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   بررسی علل رمزگردانی و انواع آن در بین دبیران مرد و زن دوزبانه ترکی آذری- فارسی زبان در شهر ارومیه  
   
نویسنده حبیبی مژگان ,الیاسی محمود ,پهلوان نژاد محمد رضا
منبع زبانشناسي و گويش هاي خراسان - 1398 - دوره : 11 - شماره : 1 - صفحه:39 -59
چکیده    یکی از مسائل قابل توجه در حوزه زبان شناسی اجتماعی و دوزبانگی، پدیده رمزگردانی است. از جوامع بزرگ دوزبانه در ایران می توان به جامعه دوزبانه های ترکی آذریفارسی زبان اشاره کرد که وقوع این پدیده در میان بسیاری از آنان امری معمول است. هدف از انجام این پژوهش، بررسی علل عوامل رمزگردانی و انواع آن در میان تعدادی از دبیران دوزبانه ترکی آذریفارسی زبان در شهر ارومیه می باشد. بدین منظور ابتدا داده های مرتبط با رمزگردانی این دبیران، از طریق مشاهده مستقیم گردآوری شد. این داده ها پس از آوانگاری، مورد تحلیل قرار گرفت. در پژوهش حاضر، از چارچوب نظری بلوم و گامپرز (1972) استفاده شده است. نتایج پژوهش نشان داد که 15 عامل مختلف در وقوع رمزگردانی در میان این دبیران موثر بوده اند. همچنین مشخص گردید این دبیران دوزبانه در سه بافت اتاق دفتر، جلسات شورای دبیران، و کلاس های ضمن خدمت، در هنگام گفتگو درباره موضوعات آموزشی و غیرآموزشی از هر دو نوع رمزگردانی (استعاری و موقعیتی) استفاده می کنند.
کلیدواژه زبان شناسی اجتماعی، دوزبانگی، رمزگردانی، زبان ترکی آذری، ارومیه.
آدرس دانشگاه فردوسی مشهد, ایران, دانشگاه حکیم سبزواری, ایران, دانشگاه فردوسی مشهد, ایران
پست الکترونیکی pahlavan5@ferdowsi.um.ac.ir
 
   A Study of Code-switching and its Purposes and Social Factors affecting it Among Azeri Turkish-Persian-speaking Teachers in Urmia City  
   
Authors Elyasi Mahmoud ,Pahlavan Nezhad Mohammad Reza ,Habibi Mozhgan
Abstract    Extended Abstract;;Introduction;;As a remarkable topic in sociolinguistics, codeswitching is a natural phenomenon among many bilingual communities throughout the world. Van Dulm (2007) describes this phenomenon as the use of two or more languages while making an utterance or a sentence. Azeri TurkishPersian speaking bilinguals are one of these big communities which codeswitching is a very common practice among them. The present study investigates codeswitching and the goals of its occurrence among some of Azeri TurkishPersianspeaking bilingual teachers in Urmia city. The study takes into consideration such social variables affecting codeswitching as age, gender, education level, teaching experience, topic, and setting.;;Review of Literature;;One of the first studies in the United States of America in this regard is Barker (1947) that examined codeswitching process among the MexicoAmericans in Tucson, Arizona. In addition to the analysis of the economic relations, social and geographical networks of the citizens of Tucson, the author saught an answer to the question that why bilingual people use different languages in different places or situations.;One of the most important investigations on codeswitching from social perspective was carried out by Bloom and Gumperz (1972). They believed that social events introduced under the title of participants, setting and topic would limit linguistic variables choice. They added in any given social situation, some forms of language are more appropriate than others.;In a study in Ardabil province, northwest Iran, Heidari, Samaei, Latifi and Ruhi (2013), examined some primary school English teachers apos; views on codeswitching process and factors which affect this phenomenon. Results showed that nearly all bilingual teachers agree with using codeswitching in the classroom and asserted that repetition and translation have been the most effective factors involved in this process (Heidari et al., 2013). Sadat Giyasian and Rezaie (2014) examined different types of codewitching among PersianArmenian bilinguals in Tehran. Intersentential codeswitching was looked through Bloom and Gumperz’ (1972) and intrasentential codeswitching was surveyed through MyersScotton model (1993 and 2002). The results showed that, in their daily communications, both situational and metaphorical types of codeswitching took place and the intrasentential codeswitching was turned to have a very high amount of frequency.;Concerning different types of codeswitch, Bloom and Gumperz (1972) believe that in metaphorical switching, speakers use two languages at the same time which occurs through topic switch and the speakers change their codes to achieve specific effects.;And finally, examining different purposes of codeswitching, Baker and García (1993) mentioned 13 basic types of purposes in making use of codeswitching. Záňová (2011) enumerated some purposes of codeswitching, i.e. putting emphasis on a particular point, reinforcement of request, clarification of a pointrepetition, social distancesolidarity, quotinɡ, communicatinɡ common identity, excludinɡ people from a conversation, includinɡ people in a conversation, chanɡing attitude, arousinɡ attention, addressinɡ oneself, hedɡinɡ, expressinɡ opposition, topic chanɡe, showinɡ respect, no equivalence, introduction of certain topics, and substitution a word in one language.;The present study is based on Bloom and Gumperz’ (1972), Gumperz’ (1982) and Baker apos;s (2001) theoretical frameworks.;;Method;;Studies carried out on codeswitching have been mostly conducted among the students apos; communications and interactions at school or university classes but not among the university or high school teachers. On the other hand, most of the classifications are done to clarify intersentential or intrasentential nature of an existing codeswitching phenomenon, but this study is to search the case among the teachers and the use of different type of classification.;To carry out the study, relevant data on codeswitching, produced by the teachers were collected through direct observation of their linguistic behaviour. The data were recorded and were later transcribed and analysed. To determine the function of social factors on codeswitching, a researchermade questionnaire was completed by 336 male and female Azeri TurkishPersianspeaking bilingual teachers. Depending on the type of variables, tests as ne sample ttest, Independent ttest, Anova, Kalmogorov –Smiranov, Levene, and Structural equation modelling were used.;;Results and Discussion;;Descriptive results showed that 15 factors were involved in teachers’ codeswitching occurrence and that the participants used situational, metaphorical, conversational, situational metaphorical, situational conversational and metaphoricalconver sational code switching at school offices, teachers’ council meetings, and in service course sessions, while talking about educational and noneducational topics. The results of quantitative research also showed that there was no significant difference among codeswitching according to the social factors mentioned above except for the inservice course sessions setting. In addition, the teachers preferred to switch from Persian to Azeri Turkish language in these settings and not vice versa.;;Conclusion;;Contrary to Bloom and Gumper apos;z framework, which had a clear boundary between different types of codeswitching, the study showed that the difference between metaphorical and situational codeswitching is in fact unclear and is not simple. There may also be more than one purpose for codeswitching in a single conversation and overlapping among the goals. On the other hand, it seems that there is a direct relationship between codeswitching and the goals. Also, in Urmia, the social factors mentioned above do not have a significant difference in the codeswitching of teachers. Perhaps the reason for this is that Urmia is a Turkishspeaking city, and the teachers only need to speak Persian just in the classroom in teaching hours. On the other hand, they tend to keep their mother tongue.;The results of this study can be regarded as a guideline for other research projects in bilingual or multilingual regions of the country. The following recommendations can be useful for those interested in conducting research in this field:;;Other bilingual and multilingual educational regions should be explored in amount of using their codeswitching as well;;Other descriptive features such as culture, identity, language, accent, etc., and their impact on the amount of the occurrence of codeswitching should be investigated as well to determine the kinds of relationship with this generally happen phenomenon.;;
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