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Chapter I
Introduction
Background of the Study
The English language is the global lingua franca. In approximately 1762, the Filipinos
were introduced to the English language by the British invaders. However, the English language
only became significant in the period between 1898 and 1946, when the Philippines was under
the United States sovereignty. Since then, the English language remains the country’s official
language. On July 14, 1936, the National Language Institute selected Tagalog as the basis
of National Language. As time went by, Filipinos started to use both languages at the same time
and thus, code switching emerged.
According to YourDictionary.com (n.d.), “Code switching” is a linguistics term that
basically means switching back and forth between two or more languages in the course of a
conversation. It can also refer to the ability to switch languages or dialects quickly from one
conversation to the next depending on the situation or conversation partner.
In the Philippines, Taglish is a portmanteau of the words "Tagalog" and "English" which
refers to the Philippine language Tagalog (or its liberalized official form, Filipino) infused with
American English terms. Taglish is perhaps most common in Metro Manila, where its use has
become stereotyped. Its influence has nevertheless become great, as it is now arguably a lingua
franca in many parts of the country. Another related example of code-switching is Englog,
English infused with Tagalog words, a popular type being called Coño/Konyo English.
2
Undeniably, code-switching allows Filipinos to communicate more clearly by providing a
broader list of nouns, pronouns, verbs, adverbs, adjectives, and the like. On the other hand,
experts have been recently discouraging the mixing of the English and the Filipino language.
The spread of Taglish prevents the Filipino language from replacing English as the
language of opportunity since academic English and academic Filipino, not Taglish, are needed
to pass academic and licensing exams (Thompson, 2003).
The prevalent use of code-switching in the Philippines greatly affects many Filipinos,
especially the students. This study discovered the reasons behind the code switching of 2AHR
students of San Beda College.
Statement of the Problem
Specifically, the study answered the following questions:
1. What form of code-switching is most frequently used by 2AHR students:
1.1 Taglish or Tagalog-English?
1.2 Englog or English-Tagalog?
2. Do the following factors affect the code switching habit of 2AHR students:
2.1 Age?
2.2 Gender?
2.3 Socio-economic status?
Significance of the Study
The researchers hoped that the findings of this study enabled students to understand the
code-switching phenomenon, factors that leads to it, and encourage them to improve their
Independent Variables- Age- Gender- Socio-Economic
Status
3
English ability. Understanding this matter also served as a guide in developing their capability to
communicate well verbally using the English language.
Theoretical and Conceptual Framework
The independent variables such as age, gender and socio-economic status affects the
code-switching habit of 2AHR students.
Research Hypothesis
The factors age, gender and socio-economic status do not influence the code-switching
habit of 2AHR students in San Beda College, S.Y. 2010-2011.
Scope and Limitation
This research dealt with the factors that lead to code-switching habit of second year HR
students, it was not design to give a negative impression to the people who used code switching,
nor will it explore the general causes and effects. The researchers limited themselves to the
code-switching habit of second year HR students and the factors that trigger its usage namely
age, gender and socio-economic status.
The code switching habit
of 2AHR students
4
Definition of Terms
Age. The length of time during which a being or thing has lived or existed (Webster’s
third new international dictionary, 1993).
Code switching. The phenomenon of alternating between two or more languages during
spoken conversation. All words. (n.d.).
Englog. An informal form of English infused with Tagalog words, a popular type of
which is called Konyo English. WordIQ. (n.d.).
Gender. Birth, race, and class (Webster’s third new international dictionary, 1993).
Habit. A behavior pattern acquired by frequent repetition or developed as a physiological
function and showing itself in regularity (Webster’s third new international dictionary, 1993).
Taglish. An informal dialect of Tagalog that infuses English terms. Taglish is, perhaps,
most common in Metro Manila where its use has become stereotype. Fact-index. (n.d.).
Socio-economic status. The position of an individual on a social-economic scale that
measures such factors as education, income, type of occupation, place of residence, and, in some
populations, heritage and religion. Dictionary. (n.d.).
