Topic

An Analysis of Structure of Code Switching in Pakistani Electronic Media

Sabir Hussain

17111039

A Dissertation Submitted to the Department of English in Partial Fulfilment of the

Requirements for the Degree of Master of Arts in English Language and Literature

Department of English Language and Literature

School of Arts and Social Sciences

GIFT University Gujranwala

 Declaration

I declare that this thesis has been composed by myself, and that it has not been

submitted, in whole or in part, in any previous application for a degree. Except where states

otherwise by reference or acknowledgment, the work presented is entirely my own.

This copy has been supplied on the understanding that it is copyright material and that

no quotation from the thesis may be published without proper acknowledgement.

_____________

Signature

Sabir Hussain
 Certificate of Approval

This is to certify that Mr/Ms Sabir Hussain conducted the research work presented in

this thesis, entitled “An Analysis of Structure of Code Switching in Pakistani Electronic

Media” under the supervision of Mr/Ms/Dr Muhammad Asad Habib. No part of this

dissertation has been submitted anywhere else for any other degree. This thesis is submitted

to the Department of English Language and Literature in partial fulfilment of the

requirements for the degree of Master of Arts in English Language and Literature.

Department of English Language and Literature

GIFT University, Gujranwala

Student Name: Sabir Hussain Signature: _______________

Registration No: 17111039

External Examiner: Ahmad Mujtaba Ali Signature: _______________

Designation: Lecturer

Institute: GIFT University Gujranwala

Supervisor Name: Muhammad Asad Habib Signature: _______________

Name of HOD: Dr Saqib Mahmood Signature: _______________

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Abstract

Code switching and code mixing are universal phenomena among majority of

bilinguals. Recently, code switching is becoming more and more accepted in media,

classroom conversation and in daily life conversation in Pakistan. The study deals with the

concept of code switching and code mixing in media and the classroom. The study has been

conducted with different participants such as bilingual and multilingual speakers of Urdu and

English. This study also shows the different aspects of code switching like functions,

strategies, structure, types and factors that affects a speaker while doing code switching.

These aspects are very helpful and important in code switching for better and effective

communication. This research was conducted at one of the most progressive (GIFT)

University in Gujranwala. This qualitative research based on the data collection was random.

The techniques and procedures for data collection used interviews, recording of drama and

movie. The sample of the study consist of five English students who are the native speaker of

Urdu language and learning English as a second language. In the last, we have concluded that

there are more positive points of code switching rather than the negative points.
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Dedicated

To my Parents, Friends and Teachers especially my Genius Hardworking and very

Punctual Supervisor Sir Muhammad Asad Habib Whose love and affection always Made

me feel upright and Confident In the odds of life.

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Acknowledgments

Thanks to Allah the Almighty and Holy Prophet (PBUH) who enable me to present

this study with the stipulated period. I am unable to pay thanks to my ideal and dear dean (Dr

Surriya Shafi Mir), HOD (Dr Saqib Mahmood) as their co-operation was too good to

mention. I would like to thank the all library media specialists for their participation in the

survey who supported my work in this way and helped me get results of better quality.

I have no word to express my deepest sense of gratitude and appreciation to my

favourite teacher, respected Sir Muhammad Asad Habib for this sincere guidance and

supervision in all of my academic issues. I also extend my worm thanks to all my friends for

their help and co-operation. These are the persons, who are my strength to complete my work

confidently and always appreciate me in a best way as if I am the best.

I am thankful to my all fellows and my best friends Khizer Shahzad, Shahbaz Hussain

and Sobia Younis who supported me through this venture. I also thanks to all my group

members Tasmina Tariq, Maryam Anwar, Saba Mehmood and Salma Shabir and for their

help and cooperation in my work. In addition, I would like to express my gratitude to the IT

staff. I would like to thank my friends for accepting nothing less than excellence from me.

A special thanks to all of those writers and publishers whose books, essay, articles and

researches have been consulted. These books and work help me a lot of comprehensive the

study, beneficiated me a lot and a source to get information. I also placed on record, my sense

of gratitude to all directly or indirectly have lent their hand in this venture. Last but not the

least; I would like to thank my family for supporting me spiritually throughout writing this

thesis.

