Research Proposal

INTRODUCTION
Rationale of the Study

Speaking is one of the macro-skills in communication
and undeniably, students have to be equipped with good
vocabulary for successful transmission of their thoughts
and interrelation of other communication skills.
English is the lingua franca for universal communication.
It has become the medium for instruction and
communication in schools, media, workplace, etc. around
the world. Additionally, Thompson (2003, cited in Tandoc,
2016) claimed that English is mostly associated by Filipinos
with better opportunities for higher education and better
employment.
English as international language is used as mode of
communication and is taught as a discipline at Southern
Leyte State University- CTE and Saint Joseph College.
English teachers, even other teachers in other fields in
these institutions keep on encouraging students to read
numerous books, watch English movies and practice
speaking using the target language so they will have the
full grasp of the language.
A prevalent problem faced by ESL learners in speaking
inside and outside the classroom premises is code-
switching from target language to their first language
interchangeably. This usually happens when students have
difficulty in finding appropriate vocabulary for their
thoughts and ideas.
Code-switching is regarded as communicative
phenomenon of constantly switching between two
languages in bilingual speech (Modupeola, 2013).
Crystal (1987) mentioned by Modupeola (2013) viewed
the concept as a code-switch when an individual who
is bilingual alternates between two languages during
his or her speech engagement with another bilingual.
Bilingualism is a usual phenomenon of
communication within the Philippine context.
Switching from one language to another is an easy
transition for bilinguals because they can use two
linguistics repertoires they possess.
Skiba (1997) states that in a normal conservation
between two bilinguals, code-switching consists 84
percent single word switches, 10 percent phrase
switches and 1 percent clause switching. This
explicitly means that code – switching is inevitable
and is a widely occurring situation in the bilingual
sphere.Researchers suggest that Code- Switching
among bilingual individuals follows common
patterns and performs communicative functions.
Jacobson (1979), reiterated by Garza (2005) described
this concurrent use of two languages as being for from
a random behavior but rather a strategy used by
bilinguals under certain circumstances. For instance‚
bilingual students use code- switching as aid to cope
with demands of situations.
As stated by Sert (2005) through Modupeola (2013),
code- switching performs various functions in its
naturally occurring context. Speakers code- switch to
manipulate, influence or define situation as they wish
and convey nuances of meaning and personal intention.
It is also used to build intimate interpersonal
relationship among people who share the same code. It
can be said to be a tool for creating linguistics solidarity
especially between individuals who share the same
ethno-cultural identity.
Other reason may be the inability of the speakers
to express themselves in one language that’s why
they tend to switch to the other language to
compensate for deficiency Modupeola (2013). In
bilingual classrooms worldwide‚ using Code-
Switching is a frequent practice.
Thus, Code –Switching between Filipino and
English as well as the borrowing of English words
are born of necessity. It is an unavoidable
alternation used to teach new concepts, to
introduce new ideas in curricular subjects where
supposed medium of instruction is English
(Durano 2009, cited by Tandoc, 2016).
However, this research endeavor determined the
underlying influence of code-switching to the
speaking performanceof freshman BSEd English
majors in SLSU-CTE and Saint Joseph College
since only few have looked closely into this matter.
Apparently, personal observations to the level of
speaking performance of the students have
directed the researchers to pursue this study. It is
good to know and understand the impact of code
switching to their speaking performance and that
they are majoring English where speaking is
considered as the front-line skill.

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INTRODUCTION

Rationale of the Study

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