5
Chapter II
Review of Related Literature
History of Languages in the Philippines
The present linguistic situation in the Philippines creates a dilemma for Filipinos
themselves (Gonzales, 1988). A national language is a necessity in order to develop not only a
country’s identity as a nation but also as its medium of communication.
Tagalog is the language of the Republic of the Philippines. It is one of the most spoken
languages of the Filipino culture. It is also referred to as Filipino. While the Tagalog language
has existed for several years, the country adopted the more common name to help with the
acceptance of the actual language among other Filipino individuals. According to statistics
Tagalog is spoken as a first language by over 24 million individuals and as a second language by
more than 65 million (Cardozo, 2008).
Having a national language was first conceived as early as 1925 when Manuel L. Quezon
recalled Rizal's feeling of frustration for not being able to communicate with a fellow
countrywoman while on a boat bound for Europe. It was during the Commonwealth period that
our search for a national language was first recognized officially. In Section 3, Article XIII of the
1935 Constitution, the National Assembly shall take steps toward the development and adoption
of a common national language based on one of the existing languages. The chief agency for the
creation of the development of a common national language is the Institute of National Language
(INL), which was established through Commonwealth Act No. 148 in November 19, 1936. A
director, executive secretary and seven members compose it. The group was to make a
descriptive and comparative survey of one of the major dialects namely, Tagalog,
6
Kapampangan, Waray, Ilokano, Bikolano, Hiligaynon and Pangasinan. From these, one would
be chosen to become the basis of the national language. Tagalog was heavily favored because it
has the most number of highly developed literatures and was considered as the best-studied
language during that time (Simborio, 2011).
Lambert (2005) stated that for centuries, the Philippine islands were under the Spanish
colony; during this time, Spanish became the lingua franca of the Philippines until the 19th and
early 20th centuries. It was also the language of the Philippine Revolution, and the 1899 Malolos
Constitution proclaimed it as the official language of the First Philippine Republic.
Decades after the US granted the Philippines its independence in 1946. Many Filipinos
still believed in and actively campaigned for the Philippines becoming the 51st state of the
United States. The Philippine-American connection has undergone considerable changes since
then. Today, English - the means the Americans used to teach us via the mass media, the arts,
social, business and political interaction - continues to be a strong thread that binds the two
nations (Espinosa, 1997). The English language is the official global lingua franca, therefore the
universal language. Instead of improving Filipinos’ English skills, the bilingual policy emerged
or also called, “code switching”.
Definition of Code-switching
Poplack (2004) stated that code-switching is but one of a number of the linguistic
manifestations of language contact and mixing, which variously include borrowing on the lexical
and syntactic levels, language transfer, linguistic convergence, interference, language attrition,
language death, pidginization and creolization, among others. There is little consensus in the
literature over which aspects should be subsumed under the label code switching.
7
To put it simply, code-switching is popularly known as the switching from one language to
another during a conversation. Code switching is now very common in the Philippines, having 2
(two) sub-categories: Taglish and Englog.
Types of Code-switching
Taglish or Tagalog-English is the portmanteau of Tagalog and English words. Taglish is
most common in Metro Manila, where it is now arguably its lingua franca. Taglish is mostly
used for convenience, as some Tagalog/Filipino are less familiar with their English counterparts.
An example is saying, “Maaring ipaliwanag mo sa akin?” wherein Filipinos nowadays say,
“Maaring i-explain mo sa akin?” instead.
Another type of common code switching in the Philippines is the Englog or English-
Tagalog, the portmanteau of English and Tagalog words, also more known as Coño/Konyo
English. This kind of language is commonly used by Filipinos that are not used to, or familiar
with the use of difficult English words, so they usually resort to the insertion of Tagalog words in
most of their English sentences.
