grammatical constraints and motivations for - University of the ...
grammatical constraints and motivations for - University of the ... grammatical constraints and motivations for - University of the ...
Chapter 6 is the conclusion to the research project, providing an overview of the findings as well as further recommendations. 30
2.0 Introduction Chapter 2 Social Motivations for Codeswitching This chapter is divided into three main sections. The first section provides the various definitions of codeswitching that have been put forward by different researchers, while the second section covers explanations of how codeswitching is believed to occur and also the different kinds of switching that may occur. These include extrasentential, intersentential and intrasentential switching as well as tagging. The section also explains insertional versus alternational codeswitching and congruent lexicalization The third section discusses social motivations for codeswitching, such as Myers- Scotton’s (1993a, 2006a) Markedness Model and Appel and Muysken’s (1987) functional model of codeswitching. 2.1 Definitions of Codeswitching Various definitions of codeswitching have been proposed by a number of researchers, each with their own beliefs as to what exactly codeswitching is and what should be regarded as a switch. McCormick (2002b: 88-89) distinguishes between code-mixing and codeswitching. Switching, she argues, refers to “…the alternation of phrases or longer chunks in one code or language with those in another…” while mixing refers to the “…incorporation of single lexical items from one language into phrases in another, and also for the affixing of morphemes from one language on to morphemes from the other language.” 31
- Page 1 and 2: GRAMMATICAL CONSTRAINTS AND MOTIVAT
- Page 3 and 4: Abstract GRAMMATICAL CONSTRAINTS AN
- Page 5 and 6: Declaration I declare that Grammati
- Page 7 and 8: Table of Contents Key words .......
- Page 9 and 10: 1.0 Introduction Chapter 1 Backgrou
- Page 11 and 12: English is not the mother tongue of
- Page 13 and 14: everyday communication. The nature
- Page 15 and 16: While researchers and sociolinguist
- Page 17 and 18: language of the court, education, a
- Page 19 and 20: This, then, makes it apparent why C
- Page 21 and 22: have always been exposed simultaneo
- Page 23 and 24: ) I have eaten an apple. The past t
- Page 25 and 26: also instances in which they do not
- Page 27 and 28: providing a strong argument that co
- Page 29: 1.10 Outline of the Study Chapter 1
- Page 33 and 34: “…codeswitching is a form of bo
- Page 35 and 36: In this section, I attempt to provi
- Page 37 and 38: eferred to as RO) sets between part
- Page 39 and 40: example, Afrikaans speakers may swi
- Page 41 and 42: Further, Franceschini (1998: 62) st
- Page 43 and 44: context in which the speaker finds
- Page 45 and 46: 3.0 Introduction Chapter 3 Grammati
- Page 47 and 48: codeswitching as they do reflect th
- Page 49 and 50: Constituent insertion differs from
- Page 51 and 52: 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
Chapter 6 is <strong>the</strong> conclusion to <strong>the</strong> research project, providing an overview <strong>of</strong> <strong>the</strong><br />
findings as well as fur<strong>the</strong>r recommendations.<br />
30
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