Gregori-Signes - Alcantud-Díaz 2012 - The pragmatic function of code-switching in the interaction...

7/28/2019 Gregori-Signes - Alcantud-Daz 2012 - The pragmatic function of code-switching in the interaction of cartoon characters

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Gregori-Signes,C. & M. Alcantud-Dfaz.2012. Handy Manny: The Pragmatic Function o Code-Switching in the Interactiono Caoon Characters. In, Gara-Pastor, M.D ed. 2011. Teaching English as a Foreign Language: Proposals or theLanguage Classroom. Valencia: Periric, pp. 61-81.

DY Y THE RAGATIC FNCTIONOF COEWTCHG I THE INTERACTON OFCARTOO CHARACTER

n n n n U

Introduction

e so a l d gl oa I a i o n l o n g t h e m o d e n s a ton o o sociey ae st ulaed e expasion in nbes o eole eag na i ona l ang ages l octed w i h i n l a e l y l i m e d b o u d a i e s a l o n g s d e i n t e n a i o n a l l a n guages sc as En gl i s h , as Mi oy and Mysken 995 xpain ew ml i ngul commni ies ae been emegng o s t y o m e Se c o n d Wo d Wa a n d l n g i s t c noiies hae beome iinga. A bi ngal eson s a n q ueseae e a e s i n g o n e l a n g a ge, to an gu ages o

o sla neou sl depedn g on te i ntel oco s ta o o p i c , e t c O n e o h e m i n i s s u e s i n b i ng a l ism esea s codescng ic "mus be aken seiouslyist and oemos as a conesaton a act y e 2 00:26 h i d d i d t t


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26 he wi de us e o code sic n n d ent ontxs


ga, haf as f h r a n es s r aratn eee h e t agas as e as as ai n sa nd exp an ai ns f se tes i . he cats h eseis ai ha he sris ay hep ch i d re arn ng is hhie yig e advenres f Manny Manas and hists

h i s at psn s h res s aned f h aaysis pisds h series t ay assess ts pei a i pa n ah ng ad ean ig n gi sh as a fi a-uae i n a cnx h Span i sh s h HandyManny i s radcas predi nan y i n n g s h n h eU.S. , and Span sh n Spa n i th asa n s n fs xpessns 2 . Th e tes r 2 a r ith s ng erds re cpex xi a n ts. Th pps f h s a r

ti s ex h an d h 2 i s i ndced, is fn cin and he pa hat ts se ay have in he prcess fEF earn in g Span is h i d ren nd he ae f in e, h e seres s addssd. Hndy Manny is arkeed parens and ch i d ren as a pgra h a ay h e p h dne ar n a nd prve h ei gi s h . Hvr h e est f kn edg n sysea c an t f h at ad h ayd s has een prvidd The ehdia apprahadpd n th i s pa p ses i s stdy apat fr he rs ha

fcs n cdesi th n i n he rea d y ene ng heea f fictia discrs.

Code-s\thing


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Gregori-Signes,C & M Alcantud-Daz2012 Handy Manny: The Pragmatic Function o Code-Switching in the Interactiono Caoon Characters. In, Gara-Pastor, M.D ed. 2011. Teaching English as a Foreign Language: Proposals or theLanguage Classroom. Valencia: Periric, pp 61-81

\

in d n ih eial rrin catvt ilu u. Gyl Cl xml rus t oeh y b to ive w ) o i iti/ul d fr ther ui m-Ti r I , C

ss h

ll s ihi: en s s in t "S dj qe I ; (i) o ei L nst rit ols it s usd rs rs wh xis i er i r Plk, 1980, r 0r (ii i-rnte b ros i a h kppak i wi i i, in Enls ith hi u-r. y I g d , io, i pk nn t xsa t i t ue t l ll y y s thr ill ht r iiul y t uit ue ii, st n r riulr dvels liy ek ld uid (,