Related Reading
According to the Executive Order No. 210, English was to be the medium of instruction
in all learning institutions within the Philippines. However, after being abolished—a move made
in 1987 shortly after EDSA I—it only resulted in the birth of “Englog”—a mishmash of English
and Tagalog words and phrases which did not succeed in making Filipinos truly bilingual
(Romualadez, 2007). It was a disastrous move to impose Tagalog-based Filipino as the medium
of instruction even for subjects like Mathematics and Science, which gradually led to the fall of
Filipinos’ competitive edge in getting good occupation opportunities.
8
Effects of Code-switching
Bautista (2009) believed that bilinguals (and most Filipinos are bilingual, even trilingual)
have the strategic competence to “calculate,” in a sense, which language would provide the most
expressive, most concise way of saying something. This kind of strategic competence is
currently very evident in texting – the texter can choose between English, Tagalog, or Taglish to
state the message in the fastest, easiest way possible.
Despite code switching having a number of benefits, it also has its disadvantages. In an
article, Villafuerte (2006) stated that the Bilingual policy is to be blamed for the downgrade of
Filipinos’ English skills for the last three decades. “The policy’s linguistic juggling has
contributed in a big way to the rapid decline of the English proficiency of many Filipinos. Thus,
the need for congress to quickly revive English as a medium of instruction” said Viliafuerte, who
was one of the authors of a bill seeking to reinstate English as the teaching language. Mr.
Villafuerte based his findings after the Department of Education compared the results of the
2006 National Achievement Test of the Fourth year and Grade 6 students’ results. It stated that
because of bilingual policy, subjects that were supposed to be taught in English were actually
done in “Taglish,” or a combination of English and the local dialect. Taglish was not directly
taught inside the campus, but was apparently the language used not only by the students, but the
teachers and professors as well.
According to Thompson (2003), “The spread of Taglish prevents the Filipino language
from replacing English as the language of opportunity since academic English and academic
Filipino, not Taglish, are needed to pass academic and licensing exams.” The Filipino/Tagalog
language was proclaimed as the medium of instruction. Furthermore, it was to give the country
9
its own identity by replacing a foreign language. Instead, it resulted to a nation with poor
language proficiency both in English and Tagalog.
Reasons Behind Code-switching
It is undeniable that most of the Filipinos nowadays— children, students, teachers, office
workers, professionals, celebrities, religious person and even government officials—code-switch,
which has become a part of their daily lives. Some would say that code switching is done
because of the lack of proficiency on a certain language, while others would say that they code
switch because it is more convenient. But what is really the reason why people code switch?
The researchers believe that the common reason why people code switch is because of
the following: first is the issue on the lack of facility, Muthusamy (as cited by Malik, 1994) said
that bilinguals or multilinguals often explain that they code switch when they cannot find an
appropriate expression or vocabulary item or when the language of conversation does not have
the particular word needed to carry on the conversation smoothly. Second is the lack of register
also known as deficiency-driven code switching. That happens when people are not equally
competent in two languages and when they do not know the terms in two languages. For
example, college students often code switch by moving from Tagalog to English. In certain
occupations, code switching takes place in the speech of doctors, lawyers, engineers while they
interact among themselves due to the fact that proper terms in Tagalog or in any other language
other than English may not be offered to them. As a result, they utilize the English terminology
that they are familiar with. Another reason can be the mood of the person. Usually when people
are tired or angry, code switching takes place with a new dimension. This means, when a person
is in the right state of mind, he/she can find the appropriate word or expression in the base
10
language. Frequently, a person knows exactly the word in both the languages (Tagalog and
English) but the English language may be more available at the point of time when the speaker is
troubled.
Code-switching is also used to emphasize a point. Muthusamy (as cited by Gal, 1979)
reports several instances in which a switch at the end of an argument not only helps to end the
interaction but may serve to emphasize a point. The habitual experience of a person can also
trigger the use of code switching.
