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Author: Moldagaliyeva I. × search.filters.applied.f.dc.language.iso: en ×

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    CODE-SWITCHING IN DIALOGUES AMONG YOUNG INDIVIDUALS FROM KAZAKHSTAN
    (SDU University, 2023) Myrzabek A.; Amangazina A.; Moldagaliyeva I.
    This research investigates the varieties and communicative purposes of codeswitching (CS) among the youth demographic in Kazakhstan. Centered around specific research questions, the researchers investigate the complex dynamics of CS within Kazakhstan's bilingual environment. Four young individuals studying abroad participated in a focus group interview, and the results showed a range of code-switching occurrences, from intra-sentential to tag-switching, and differing levels of ability to switch codes. There are various reasons why people switch codes, such as habit or choosing the best language for a conversation. Findings were discussed with a focus on the expressive and referential functions observed among young Kazakh adults. The comfort level of speakers in a given language and audience familiarity are factors that affect code- switching. The paper acknowledges its limits and proposes directions for future investigation, promoting the examination of other factors that may impact code - switching among young Kazakh adults.
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    ItemOpen Access
    The Effects of Code-Switching on Students’ Grammar Understanding in Kazakh Secondary English as a Foreign Language Classroom
    (SDU University, 2025) Moldagaliyeva I.
    This study explores the effects of teacher-led code-switching on students’ grammar comprehension in English as a Foreign Language (EFL) classrooms in Kazakhstan. A mixedmethod approach was employed, combining a teacher questionnaire (N = 107) and a quasiexperiment with tenth-grade students (N = 22). Drawing on Vygotsky’s Sociocultural Theory and Myers-Scotton’s Markedness Model, the research investigated whether incorporating students’ first language (Kazakh) supports grammar learning. The experimental results showed that both groups improved, but the code-switching group demonstrated slightly greater gains and reduced score variability. Survey findings revealed that most teachers consciously or habitually use code-switching and consider it effective, particularly for complex grammar topics. The study concludes that code-switching can serve as a valuable pedagogical tool, especially for learners with limited English proficiency, and recommends its strategic use in grammar instruction.