Endless Prayers (Sabir Hussain)

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Table of contents

Abstract ...................................................................................................................................... 7
Acknowledgments...................................................................................................................... 9
Table of contents ...................................................................................................................... 10
Chapter 1 .................................................................................................................................. 11
1.1 Introduction ............................................................................................................... 11
1.2 Background of the study ........................................................................................... 13
1.3 Objectives of the Study ............................................................................................. 14
1.4 Research Question ..................................................................................................... 14
1.5 Chapterization ........................................................................................................... 14
Chapter 2 .................................................................................................................................. 16
2.1 Literature Review ...................................................................................................... 16
2.1.1 Introduction ........................................................................................................ 16
2.1.2 Code ................................................................................................................... 16
2.1.3 Code switching................................................................................................... 17
2.1.4 Attitude towards CS ........................................................................................... 17
2.1.5 Motivations for CS............................................................................................. 18
2.1.6 Types of Code Switching ................................................................................... 18
2.1.7 Poplack categorization of CS ............................................................................. 19
2.1.8 Functions of code switching .............................................................................. 20
2.1.9 Code Mixing ...................................................................................................... 21
2.1.10 Differences between Code Switching and Code Mixing ................................... 22
2.1.11 Structure of Code Switching .............................................................................. 23
Chapter 3 .................................................................................................................................. 27
3.1 Research Methodology.............................................................................................. 27
3.1.1 Introduction ........................................................................................................ 27
3.1.2 Research Design................................................................................................. 27
3.1.3 Population .......................................................................................................... 27
3.1.4 Sampling ............................................................................................................ 27
3.1.5 Instruments ......................................................................................................... 28
3.1.6 Data Collection .................................................................................................. 28
3.1.7 Data Analysis ..................................................................................................... 29
Chapter 4 .................................................................................................................................. 31
4.1 Results and Discussion .............................................................................................. 31
Chapter 5 .................................................................................................................................. 34
5.1 Conclusion................................................................................................................. 34
References ................................................................................................................................ 35
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Chapter 1

1.1 Introduction

With the rapid development of global economy, transportation, information and

communication technology, the interaction among people from all over the world has been

increased obviously. The interpersonal communication requires people to master more than

one language. This kind of phenomenon is called code switching. Scholars have studied it in

different linguistic approaches within the framework of linguistics including the

sociolinguistic approach, the psycholinguistic approach, the conversational approach and

grammatical or structural approach. In addition, scholars still have drawn on the experience

for reference from many other aspects, such as sociology, psychology, education and so on.

Under the influence of globalization, an increasing number of people who not only

acquire different languages but also gain an insight into other different cultures (e.g. in

Pakistan people have the influence of foreign cultures). That is why, Pakistani people who are

Urdu speakers prefer to speak in English or mix Urdu language with English. This influence

can also be seen in Pakistani mass media like movies, drams, news etc. In addition, the

Pakistani movie “Ek Thi Marium” embodies code switching typically, in which characters

are usually involved in their daily communication. In addition, they are normally mixing the

English language with Urdu language as the part of their own language.

Another aspect of our study is focused on the classroom code switching refers to the

alternating use of more than one linguistic code in the classroom by any of the classroom

participants (e.g., teacher, students, teacher aide). Code switching and code mixing as

communicative strategies are studied mainly in connection with the bilingualism. This

research has focused on the formal aspects of switches, the functions of code-switching,

strategies of code switching and the sociolinguistic factors, which lead to this phenomenon.

Even though some authors narrow their research down and analyse psycholinguistic effects of
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code switching and code-mixing as well as the intentions which are conveyed via switches,

relatively less attention has been given to the persuasive effect of the alternation of two

languages. Code switching and code mixing have also been adopted by mass media in movies

and dramas, who always look for new and catchy slogans. Although this practice has spread

even to mass media for monolingual communities, switching between the codes is not

necessarily used in the same way as with bilinguals.

The aim of the thesis is to analyse spoken code-switched and code mixed in mass

media and in the classroom by teachers during lectures from the dual perspective of

monolingual and bilingual listeners. The thesis illustrates a persuasive mass media

conversation and classroom conversation, code switching and code mixing strategies with

suitable examples of dialogues from the Urdu dramas and Urdu movies and from the

classroom in the Pakistani context. The first part of the thesis deals with the definitions of

code switching and code mixing, types of the switches, the attitudes toward code switching,

and the intentions which lead to this linguistic behaviour. Afterwards, the theoretical part

continues with the chapters on the role of code switching and code mixing in advertising.