Muthusamy (as cited by Malik, 1994) stresses the fact that code switching often occurs in
fixed phrases of greeting and parting, commands and request, invitation, expressions of gratitude
and discourse markers such as you know or pero (but). There are cases that code switching
happens in order to address a different audience. Code-switching is also used when a person
intends to address people coming from various linguistic backgrounds. For example, in the
Philippines, the television announcer often uses Tagalog as it is the national language but also
switches to English. But the more common reason of code switching now can be called
“proficiency-driven code switching.” This is the kind used by people who are proficient in both
languages and who code-switch for purposes of communicative efficiency.
11
Chapter III
Methodology
Research Design
This study used the descriptive-survey method. This study stated the present condition of
the 2nd year BSBA Human Resource Development Management students of San Beda College,
Manila concerning their code switching habit, and how the independent variables age, gender
and socio-economic affected this. The researchers believed that this design is the most
appropriate for this study for it can use either qualitative and/or quantitative form of data.
Through descriptive survey, this study determined whether the proposed factors, which are age,
gender, and socio-economic status, have a relationship to this habit. The researchers used this
method considering the objectives to obtain the data were first hand from the respondents.
Sampling Design and Determination of Sample Size
Random sampling was employ in this study. Despite the small population of 2nd year
AHR consisting of more or less 20 students, the researchers further minimized their subjects by
determining the sample size. The result of the sample size decided the number of respondents.
The Subjects
The subjects of this study were the 2nd year BSBA Human Resource Development
Management students of San Beda College, Manila S.Y. 2010-2011. The sample size of 15
respondents participated in this study. The researchers did not impose certain inclusion criteria in
selecting the subjects since the respondents were randomly chosen. However, the researchers
assumed that the ages of the respondents would range from 18 to 22.
12
The Research Instrument
A survey-questionnaire was use as the main data instrument for this study. The
questionnaire is personally constructed by the researchers, and is divided into 2 parts: the
respondent’s profile and the survey proper. The profile contains the socio-demographic
characteristics of the respondent such as name, age, gender, and monthly family income. The
survey proper explores the code-switching habits of the respondents, namely the frequency of
their usage, the factors that trigger and influence them, and the reasons behind this habit. Lastly,
the survey proper applied the Likert scale for the answers.
Validation of Research Instruments
The questionnaire was a researcher-made survey. In order to test and confirm its validity,
content validity is used; the researchers selected an expert to advise and verify the content of the
questionnaire, and asked the expert for any suggestions and corrections to ensure the
effectiveness of the instrument. Then the researchers revised the survey-questionnaire according
to the instructions and comments of the chosen expert.
Data Gathering Procedure
The researchers used the survey method in gathering data and information. Hence, this
study obtained primary data from the output of the survey questionnaires that was given to the
respondents. Other primary information was based from books, articles and news. Moreover,
secondary data were derived from related studies and dictionaries. Internet sources were also
used in gathering information.
13
Data Processing Method
The researchers constructed a survey-questionnaire. They consulted the chosen experts in
order to test and confirm its validity. Then, they revised the survey-questionnaire according to
the instructions of the experts. The researchers asked permission from the class adviser of 2AHR
to conduct the survey during one of their class periods. They researchers gave the 15 respondents
questionnaires respectively. Then the researchers gave the respondents at least ten minutes to
answer the survey-questionnaire. After which, the researchers collected the questionnaire.
After gathering all the information, the researchers tallied the data for the correlation
using the Pearson-r, which determined whether the independent variables indeed have a
significant relationship with the subjects’ code switching habit. Moreover, for the socio-
economic status, the researchers used the percentage formula to know the percent of the students
who code switch and what income bracket do they belong.
Statistical Method
Percentage and frequency were used in this study to determine whether gender and the
socio-economic status have an effect on the code-switching habit of the subjects. On the other
hand, Pearson-r was used to correlate the age and the weighted score of the respondent on the
survey proper. The researchers chose this method since the Pearson-r is appropriate for
determining the level of relationship between two sets of data. As for this study, the Pearson-r
determined whether age does indeed have an influence on the code switching habit of second
year AHR students.