Wil k Mch (5: 2) s i e-ito syi e hi -

i xi sns r n whi s int ernl it i tericl yt r l s i lxi u,Urz l Fis eii a dsre kers iin of


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competn i lagus. \Nih c oe, d-swi rfs by l l g l k - i x c il quat-' iig i w i s

It t pragmtc diesin codehg n Iy co cerns t en dd by he naturef he ly hih o evlee o con-txualized rati xpeio i Th: we coinide\ un t h w g somin whi n trl in t hm f biln

ly, ms v rn i o he uelne/se". i of ith a ean tl hl e prga i t hallmrk re dy, i i ql k slin i o lfye exio i h i i hilde ohr lug

Redi cis , h clsscio Denin on hr k

p iin e ee, o-

swti c e inrsel o reneni (Eji, n e fr kp r s e bodie e iereu n in h t c rs sde set jQ g e elo es! I r da,


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R NN N RR

deent n s n d en n expessi on n 2 i s denednd expl ned

e nysis oses on pez (982 7684desibes s "convesion codesiting n

p pe n te ol loi ng os n d cotexts in qottonsee die quottions o ndet spe eg "Se doesnspe k n l i s so b espo l con su de (i) n ddessee speciti ons s n "ol Mnny el lo tool s ( i in eitions en essge o od in L is epeedn L2 o vice ves eg "Necesitos n ncono iopon e v t neeon s nd se nten e i IIes ss "xcel ent! Lo b i s eco y be o s l i s, eve ddd v etadiscurv o-ihng ee tespeke uses od in 2 nd ten explins its enng in e.g. No Rusty gle en ngles s igni i ol. Metdiscsve odesitcing is oten designed o ngg enes nd y oten be used s consc iou s stegy e g i nte ssoo

Pagmai expeion: Foulai an apaiaanguage ue

I Hay May, ong te deent types o L2 getttences intodued sn codescng, oc ndpp i s expesson s e ong te ost oon Desptete ct t oc expessos ve no yet been y


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Gregori-Signes,C. & M. Alcantud-Dfaz.2012. Handy Manny: The Pragmatic Function o Code-Switching in the Interaction

o Caoon Characters. In, Gara-Pastor, M.D (ed.) 2011. Teaching English as a Foreign Language: Proposals or the

Language Classroom. Valencia: Periric, pp. 61-81.

5 as the ecen prol ieion f publictins toie m da ': Sm ar er, 2004; Stt andfCarty 204; \I'y, 00, 08; Crg l 2Grda-Psto, 9a 0). Ts i y ue the fct the dv i r nguic tud ve

Srae t '" g wds a hrss . -]ow fr les ili t cou b dictd n h a rl 1mar a xi on" ( Pek, 99 56 i d \ay I nw wil aced o aiy fr vy r ha w ou . Coulma 81) As m g "c v t n " is a rucd viy, d s "a l - f i o eig uine. \ e y goby t e c ursel k, e logi ie 1 ae eque,

we xa gd w e give i we k m ., ll o e de i a lre ili p-plee xprson" (de07: 1). Ana r lgu my ae ff a oi g v ia l

cs uh reqe i erins, n bu me (BuFc a Lz - Du,0 Ga-Ps 0 F 1

\Nlr-BH 94) Zlli th rie fui a ubal r of i

peker'

-

e l ur zablie ruis or it wth - a g ia i is ruiet Alg e in, Tl 203 i i


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d

lernin a laa t id te dffcultie cted ttnin rd nd rphms teter by le n thi of ini I Iin mee t inrprte pmticertne (Wry 2 004: 2 9) t epin th icrasuy n fleny nd dee teir pramatc avarne f Nttine and ei 1992; BFn ndGerSine 999 Seer t l tte te tnp betee fml nd eter pmtic cmpetence (Ke nd Smi 996 n in f feplicit tein (f Gaca-Pastr, 09a as mre ef-fetie y f ilittin e utn pmtic r-tine Tteym 2 00 2 2 0.