The thesis provides a set of examples from the mass media and classroom

conversation, which contain code switching and code mixing. The examples are divided

depending on their structure in two different groups, such as code-switched and code-mixed

conversations. Since code-mixed slogans are more frequent, these are again categorized

according to the various aspects. The aim is to illustrate the multiple ways of getting the

attention of the listeners. For example, code mixing can be used in songs, dialogues, and in

classroom examples for better understanding.

At the end of the thesis, focused on the gender treatment, pluralisation and the ratio of

the noun, verb, adjective and dummy verb in the code switching from the different examples.

These chapters discuss the potential misunderstandings that occur either when foreign words
 13

are used in mass media and in classrooms or when producers underestimate the importance of

a local variety of language and the importance of cultural knowledge.

1.2 Background of the study

Code switching is a conventional method of communication in any bilingual or

multilingual society (Myers-Scotton, 1993). It has become a phenomenon of everyday

communication in a multiracial country like Pakistan where more than one language is used

within the community. Together with Urdu, the two languages are concurrently the

official languages of the country. English language continues as the language of power and is

the language with the maximum cultural capital of any language used in Pakistan. It remains

much in demand in higher education in Pakistan. The term Pinglish is first recorded in 1999,

being a blend of the words Pakistani and English, with 'e' changed to 'i' to better represent

pronunciation.

Pakistan is a multilingual country where more than 70 languages are spoken (Rasul,

2013). Urdu is the national language of Pakistan and Urdu and English are official languages.

English is taught as a compulsory subject in all the educational institutes-public and private

sector (Rehman, 1996). English and Urdu have coincided for centuries in the sub-continent

therefore English holds a strong position.

Code switching is particular to bilinguals and multi-lingual only as monolinguals

cannot switch code because they have no other language to switch into (Cook, 2013).

Monolingual is defined as a person who is able to speak and understand only one language

while bilingual has been defined as one who is able to speak and understand two languages

(Merriam-Webster online, 2014). Multilingual, on the other hand, is one who is able to speak

and understand more than two languages (Merriam-Webster online, 2014).

Urdu and English are Pakistan's official languages. All government documents, many

street signs, many shop signs, business contracts and other activities use English. The
 14

language of the courts is also English. English is taught to all school-level Pakistani students,

and in many cases, the medium of instruction is also in English. Although there are also many

schools that teach in the local languages, there is a huge emphasis on English as a second

language especially in standardized testing. At college and university level, all instructions

are typically in English.

DAWN News was a major English Language News Channel, before 15 May 2010

when it switched its language to Urdu, Express 24/7 was another important English news

channel, now defunct. Code switching (the concurrent use of more than one language, or

language variety, in conversation) is common in Pakistan and almost all conversations in

whatever language have a significant English component.

1.3 Objectives of the Study

The following points are summarized to define the objectives of the study is:

 To find out the structure of the code switching.

1.4 Research Question

1. What is the structure of code switching?

1.5 Chapterization

In the first chapter, we have briefly described the introduction of code switching and

code mixing, the background of the study, objective of the study and questions of the study.

The second chapter provides a review of the relevant literature about code switching

and code mixing. A historical overview of code switching and code mixing which includes

types of code switching, difference between code switching and code mixing. The remainder

of this chapter is dedicated to a review of the theoretical underpinnings of different areas of

sociolinguistics such as, structure, strategies, types, sociological and psychological factors

and functions of code switching.

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In the third chapter there has been provided a detailed description of the methods used

in this study. The qualitative study provides number of participants, area of the study and

research tools for the measurement of language attitudes. The data collection methods for

both from the movie, drama and interview studies are fully set out. The sampling procedures

are outlined and the chapter closes with a data analysis.

In the fourth chapter, we have describe the findings and discussion. From the point of

view of data analysis, we found that noun is a necessary element in code switching. Code

Switching plays a crucial role in media, classroom and because of globalization in many

aspects of life like for the purposes of business, job and for better communication in different

fields etc.

In the last chapter, we have concluded that Code Switching makes everything easy

and understandable for us. In addition, we have come to know that second language is most

important for code switching. Only the bilingual and multilingual are able to do code

switching and for monolingual, it is impossible to do code switching. Second language is as

important as the first language.

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Chapter 2

2.1 Literature Review

2.1.1 Introduction

In the literature review, we have given a brief required information about code

switching and code mixing. Code switching is the phenomenon in which to create ease and

communication a person switch from one language to another. In addition, code mixing is the

mixture of two or more than two languages in conversation. There are also some other

important aspects of code switching and code mixing included in this chapter. Functions,

strategies and factors of code switching tell us that why code switching and code mixing has

been used in media and classroom conversation. Several authors categorize the switches

according to the various rules. These rules are briefly introduced in various types of code

switching. Through the structure of code switching, we have found the percentage of noun,

verb, adjective and dummy verb in common life conversation.