14
Chapter IV
Presentation, Analysis and Interpretation of Data
This chapter presents the results of the survey on the code-switching habit of 2nd year
BSBA Human Resource Development Management students of San Beda College, analysis and
interpretation of data. Analysis and interpretation of data are presented in the order of the
statement of the problems.
3. What form of code-switching is most frequently used by 2AHR students:
3.1 Taglish or Tagalog-English?
3.2 Englog or English-Tagalog?
Table 4.1 Most Commonly Used Form of Code-Switching of Male Respondents
I use Taglish or Tagalog-English I use Englog or English-Tagalog
3 3
4 4
4 4
3 3
4 4
2 2
3 3
3 3
5 5
4 4
3 3
Average = 3.45 Average = 3.45
15
Table 4.1 shows the scores of male respondents to questions 2 and 3 which are “I use
Taglish or Tagalog-English” and “I use Englog or English-Tagalog”. As shown above, the
answers of the male respondents to both questions are all the same. The average of the rating of
male respondents for both Taglish and Englog is 3.45, which depicts regular usage of both
pormanteau.
Table 4.2 Most Commonly Used Form of Code-Switching of Female Respondents
I use Taglish or Tagalog-English I use Englog or English-Tagalog
2 2
3 3
4 4
4 4
Average = 3.25 Average = 3.25
Table 4.2 shows the scores of female respondents to questions 2 and 3 which are “I use
Taglish or Tagalog-English” and “I use Englog or English-Tagalog”. As shown above, the
answers of the female respondents to both questions are all the same. The average of the rating of
female respondents for both Taglish and Englog is 3.25, which depicts regular usage of both
pormanteau.
4. Do the following factors affect the code switching habit of 2AHR students:
4.1 Age?
4.2 Gender?
16
Table 4.3 Correlation of Age and Code-Switching Habit of Female Respondents
X (Scores) Y (Age) X2 Y2 XY
27 18 729 324 486
37 20 1,369 400 740
44 19 1,936 361 836
46 18 2,116 324 828
X= 154 X= 75 X2= 6,150 Y2= 1,409 XY= 2,890
r = 0.101409239
Table 4.3 shows the weighted average of the scores of female respondents on their code-
switching habit represented by the X variable, and their respective ages represented by the Y
variable. As shown on the table, the highest score out of 70 is 46, attained by an 18-year-old
respondent. The lowest score on the other hand is 27, achieved also by a respondent 18 years of
age. Using these results, the researchers computed for the Pearson-r and arrived at a value of
0.101409239, which according to statistical standards, shows a negligible relationship between
the two sets of data.
Table 4.4 Correlation of Age and Code-Switching Habit of Male Respondents
X (scores) Y (Age) X2 Y2 XY
29 17 841 289 493
37 18 1,369 324 666
38 18 1,444 324 684
40 19 1,600 361 760
17
42 19 1,764 361 798
43 18 1,849 324 774
45 17 2,025 289 765
48 18 2,304 324 864
49 21 2,401 441 1,029
49 18 2,401 324 882
56 18 3,316 324 1,008
X= 476 Y= 201 X2= 21,134 Y2= 3,685 XY= 8,723
r = 0.2536770444
Table 4.4 shows the weighted average of the scores of male respondents on their code-
switching habit represented by the X variable, and their respective ages represented by the Y
variable. As shown in the table, the highest score out of 70 is 56, attained by an 18-year-old
respondent. The lowest score on the other hand is 29, achieved by a respondent 17 years of age.
Using these results, the researchers computed for the Pearson-r and arrived at a value of
0.2536770444, which according to statistical standards, shows a low or slight relationship
between the two sets of data.
As seen on tables 4.1 and 4.2, the correlation between the code-switching habit of male
respondents and their ages is higher as compared to the correlation between the code-switching
habit of female respondents and their respective ages.