mu mlic ene e n mny dif-ferent m ta it diffict t deelp a cmpeene

defintin th nmenn (Scmtt nd Cre 244. This incie it Wy (2008 35 amis ttee diepnc e ced "a csab pe frdcin t t ld nd d t be nted"Fml eprein my be cme f ine r m tird nit e criteri ed f lfyin fmui eence by ir re ntinl ztinfixss [ . nncmpitinlty nd freeny frene" Schmtt n Cartr 2 2 Schmitt nd Cr

te y ttentin t mltid euene e Wy22 inclde ne rd nd meme emple f fmc lnue Wy 2 59) ue ttr mt resars te term fmlic ne efeto tv mre vods vhich my my nt be djcent


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Gregori-Signes,C. & M. AlcantudDfaz2012. Handy Manny The Pragmatic Function o Code-Switching in the Interactiono Caroon Characters. In, GaraPastor, M.D ed 2011 Teaching English as a Foreign Language: Proposals or theLanguage Classroom. Valencia Periric, pp. 61-81.

Formulaic anguag is a gric stategic souio o a

curn cag f us as huas: v to pomo our

ov irsts. Th raial o ts prpsa rsids i h

vay ta umans us aguag t maipula ohs Ma

nipulaon ails prsuadig a pson o ink, f

act sm vay a yu dsi. Scig linuisic a

tial ta abs yu as r o uly xpss yu

mssa an nabs yu har(s) o asiy dco i sup

pts his s-prmna a iid

Formulaic expressons in Handy Manny may hep children mprove teir conversational skils and pragmatic com-petence in nglish as "automaic rerieva f ords anfixed xpressions undoubtedly conributes significany o

smot performance and norma paced delivery . ]si nce] [] e extremely hih frequency of ccurrence of succhunks n natvespeaker and expertuser nversaion reveals ther reguar, fixed forms and te pragmaicaly specialise functions tey ave acquired over many mlions ofterances McCarthy, 2 4.

Many of te formulac expressions in our corpus may beclassified as apprasal or evauatng devces hic soudbe vieed as beonging to he ied of interpersonal seman

tcs Eggins and Slade, 1) Apprasal refers to the atttu-dina colouring of talk among dimensions like cerainty,motional response socia evauaton and intensy. As re-oted by tese authors apreciation, afect judgement,and amlifcaton are four main categres tha should be


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GregoriSignesC & M Alcanud-Dfaz2012 Handy Manny: The Pragmaic Funcion o Code-Swiching in he Ineraciono Caoon Characers. In, Gara-Pasor, M.D ed. 2011. Teaching English as a Foreign Language: Proposals or heLanguage Classroom Valencia: Periric, pp 61-81

O O

he intensity and degree o he realy they ae neotan".Fomas nd omaic appasa xpessions in o corpuspeform the pragmaic uncton heping o reate he eaionship between he cona characers. pprasa expessons many convey positve emoona sates and judemens o he staions hey invoved in, hs ceatnsodaty iendship and rop membeshp as isredn he oowi secton

Aaysis

Qunttatv nd qaitav mehods have ben comnedo povid an accont o the se code-swchn inandy anny. Qaniatve measues address the pesenceo (Ensh) n he naysed pisodes bradcast many in 1 Spansh) whie he aave anayss comprses an assessment o th pragmic nion o the diern ypes ons ha codswchn is made o n he copus whchbroady speakn a int wo deen caegores: pemann and nex ni Peanen lexa im ae pesenn mst o he epsodes and are he hama of he sereseg. s son the song charactes sin every time hey go o

work and he names o the characers Conx exa imare more epsodereaed nd can be cassiied as ) nonfoma nits ie. vocauary r expessons hat ae reaed o the opic o the episode; b omai and aaiv


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ttt

we onted e nmb o ge wod n p ee pod e ow voby w n tode d .

