, J. & Blanc, M. (2000). Bili
Page 113 and 114: Ponelis, F. (1993). The Development
Page 115 and 116: Young, D. (1988). Bilingualism and
Page 117 and 118: APPENDIX
Page 119 and 120: First Transcript: Update Kaapse Vla
Page 121 and 122: 52. Clarence: Wilfred? 53. Suster:
Page 123 and 124: [laughter] 62. Clarence: Die’s (d
Page 125 and 126: terrace and so I couldn’t go up t
Page 127 and 128: {So he got an sms back} to say, “
Page 129 and 130: then you go from Notre-Dame up the
Page 131 and 132: 201. Suster: Yes Clarence, it’s,
Page 133 and 134: 258. Suster Ja {Yes}, my introducti
Page 135 and 136: 322. Suster = = Nou {Now}, Clarence
Page 137 and 138: 376. Suster Will do. Thank you my s
Page 139 and 140: a short while. Music followed by ad
Page 141 and 142: ecause … did I really say that, y
Page 143 and 144: speaker}. En toe stoot hy nou die m
Page 145 and 146: 627. Suster [laughter] 628. Caller
Page 147 and 148: 699. Caller 13 Yes, uh, I know that
Page 149 and 150: when I say that you do not have a,
Page 151 and 152: 853. Caller 16 = = maar jy en Clare
Page 153 and 154: for} innerly = = 897. Suster = = ja
Page 155 and 156:
975. Caller 19 Hello Suster. 976. S
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