2.1.2 Code

Wardhaugh, (1998) defines the term code as being able to refer to "any kind of system

that two or more people employ for communication". A code may be a language or a variety

or style of a language. Wardhaugh, (1998) writes, "Terms like dialect, language, style,

standard language, pidgin and Creole are inclined to arouse emotions". Code is a relatively

neutral conceptualization of linguistics variety, which may be either a language or a dialect.

Code is a term used to denote two or more people for communication (Ronald, W. 2006) can

employ any system of signals, such as numbers, words, which carries concrete meaning and

that.
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2.1.3 Code switching

Code switching is a widely observed phenomenon in multilingual and multicultural

communities especially in foreign language teaching. Code switching is a phenomenon of

switching from one language to another in the same discourse (Numan and Carter, 2001).

Wardhaugh, Ronald (1998) as “shifting, as the need arises from one code to another”,

therefore, defines code switching. Code switching is described, as a skill of the bilingual

speaker Code switching is a term in linguistics referring to using more than one language or

variety in conversation. Code switching is the one of alternative to bilingual of two or more

languages in the same conversation.

Hymes (1974) defines code-switching as “a common term for alternative use of two

or more languages, varieties of a language or even speech styles” but according to Bokamba

(1989) defines code-switching is the mixing of words, phrases and sentences from two

distinct grammatical systems across sentence boundaries within the same speech event. CS is

a communicative strategy widespread in bilingual communities where the people are able to

speak two languages comparably well and, thus, they choose a code that transmits their

intentions in the best way. The majority of linguistics define CS as the alternation of two

languages.

2.1.4 Attitude towards CS

The attitudes toward switching between two or more codes depend on multiple

factors. Logically, the attitude of bilinguals toward CS was rather disapproving. Callahan

(2001) comments on a time when speaking Spanish at school was forbidden. Children with

limited English skills suffered humiliation among their peers. However, in the Gumperz

(1970) begins to explain this linguistic behaviour as a communicative strategy. CS skills start

to be acknowledged as advantage.
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2.1.5 Motivations for CS

Switching from one language to another conveys a certain meaning or attitude of the

speaker (Gumperz 1982). This is a great variety of intentions that lead to switching. In terms

of bilinguals, the most significant intention is identifying with a community. Coulmas (2005)

describes CS as “a way of creating a unique language variety suitable to express the dual

identity of these groups”.

2.1.6 Types of Code Switching

Several authors categorize the switches according to the various rules. Gumperz

(1982) and Wardhaugh (1998) were the first, with distinction between the situational and the

metaphorical type.

2.1.6.1 Situational Code Switching

Situational CS refers to the switches, which occur in a particular social context

Gumperz (1982). Situational code switching could be regarded as changes in language choice

rather than code-switching proper; it refers to language switches, which coincide with a

change of interlocutor, setting or topic. Without an alternative definition of situational code

switching, it would seem that it is more a matter of code choice rather than actual code

switching. "Situational code-switching occurs when the languages used change according to

the situations in which the conversant find themselves. They speak one language in one

situation and another in a different one"(Wardhaugh 1998).

2.1.6.2 Metaphorical Code Switching

Metaphorical CS, on the other hand, marks a stylistic contrast, for example switching

from an official language to a familiar language (Ingmar Bergman 2009). Wardhaugh (1998)

writes, "When a change of topic requires a change in the language used we have metaphorical
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code-switching" also, that "the choice of code adds a distinct flavour to what is said about the

topic.

2.1.7 Poplack categorization of CS

In terms of the grammatical approach, Poplack identifies three categories. These are

Tag-like, inter-sentential, and intra-sentential switches. The list was made according to the

presumed degree of bilingual proficiency required to produce them (Poplack 1979).

2.1.7.1 Tag-like switches

Tag-like switches are at the bottom of the scale. These include interjections, fillers,

tags and idiomatic expressions. Tags are isolated words or phrases, which are not related

syntactically to the rest of the utterance. The occurrence of a tag does not break any

grammatical rule either.

Example:

CS: Oh, shit! Yahan tu har koi ghussy main hy.

In English (Oh, shit! Everybody is angry here).