Seon dl y w e n l yed e nne of L2 od i ng o teode of ppene L 1 n d L2 n odew i ti n i nL2 xpei on e ofe n nl d i n e ex u n . Te pi bl e vio n e

Type = 1 2 e .g . i en io/qu t Ep. Uns vc-iones ben reeds);

b) ype 2 L2 1 (W i ?Q e eto p . jeto Pedido

ype 3= L2 wto ny nlon eg O my Ep Obect

d Typ 4= Tanlon 1 +L2) n wo d iee n n ywo dfeent pee (e. Mn ny: ye n dp -bo de egl bot. Gn dp m bo e xe l l e n E p. Un nes ben meeds

e Type 5= edi ve odew i n g L2+L Tet i exp lnd by i n g ei n i i on fom u l wi n o ed u i n e oe yp e (e. g . Hemien: n lvdo y n wing mine q u e en eo tbo Mn ny o u n w i n g mi n e e n v vm o een .


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TH PRAGMC FUNIO

N E Cf

ae o e aate eu n a o alo all epode ee e hep en the ee o he audene;

b pe & pe 8= cott u hee ae onex-al depenen on the op o ea epode and/ohe poge o e onveaon. e have been lae aodng to he naue o he expeon tela pagat uno thn neaton. Toan aeoe eege ooua and oun h ae ne h e aegoeetabhed n eon 1 a exepld eo. hean e ngle o uod ng

Ress an isusson

uve yss esee e us

A oa o 853 te n L2 ee ound n he opu, .ean aveage o 42 .65 L2 od ae ntoued pe apeIn etaton e have no nlude he pope naeo he aate. Hoeve e have pa aenton to oeohe haae' nae e Gandpa o te, ne te al-

o have lexa eanng h onng a age L2 expeon o den o lean e have ao nluded e oade (M M e o he ae eaon. Gaph -at te peeage o 2 e aodng o e aego-e dee above


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Graph 1. Pect o ems acc t caego ries srbd n mo

0+--_30 0 +--1

16

o

L +2 L2 2 L 1L2 ( 2 ! u) iL _1

Type , we eswtg o 2 appeas woasato as e iges peeage. Aog t semsat ere is a g qaty o L2 terms ode in eseies; f s s ot y so i qaitav tes, as msto e are epeions of e sam wod_ Fo stae e

greeg elo appeas 89 tes i ype 3; or e arma-ti parile yes whc appears 44 ies i s sae aegoy. Besides ere ae expressos wi ae reeae se-vea tes most f e aptes: varos geegs .g.


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P ;

ng ordes eg eraeas: si les go i Feri de cen-s) and aoogizig e.g. Im sory" n P tene hpo;as el as reinorcg voabulary e No ceo que qui-sera seca a oin la eera sin quere" in Objeo pe

ddo) and evaluatg eg exelle n ye 2 2 + tansaion ito L ihin he sae un isthe second n highes eetage. Its uco overlas hhe unios o tye 3 aove. Soe exaes ae gvingoders ad hakin e.g. Ligh o enede a lu lihto aaga la l" Juias Grada: Thaks a ot May yracia abn a vosoas heramenas" monsuo dej hr are as exames o ye 5 etadscsiveodsiching hee the seakers anly any ransat ad xa he eaing o the er i 2 e o

ua ashg ahine es una lavadoa vamos heraenas"n L peqef Seeze). In ohe occasions, L2 noduesseaic eds (eg Bueno aunque no quede yello nua eis uchos otros oores es red blue green,onnes de coes" Gdp's omtoes

ve yss

P ters

o songs e seies aea n all the chaers. hers sog is layed as Hady Manny and his ools ae eavi k Th d h h