Table 4.5 Correlation of Age and Code-Switching Habit of Male and Female Respondents
X (scores) Y (Age) X2 Y2 XY
27 18 729 324 486
29 17 841 289 493
18
37 18 1,369 324 666
37 20 1,369 400 740
38 18 1,444 324 684
40 19 1,600 361 760
42 19 1,764 361 798
43 18 1,849 324 774
44 19 1,936 361 836
45 17 2,025 289 765
46 18 2,116 324 828
48 18 2,304 324 864
49 21 2,401 441 1,029
49 18 2,401 324 882
56 18 3,316 324 1,008
X = 630 Y = 276 X2 = 27,464 Y2 = 5,094 XY = 11,613
r = 0.185222
Table 4.5 shows the weighted average of the scores of both female and male respondents
on their code-switching habit represented by the X variable, and their respective ages represented
by the Y variable. As shown on the table, the highest score out of 70 is 56, attained by an 18-
year-old respondent. The lowest score on the other hand is 27, achieved by a respondent 18 years
of age. Using these results, the researchers computed for the Pearson-r and arrived at a value of
0.185222, which according to statistical standards, shows negligible relationship between the
two sets of data.
19
Figure 4.1 The Socio-Economic Status of Code-Switching Male Respondents
Figure 4.1 shows the percentage of the monthly family income of male respondents,
which will determine their socio-economic status. The percentages gathered have been rounded-
off to the nearest whole number. Out of eleven male respondents, three or 27% have a family
income of P10, 000 – P30, 000 which falls under the C or lower middle class, while five
respondents or 46% have a monthly family income of P31, 000 – P50, 000 falling under the B or
upper middle class. Lastly, two respondents or also 27% have a monthly family income of P51,
000 and above which categorizes them under the A or upper class.
20
Figure 4.2 The Socio-Economic Status of Code-Switching Female Respondents
Figure 4.2 shows the percentage of the monthly family income of female respondents,
which will determine their socio-economic status. The percentages gathered have been rounded-
off to the nearest whole number. Out of 4 female respondents, only one or 25% has a family
income of P31, 000 – P50, 000 which falls under the B or upper middle class, while 3
respondents or 75% have a monthly family income of P51, 000 and above which categorizes
them under the A or upper class.
21
Chapter V
Conclusion and Recommendation
Conclusion
Based on the significant findings of the study, the following conclusions were made:
1. Both Englog or English-Tagalog and Taglish or Tagalog-English are used by 2AHR
students as their form of code-switching.
2. There is a negligible relationship between the age and code-switching habit of female
respondents. On the other hand, there is low or slight relationship between the age and
code-switching habit of male respondents. However, there is a negligible relationship
between the age and code-switching habit of both female and male respondents
3. Majority of male respondents who code-switch are those falling into the income bracket
of P31, 000 – P50, 000 falling under the B or upper middle class. On the other hand,
majority of female respondents who code-switch are those falling under the income
bracket of P51, 000 and above which categorizes them under the A or upper class.
As shown by the results of this study, the female respondents use Taglish and Englog at
the same frequency; the same with the male respondents who use Taglish and Englog both at the
same level of frequency. Moreover, the relationship of the respondents to their family, friends,
and professors influence their code-switching habit. There are many reasons why code-
switching takes place; the ability of a person who is able to speak more than one language
fluently plays an important role during their interaction. The lack of proficiency in speaking
22
Tagalog or English affects the code switching habit of 2AHR students. The emotions such as
anger, joy, sadness of a person triggers the code-switching habit of the respondents; the
respondents also code-switch in order to emphasize a certain point or matter in a conversation.
Difficulty in finding an appropriate word or expression or simply the lack of facility also affects
their code-switching habit.