2.1.7.2 Inter-sentential CS

In inter-sentential code switching, the language switch is done at sentence boundaries,

words or phrases at the beginning or end of a sentence. This type is seen most often in fluent

bilingual speakers. According to the definition by Poplack, to produce this kind of switches

more knowledge of language is required (Poplack 1979).

Example:

I think you are right madam,’ said a young man, city life and modern education makes

men very beghairat.

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2.1.7.3 Intra-sentential CS

In intra-sentential code switching, the shift is done in the middle of a sentence, with

no interruptions, hesitations, or pauses to indicate a shift. The speaker is usually unaware of

the shift. Intra-sentential switches are by some authors considered Code Mixing. For instance,

Lanz (2011) in her analysis of linguistic creativity of CS treats intra-sentential switches and

CM as synonyms.

Example:

It was a taiz raftar bus and I merely sat on it as well.

We ate halwa purri with my friends at mini shop.

2.1.8 Functions of code switching

2.1.8.1 According to Numan and Carter (2001)

Numan and Carter (2001) the functions of code switching will be introduced in

various aspects.

Its function in bilingual community settings will briefly be explained by giving a

sample authentic conversation, which will help the reader deduce ideas about its possible

applications in educational contexts. The functionality of code switching in teachers’

classroom discourse will be introduced with its aspects as topic switch, affective functions,

and repetitive functions. The focus will shift to students’ code switching by introducing some

basic functional perspectives as: equivalence, floor holding, reiteration, and conflict control.

From the function above, generally, code switching occur not only in social community

but also it always occur in the class situation.

2.1.8.2 As Skiba (1997) comments:

The socio-linguistic benefits of code switching include communicating solidarity with

or affiliation to a particular social group, so code switching can be viewed as a means of

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providing a linguistic advantage rather than an obstruction to communication. Furthermore,

code switching allows a speaker to convey more nuanced attitudes and emotions by choosing

from a bigger pool of words that is available to a bilingual person, much like how one might

use font, bolding, or underlining in a text document to emphasize points. Utilizing the second

language, then, allows speakers to increase the impact of their speech and use it in a more

effective manner.

2.1.9 Code Mixing

Code mixing is the mixing of two or more languages or language varieties in speech.

Code mixing is the other phenomenon closely related to code switching. Code mixing takes

place without a change of topic and can involve various levels of language such as

phonology, morphology, grammatical structures or lexical items. Kachru (1981) and Nursjam

(2004) defines code mixing as the term refers to the use of one or more languages. According

to Kachru, when students saying something in English, they mix some language in the

sentence that they don’t know how to say in English it means combine the language between

Urdu and English.

According to Blom and Gumpers by Gibbons (1972), they say that code mixing is

behavior element from one code into another. One code, is the base code, is normally

dominant, and speakers use the second code in additive fashion. Jacobson (1956) has

proposed a number of formal and functional constraints on mixing two or more codes.

According to him, code mixing is using two or more language in the same sentence or

discourse but one language more dominant, and it related with the social context as a function

of choosing the code.

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2.1.10 Differences between Code Switching and Code Mixing

When we discuss about the differences between code switching and mixing, both of

them have the strong similarities. When we use two or more languages as a variant language

in speech community, but the differences are also in code switching and code mixing.

 Code switch is a language event or variety of languages by the bilingual because

of certain reason and consciously. While code mixing, the use of pieces of another

language to one language that is needed probably, has the function and it is not

considered as a wrong or deviation.

 Switching is done in a particular setting or for a particular purpose and code,

mixing is done more out of linguistic requirement.

 Code Mixing is mixing of mostly words, but also phrases, clauses or even

complete sentences of two languages or varieties and Code Switching is nothing

but switching from one language to another to create a special effect.

 The key difference between Code Switching and Code Mixing is indeed that Code

Switching has special, social pragmatic consequences while Code Mixing does

not.

 The term code mixing emphasizes hybridization, and the term code switching

emphasizes movement from one language to another.

 According to Ardila A. (2005), CM is the alternation of two languages in a single

utterance. He describes the difference between CS and CM affirming that whereas

CS occurs when the speaker switches to the second language and continues using

it, CM is mixing of words.

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2.1.11 Structure of Code Switching

2.1.11.1 Gender Treatment and Dummy Verbs

This section is discusses three main points, firstly some general principles that

determine the gender of English loan nouns in Urdu, secondly the formation of feminine

noun from masculine noun and in the last, the significance of main verb with dummy verb.

