Matching Items (4)
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- All Subjects: Bilingualism
- Creators: Lood, Adrienne
Description
Code-switching, a bilingual language phenomenon, which may be defined as the concurrent use of two or more languages by fluent speakers is frequently misunderstood and stigmatized. Given that the majority of the world's population is bilingual rather than monolingual, the study of code-switching provides a fundamental window into human cognition and the systematic structural outcomes of language contact. Intra-sentential code-switching is said to systematically occur, constrained by the lexicons of each respective language. In order to access information about the acceptability of certain switches, linguists often elicit grammaticality judgments from bilingual informants. In current linguistic research, grammaticality judgment tasks are often scrutinized on account of the lack of stability of responses to individual sentences. Although this claim is largely motivated by research on monolingual strings under a variety of variable conditions, the stability of code-switched grammaticality judgment data given by bilingual informants has yet to be systematically investigated. By comparing grammaticality judgment data from 3 groups of German-English bilinguals, Group A (N=50), Group B (N=34), and Group C (N=40), this thesis investigates the stability of grammaticality judgments in code-switching over time, as well as a potential difference in judgments between judgment data for spoken and written code-switching stimuli. Using a web-based survey, informants were asked to give ratings of each code-switched token. The results were computed and findings from a correlated groups t test attest to the stability of code-switched judgment data over time with a p value of .271 and to the validity of the methodologies currently in place. Furthermore, results from the study also indicated that no statistically significant difference was found between spoken and written judgment data as computed with an independent groups t test resulting in a p value of .186, contributing a valuable fact to the body of data collection practices in research in bilingualism. Results from this study indicate that there are significant differences attributable to language dominance for specific token types, which were calculated using an ANOVA test. However, when using group composite scores of all tokens, the ANOVA measure returned a non-significant score of .234, suggesting that bilinguals with differing language dominances rank in a similar manner. The findings from this study hope to help clarify current practices in code-switching research.
ContributorsGrabowski, Jane (Author) / Gilfillan, Daniel (Thesis advisor) / Macswan, Jeff (Thesis advisor) / Ghanem, Carla (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this research project was to assess the self-perceptions of academic and social success in bilingual college students, with a special comparison between students who did not speak English as their first language and students who did speak English as their first language. The bilingual participants were primarily recruited from Arizona State University (ASU) classes and international student organizations. In the survey, participants identified the languages they speak and provided ratings for the following: their English language proficiency, their preference and comfort level in various academic situations (e.g., visiting professors during office hours, studying for exams), their preference and comfort level in various social situations (e.g., making friends at college, language preference with friends), and their testing format preferences (e.g., multiple choice, essay). Participants also were asked to provide their opinions on tools that could be added to Canvas to assist students who do not speak English as their first language (e.g., translation dictionary). Results revealed that academic and social preferences were influenced by students’ level of English proficiency and reflect differences in confidence across settings. The summary findings will be utilized to create a list of recommendations for college faculty instructors and peer counselors to help mitigate the challenges faced by college bilingual students.
ContributorsLood, Adrienne (Author) / Azuma, Tamiko (Thesis director) / Rodriguez, Norma (Committee member) / Barrett, The Honors College (Contributor)
Created2023-05
ContributorsLood, Adrienne (Author) / Azuma, Tamiko (Thesis director) / Rodriguez, Norma (Committee member) / Barrett, The Honors College (Contributor)
Created2023-05
ContributorsLood, Adrienne (Author) / Azuma, Tamiko (Thesis director) / Rodriguez, Norma (Committee member) / Barrett, The Honors College (Contributor)
Created2023-05