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f th ae pr (Pt, Ph i l s , vi he mae feec to tei chr teist s: Plies (Squz) arepte by u ezi g h handl wh i l he Strch Tsing tp f yu vnt . Dusyn Rty f dfe r ty f-nc o he wd ds which res I m in te wFlly, Tn ( rdrve gven o thaio ha ie i nce nr i n itm rns Turnr o ld h an expl of oma-poi

h i f h eie l o le s n s o 1 nd L2. p s th ne 2 m nd h eve prd L i h S care- e wy

L h le rs r lys i L2 ee. Teobjeie n i n h ddre i L 1 d e r is o f l t i pli bv th , hil i x n pl as p r i expd b lnd \i ei ha himlf (l, My ly ). Hovr, h r p e gi o lttn vn S h pn blg o o -

s i l i h Heo nn Mt" veryme he nwr o h l b'veL 1/2 Gr nd ll: n el". h afi i 'ys - my nd d in h lf bewen fl n frmuli i l


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Cx

Ap NY: ' PGM fU


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Wray 2 006; cC arthy 2 0 1 0 h ave demon sraed the i p o r a c o o m l a i c a n a g e n a p p e d l i n i s t c s a dpraatcs c ateya a, 200 1 ; ad ho ea i g om la eay hel p mprove pramac compee ce among l earners aeyama 20 0 ; G aca Pastor 2 09a 009b c a eoserved rom e exapl s aove pragmai c u c i ons aee x p es se d p re o m a t l y y o r l a i c a n a g e h c h i si trodced i n ch n ks an d may theeore be l ea ned as suc he var ety o om as i s co s deral e 53 dee ormacexpressons over 0 pi sodes ad they l a n e opagmati c ct on s sch as geet g hak g apo oi z i neqs i de t i y i n and eva l a i g th ogh appreca o ,j d g e m n , a d a m p l i c a t . O h e o l a s a r e a l s oi tc i o s and d scrse markers a d soye l i n open i n

om l ae (eg O n ce p a me) A l l o these om l ae aretrd i th a c pehe si l e s i i oa l co ext h chceraiy ay help clay heir co or penial laaeearners, s ha hey may ndesad ho they ae se

Q a l i tat i vel y he e i s a p reva e ce o posi i ve ove -a v e p r a g a i c e x p e s s i o n s v a l a i v e p o s t i v e e x p r e s s i o n sc o t r i b t e o h e l p m a t a i n a n d s t e t h e c o r a d s h i pa d i d s h p b e t e e a n n y a n d h s o o s o s o h e s ee x p r s s o s a r e o d c e d y h e m a i c h a r a c e r a n y

C o n s q e l y h s r o l e s r a t e d t h r o g h d s c r s v e e a n s a y i s t h e ea c h e e xp a i n s ords hch the ols a y n o t b e a m i l i a r h ) h e o ss a d a g o o d r e n d h ohas a very posi i ve a de oards h s r i en ds a d ho os


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HD MY THE PRAGI!( FlN


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Gregori-Signes,C. & M. Alcantud-Dfaz.2012. Handy Manny: The Pragmatic Function o Code-Switching in the Interactiono Caoon Characters. In, Gara-Pastor, M.D (ed.) 2011. Teaching English as a Foreign Language: Proposals or theLanguage Classroom. Valencia: Periric, pp. 61-81.

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Mi Do ors G-Psor 1

Using a copus to nhance pagmatic awaeness

Br ian Clcy ad Ane O'Keefe . . . .

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The pagmatic unction o code-switching in thenteaction o catoon chaactes

rme rgorS ins d Maa A d z . 6

Intepesona pagmatic competence Deeoping communicative

choices in EFL inteaction

Gd Mugf . . . . . . . 8

Mitigating the oce o citicism n student pee eviews

Brry kp and egoa Cavel-rrotia . . 7

A pagmatic study o eer-tutong and peeassessment pactices

in onine iteary oumsA dh

The use o suggestion omuas by non-native speakes o Engish

in an F conext

Ys t Ly Mr . . . 5

Suggestions and advice in Englsh: Consdeations or foegn an

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An Mri rdera-Gr . . . . . . . . 3

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