The abundance of English loan nouns shows that they adopt the native Urdu gender

morphology, which is based on not only sound but also meaning. General gender markers are

noted as -a and -i, (a for masculine and i for feminine). Therefore, all loan nouns that end

with -a (male), example, sofa and -i (female) example dɪgri ‘degree’ are treated as masculine

and feminine respectively.

2.1.11.2 Gender Treatment

Some Urdu examples which show that –a(male) and –i(female)

Male Female

Murga Murgi

Tala Chabi

Kunwara Kunwari

Darwza Khirki

Halwa Puri

However, many other loan nouns do not end with –a or -i. In this case, the gender

treatment is based on how their Urdu counter parts are taken, whether masculine or feminine.

This is particularly necessary, if the loan nouns are inanimate nouns. For example, English

loan bed is masculine and tebɪl is feminine only because their Urdu counterparts, bɪst̪ ər and

mez, are masculine and feminine. However, it is difficult to determine, if Urdu counter parts

are not available and English loans are the only words used objects. In this case, Rzivi (2007)

noted that huge, heavy, powerful, dominant and big objects are masculine, while small, weak
 24

and light ones are feminine. Therefore, refrigerator, computer, TV and engine are masculine

and pin, ozone, oxygen and carbon are feminine in Urdu.

2.1.11.3 Dummy Verbs

The use of dummy verbs is particularly universal with loanwords for verb formation.

Even if a loan verb enters Urdu language in general, it ceases to function as a verb, and it has

to combine with a dummy verb, which carries the inflectional information. The

morphological functions of a dummy verb are the same. Not a loan lexical verb, but only a

dummy verb shows any gender and number or tense and aspect changes. Thus, all the loans,

whether they are nouns, adjectives or even verbs, must be integrated with dummy verbs to

form compound verbs. For example, the English loan verb provaid ‘provide’ cannot function

as a base verb in Urdu.

Although borrowing verbs is frequent and convenient, the borrowed verbs cannot

function as verbs unless they integrate with the dummy verbs. Therefore, to perform the

function of a verb, the loan verb provaid is combined with a dummy verb kərna ‘to do’ (base

form kar) to form a compound verb, i.e. provaid karna ‘to feel’. Provaid is only used as a

dysfunctional verb (used in the status of a noun). A loan verb does not function as a verb in

Urdu.

Examples of dummy verb has been taken from “common life”

Verb and dummy verb

1. Mera bag fruits sy fill kar do

a. (Fill) verb

b. (Kar do) dummy verb

2. Mobile switch off kar do

a. (Switch off) verb

 25

b. (Kar do) dummy verb

3. Ali ka dress press kar rhi hai

a. (Press) verb

b. (Kar rhi hai) dummy verb

4. Vegetables cut kar do

a. (Cut) verb

b. (Kar do) dummy verb

5. Joty polish kr lo

a. (Polish) verb

b. (Kar lo) dummy verb

Its verbal capacity is taken by the dummy verbs probably due to the morphologically

complex verbal systems of the Urdu language. The main verb lost its original identity or their

main work with the using of dummy verb. Some examples of dummy verbs. (Ye gift open kar

do) in this example open is the main verb and kar do is the dummy verb which means in this

example the main verb ‘open’ lost its main identity, its main function with the dummy verb

‘kar do’. Just like that in the other examples (Ap ka kamra clean ho gia), (Office ka darwaza

close kr do) and so on.

2.1.11.4 Pluralisation of English Loans

Wegener (2004) argues that the pluralisation of English loan nouns is the most

frequent form of adaptation in Urdu. The plural morphology of English loan nouns shows

changes more like those of native nouns. Many English loans treated as masculine end in -a.

Their pluralisation is made by the alternation of the suffix -a with -e. The patterns of loan

plurals, as formula with -e formule for formulas are the same as the native plural, beta as bete

for sons. Forming plurals in Urdu is far more complex than in English.
 26

2.1.11.5 Pluralisation of Nouns

Singular Plural

Class Classein

Chair Charein

Camera Cameray

Bottle Bottlein

Cream Creamein

Even though the pluralisation of English loans is based on native Urdu plural by

suffixation, the suffixation itself is no more than an alternation of vowels. The alternation of

vowels is the main feature in the gender and number morphology and the case morphology of

the Urdu noun. Phonological alternations come in many shapes and sizes, and the processes

behind them are equally varied, as are the kinds of factors which condition them (Davenport

and Hannahs, 2005). The alternation forms native’s English plurals both with and without

nasalization. With the nasalization, it makes changes at the suffix position, book as booken,

slid as sliden, pencil as pencilen and so on. Some other examples, which loan from Urdu

language in the daily life conversation.