According to a dissertation by Muthusamy (n.d.), bilinguals or multilinguals often
explain that they code-switch when they cannot find an appropriate expression or vocabulary
item or when the language of conversation does not have the particular word needed to carry on
the conversation smoothly. It is also stated in the study that the lack of register or when speakers
are not equally competent in two languages and when the speakers do not know the terms in two
languages, then code-switching occurs. For example, college students often code switch by
moving from English to Tagalog. Moreover, the mood of a person usually when they are tired or
angry, code-switching takes place with a new dimension. This means, when a person is in the
right state of mind, he/she can find the appropriate word or expression in the base language. Very
often he/she knows exactly the word in both the languages (X and Y) but the language Y may be
more available at the point of time.
Recommendation
1. Code-switching can either be good or bad depending on the situation. If it in terms of
clarity and convenience in communication, it is no doubt a beneficial habit. On the other
hand, if it is about formality and language structures, code-switching has been said to be
a bane. The researchers thus, recommend the subjects to further improve their
23
communication skills in using English or Tagalog independently to prevent the said
disadvantage of code-switching, which is losing proficiency in both languages.
2. The researchers recommend the professors to be a role model in order to encourage their
students to further improve communication skills without the use of code-switching.
They can also implement a “Speak in English” or “Speak in Tagalog” rule during class
hours to further stress this.
3. The factors such as age, gender and socio-economic status do not really lead to the code-
switching habit of 2AHR students. In line with this, the future researchers should
consider other factors in determining the code-switching habit of a person. The
psychological aspect and intellectual quotient of a person may also be a basis for his or
her code-switching habit.
4. Conduct a more comprehensive research with regard to the code-switching phenomena in
order to address the language and communication competency of students by using a
larger sample size with different variety of subjects of different characteristics. Also, the
future researchers must also use an equal size of respondents for both male and female to
assure accuracy and prevent gender bias in results.
24
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Webster’s third new international dictionary (1993). Age. Springfield, MA: Merriam-Webster.
Webster’s third new international dictionary (1993). Gender. Springfield, MA: Merriam-Webster.
Webster’s third new international dictionary (1993). Habit. Springfield, MA: Merriam-Webster.
WordIQ. (n.d.). Englog. Retrieved March 10, 2011 from http://www.wordiq.com/definition/Englog
YourDictionary. (n.d.). Code-switching. Retrieved March 16, 2011 from
http://answers.yourdictionary.com/technology/what-is-code-switching.html
26
Appendix A
February 9, 2011
Dear Respondents,
PAX!
We the students of 2nd year BSBA Human Resource Development Management students of San Beda College, Manila are conducting a survey about “The Factors Leading to Code- Switching Habit of Second Year HR Students in San Beda College, S.Y. 2010- 2011” .
Code- Switching is the concurrent use of more than one language, or language variety, in a conversation. Through this study, the researchers seek to determine whether the factors age, gender and socio- economic status have an effect on the code- switching habit of subjects.
In this regard, may we request you to honestly answer the attached survey- questionnaire about the aforementioned topic.
The results of this research will solely be used for the said study. Rest assured that all information will be held confidential, and if requested, you will be provided with the copy of the paper once the researchers have completed it.
For inquiries and additional information, please contact Kimbee Lim at Mobile: +639359651370 or E-mail: [email protected]
Thank you for your time and cooperation.
Respectfully,
The Researchers
Noted:
Ms. Sybil Agreda
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Appendix B
Part I
Demographic Profile
Name (optional):_________________________________ Age:________Year & Section:_______________
Direction: Please check the box that corresponds to your answer. Choose only the best answer.
