<p><strong>Abstract: </strong>This study aims to determine: (1) The type of code-switching and code-mixing used, (2) function used by teachers students, (3) reason students use code-mixing. This research was conducted using a qualitative descriptive method. Data collection in this carried out observation, questionnaire, interview then analyzed describing the results. results s...

Using a cross-modal naming paradigm this study investigated the effect of sentence constraint and language use on the expectancy of a language switch during listening comprehension. Sixty-five Algerian bilinguals who habitually code-switch between Algerian Arabic and French (AA-FR) but not between Standard Arabic and French (SA-FR) listened to sentence fragments and named a visually presented F...

Lately, the problem of code-switching has gained a lot of attention and has emerged as an active area of research. In bilingual communities, the speakers commonly embed the words and phrases of a non-native language into the syntax of a native language in their day-to-day communications. The code-switching is a global phenomenon among multilingual communities, still very limited acoustic and li...

This research analyzed the language codes used in song lyrics of an Indonesian group called Un1ty. The purposes this were to identify types code-switching and code-mixing reasons for using songs. descriptive qualitative method data theory Hoffman (1991) investigate code switching mixing find lyrics. results indicated that there 31 points. For type code-switching, researchers found 21 data, name...

Poplack (1993: 255) defines code-switching as the juxtaposition of multi-word sequences, each of which is internally consistent with the grammatical patterns of its respective language. Thus, in code-switching, the patterns of each language are maintained, as bilinguals switch between— not ‘mix’—their two languages (cf. Haugen 1950). Some, however, have claimed that codeswitching can have an ef...

This study describes how code-switching between first language (L1) and foreign (FL) is used as teaching strategy by teachers in Arabic learning. The method this was a descriptive qualitative. data sources were East Java Bali. Data collection techniques research interviews observations analyzed three stages: reducing data, presenting drawing conclusion. result showed that agreed could be to fac...