 27

Chapter 3

3.1 Research Methodology

3.1.1 Introduction

Kumar (2008) describes research methodology as a systematic way of bringing what

is sought for to an end. Simply put, it is the way of solving the research problems.

Methodology entails all the technicalities and strategies applied in carrying out the research

(Iipinge, 2013). In this chapter, the research design and methodology of the research will be

the discussed. The discussion will include research design, population, sampling and

instruments. Therefore, the procedures of data collection and nature of the analysis will also

be discussed in this chapter. The selection of the sample and sampling procedures are

described in this chapter.

3.1.2 Research Design

A qualitative method was selected as the research design for this study. Qualitative

design is useful for gathering and analysing exploratory data such as exploring the context

where code switching and code mixing take place in the classroom and mass media. This

method is also to provide factual data needed to support the theory of code switching and

code mixing.

3.1.3 Population

In a research study, the population is a group of individuals or organizations that share

the same features that interest our study (Hartas, 2010). One drama and one movie have been

taken from Pakistani media and five interviews have been conducted from students of

English Language and Literature department of GIFT University Gujranwala.

3.1.4 Sampling

Hartas (2010) believes that, once the issue of a population is sorted out, the next step

is to identify a suitable sample for a specific study. With this in mind, Hartas (2010) defines a
 28

sample “as a section or subgroup of a population” a researcher intends to study. In other

words, a sample is representative of the population from which it was draw. The sample in

this study included one Urdu movie “Ek Thi Marium”, one Urdu drama “Kis Se Kahoon” and

five students’ interview from English class. The selection of research participants was based

on relevant information each participant had concerning the research topic.

3.1.5 Instruments

According to Litchman (2010), a researcher is the most important instrument in the

research. He or she has a significant role to play in the entire study. For the study to attain its

objectives, or the research questions to be answered successfully. Media, classroom and 5

students’ interviews are the tools for this research study.

3.1.6 Data Collection

Iipinge (2013) describes data collection methods as the procedures which a researcher

uses to gather or to collect data within the set framework of the study that is defined by its

methodology. The data are collected from the social media as Pakistani Urdu movie “Ek Thi

Marium” and the Urdu drama serial “Kis Se Kahoon” in our research. We have taken 30

examples from movie “Ek Thi Marium” and drama serial “Kis Se Kahoon”. These examples

are totally based on the general conversation in the daily routine of our life. We have

analysed that how much Nouns, Verbs, Adjectives and Dummy Verbs have been used in

these examples. The total words of these examples are 400.

3.1.6.1 Percentage and Frequency Analysis of Switched words in the above examples
The formula for the analysis is stated below:

Percentage of occurrence = Frequency of switched words × 100

Table showing Frequency and Percentage of Switched words from the examples
 29

Categorization Frequency Percentage%

Noun 41 40.6

Verb 30 29.7

Adjective 23 22.8

Dummy Verb 7 6.9

Total 101 100%

Percentage in Graph

Percentage categorization

TOTAL
100
DUMMY VERB 6.9

ADJECTIVE 22.8
VERB 29.7
NOUN 40.6

3.1.7 Data Analysis

In short, data analysis is the process of reducing large amount of collected data into

smaller units to make sense of them. The table above shows that the lexical categories of the

embedded elements are nouns, verbs, adjectives, and dummy verbs. Some content

morphemes like nouns, verbs, and adjectives are more frequent in the code switching of in

the Urdu-English language system morphemes. Nouns in the CS frame of Urdu-English

bilinguals form the majority of embedded switched elements found in the corporal. 40.6% out

of the 101 English embedded switched elements from the Urdu-English CS data presented

above are nouns.

 30

The next most frequent content morphemes observed from the Urdu-English bilingual

CS data in the table above is Verbs. 29.7% out of the 101 English switched elements from the

Urdu-English CS data above are verbs.

Adjectives are another most frequent content morpheme after the Verbs, observed

from our large corpus of data. Out of the 101 switched elements inserted in the Urdu frame of

Urdu-English bilingual CS data, 22.8% are Adjectives.