Gender
Male Female
Monthly family income:
P5,000- 10,000 P30,000- 50,000 P10,000- 30,000 Others:________________
Part II
Code-Switching Habit
Directions: Please check the box that corresponds to your best answer. Wherein:
1- Never 2- Rarely 3- Sometimes 4- Often 5- Always
1 2 3 4 5
1. I code-switch.
2. I use Taglish (Tagalog- English).
3. I use Englog (English- Tagalog).
4. Code-switching affects my English Proficiency.
5. Code-switching helps me in communicating well.
28
6. I express myself better with the use of code- switching
1 2 3 4 5
7. My family influences my code- switching habit.
8. My friends influence my code- switching habit.
9. My professors influence my code- switching habit.
10. I code-switch because of lack of proficiency in speaking Tagalog or English.
11. I code-switch because I get carried away by emo-tions (anger, joy, sadness, etc. ).
12. I code-switch to emphasize an important matter in a conversation.
13. I code-switch when addressing a foreign audi-ence.
14. I code-switch because of lack of facility or the abil-ity to find an appropriate expression.
Directions: Kindly write your answer on the space provided.
Do you think Code-switching is a good habit? Explain.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
“That in All Things, God May Be Glorified!”
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Appendix C
Computations and Formulas
1. Most Commonly Used Form of Code-Switching of Female Respondents
Given:
I use Taglish or Tagalog-English I use Englog or English-Tagalog
2 2
3 3
4 4
4 4
Total: 13 Total: 13
Solution:
Get the mean.
I use Taglish or Tagalog-English: 2+3+4+4 = 13/4 = 3.25
I use Englog or English-Tagalog: 2+3+4+4 = 13/4 = 3.25
2. Most Commonly Used Form of Code-Switching of Male Respondents
Given:
I use Taglish or Tagalog-English I use Englog or English-Tagalog
3 3
30
4 4
4 4
3 3
4 4
2 2
3 3
3 3
5 5
4 4
3 3
Average = 3.45 Average = 3.45
Solution:
Get the mean.
I use Taglish or Tagalog-English: 3+4+4+3+4+2+3+3+5+4+3 = 38/11 = 3.45
I use Englog or English-Tagalog: 3+4+4+3+4+2+3+3+5+4+3 = 38/11 = 3.45
3. Correlation of Age and Code-Switching Habit of Female Respondents
Given:
X (Scores) Y (Age) X2 Y2 XY
27 18 729 324 486
37 20 1,369 400 740
44 19 1,936 361 836
46 18 2,116 324 828
X= 154 X= 75 X2= 6,150 Y2= 1,409 XY= 2,890
Equation:
r = n(XY) – (X)( Y)
31
√(nX2-(X)2) (nY2-(Y)2)
Solution:
r = 4(2,890) − (154)( 75)
√(4(6,150)-(154)2) (4(1,409)-(75)2)
r = 11,560 − 11,550
√(24,600 − 23,716) (5,636 − 5,625)
r = 10
98.61034429
r = 0.101409239
4. Correlation of Age and Code Switching Habit of Male Respondents
Given:
X (scores) Y (Age) X2 Y2 XY
29 17 841 289 493
37 18 1,369 324 666
38 18 1,444 324 684
40 19 1,600 361 760
42 19 1,764 361 798
43 18 1,849 324 774
45 17 2,025 289 765
48 18 2,304 324 864
49 21 2,401 441 1,029
49 18 2,401 324 882
56 18 3,316 324 1,008
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X= 476 Y= 201 X2= 21,134 Y2= 3,685 XY= 8,723
Equation:
r = n(XY) – (X)( Y)
√(nX2-(X)2) (nY2-(Y)2)
Solution:
r = 11(8,723) − (476)(201)
√11(21,134) − (476)2) (11(3,685)(201)2)
r = 95,953 − 95,676
√(232,474 − 226,576) (40,535 − 40,401)
r = 277
√(8898) (134)
r = 277
1091.939559
r = 0.25367704444
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5. Correlation of Socio Economic Status and Code Switching Habit of Female Respondents
Monthly Family Income No. of Respondents Percentage
10,000 – 30,000 0 0%
31,000 – 50,000 1 25%
51,000 - Above 3 75%
6. Correlation of Socio Economic Status and Code Switching Habit of Male Respondents
Monthly Family Income No. of Respondents Percentage
10,000 – 30,000 3 27.27%
31,000 – 50,000 5 45.45%
51,000 - Above 3 27.27%