Code-Mixing in Japanese Language Beginner Level Classroom
- DOI
- 10.2991/assehr.k.201215.074How to use a DOI?
- Keywords
- Code-mixing, insertion, Japanese, language acquisition
- Abstract
The present study aimed to describe the types and the function of code-mixing in Japanese language teaching. The participants of this study were a native Japanese teacher who has Japanese teaching experience of approximately 12 years and 16 international students of the graduate medical program at a national university in Japan who took beginner level of Japanese class. This study used a qualitative design to describe clearly the types and functions of code-mixing from the data that were collected by recording the basic Japanese learning activities. The total observation time for the three classes was approximately 270 minutes. By using Musyken’s (2000) code mixing concept and Jiang, Garcia, and Willis’ (2014) code mixing functions in a pedagogy setting, the findings showed that the type of code-mixing the teacher used was insertion. The insertion includes English words and phrases, but no clause insertion was found from the data. Meanwhile, three functions of code-mixing were found in this study, which are; 1) to facilitate the cross-language transfer; 2) to facilitate comprehension of the language being taught, and 3) to encourage the students to give a response or to answer. These results suggested that the use of code-mixing of English in teaching Japanese, particularly at the beginner level, is needed to help the process of language acquisition.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Muliadi AU - Nuria Haristiani PY - 2020 DA - 2020/12/17 TI - Code-Mixing in Japanese Language Beginner Level Classroom BT - Proceedings of the 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020) PB - Atlantis Press SP - 469 EP - 474 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201215.074 DO - 10.2991/assehr.k.201215.074 ID - 2020 ER -