Dummy verbs in the Urdu-English bilingual corpus each has just 6.9% of occurrence

of the total number of embedded elements in the Urdu-English CS data presented above.
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Chapter 4

4.1 Results and Discussion

Based on data analysis following results have been discussed in this chapter about the

code switching in classroom and media.

Every word in a sentence serves a specific purpose within the structure of that

particular sentence. According to rules of grammar, sentence structure can sometimes be

quite complicated. From the point of view of different examples of code switching, we have

find that the quantity of noun is more rather than the adjective, verb and dummy verb. The

reason of using more noun in the examples is that the noun is the name of many things and in

English language without noun, no sentence can be made. Therefore, we can see clearly the

more use of noun and minimum use of dummy verb in given examples.

The purpose of my study was to identify the reasons of using code switching in the

classroom and media. From the interview of the participants of English students in GIFT

University we find that code switching is used in the classroom for the following purposes

such as, for the ease of clear understanding, to make teaching effective for students, for the

exemplification in the topic that cannot understand in the foreign language therefore teachers

and students use code switching for better communication.

The other purpose of our study was to identify the reasons of using code switching in

media. From the above examples, we have been find that code switching is used in media.

For the following purposes such as, firstly, code switching is used in media to show the

status, for the dominancy, as English is the most dominant language in the modern world.

Therefore, the characters use the code switching in movies and dramas to show the

dominancy. Code switching is used in media for the purpose of different advertisements and

exploration. Code switching is used in media utilizing the second language, then, allows

speakers to increase the impact of their speech and use it in a more effective manner.
 32

Furthermore, code switching allows a speaker to convey more nuanced attitudes and

emotions by choosing from a bigger pool of words that is available to a bilingual person,

much like how one might use font, bolding, or underlining in a text document to emphasize

points. Code switching may also be used to exclude others from a conversation who do not

speak the second language. Code switching also commonly occurs when an individual wishes

to express solidarity with a particular social group. Code switching is used as a speaker who

may not be able to express him/herself in one language might switch to another to

compensate for the deficiency.

We have also found that, there are different strategies in this research that are very

effective for the communication purpose such as, verbal communication ( e-mails, chats,

phone calls, video chats and face to face conversation), non-verbal communication (body

language, facial expressions and physical distance between communicators) and visual

communication (signs, webpages and illustration). These strategies are helpful for

communication in code switching. These strategies are used in the workplace to draw

attention and provide documentation as for as much important for code switching.

There are also some important factors that are affecting the code switching. Some

noticeable factors behind the code switching are for the ease of communication, desire to

dominate, clarification, to create humour, discourse markers, linguistic factors, to quote, to

advice, ease of expression, social status, competence in second language etc. We found that

these linguistic factors are very important and helpful while doing the code switching. We

have found the code switching very useful phenomena to make communication better.

We feel no worry about that provocation which actually activate us to use CS in our

daily practice of CS. In this research paper, the psychological factors are more dominant as

competed to social factors. It is true that CS is a social practice but in our minds, there is

something, which imposes it. A wish to be dominant, for example is a social necessity, but
 33

it totally lies in mind. We can say, “Code switching is a social performance of bilinguals,

seeking to use two languages simultaneously, but the very factors behind this phenomenon

are cognitive altogether”. There are some following noticeable factors behind CS. Some

examples have been quoted from Urdu culture in Pakistan.

 34

Chapter 5

5.1 Conclusion

In the light of collected data through a qualitative method a few findings have been

highlighted included, the fact that code switching is not entirely an unconscious phenomenon.

It is the context of situation, which makes it conscious or unconscious. Some important social

and psychological factors are seen in this study. The most important part of this study are the

functions of code switching as we seen in few many things such as, different interviews,

movie and drama. In addition, in the classroom the discussion between teachers and students

code switching is present for the purposes of better understanding and clarification.

Cod switching and code mixing are very important in this progressive world as

English language ruling in the world. Because of globalization, code switching has become a

very basic need of today era. We find code switching and code mixing a very useful

instrument in different fields of life like to get a good job, for successful business meeting,

for effective teaching method and also in media to show the class/status.

The purpose of this study was also to investigate the reasons of teachers' code

switching in English language classroom in Pakistan. From an investigation, it is concluded

that code switching is an inevitable linguistic phenomenon of bilingual or multilingual

classrooms in Pakistan and it can be used as an effective teaching strategy in language

classrooms. There are multiple reasons for switching code in language classroom. Teachers

switch code to serve academic and social purposes. They employ code switching as a

teaching strategy or tool to make students comprehend difficult items.

 35

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