A study on the use of english in students’ social forums on facebook at thai nguyen university of education
Young people including students have developed their language use in social networking sites like
Facebook in their own ways, among which the insert of English in their posts has become part of
their communication and a quite new interesting fact. However, it seems that there have been not
so many research working on this phenomenon. This study aims at investigating how students use
English in their social forums on Facebook at Thai Nguyen University of Education as well as
their viewpoints on the use of English in those networks. Moreover, it analyzes the quality of
students’ English use and provides some further discussions which may give insights on the
situation. Hence, the paper hopefully provokes a more systematic study on the use of English in
Vietnamese social forums as a linguistic and social phenomenon.
udent again, where- que It can be withdrawn from table 4 that the students’ mistakes in their English uses can be categorized in two broad groups: Grammatical competence and Pragmatic competence. In terms of grammatical competence, the errors that students have made belonged to 3 subgroups: vocabulary, morphology, and syntax. Most of the vocabulary errors were about spelling, for example coppy (copy), servey (survey), etc. The morphology errors are often of plural/singular, for example, 2 slot (2 slots). Syntax errors occured because of the students’ lack of grammar, for example, for me to sing (let me sing), they just asking (they were just asking). In terms of Pragmatic competence, the errors were only related to cultural references, for example love (lớp), cook (Cúc), dell, diss, etc. Despite the wrong use, these words reflect quite a innovative way of using English among Vietnamese young people, which has become a noticeable trend in social forums, media as well as daily life. Table 5. Code-switching between English and Vietnamese No Examples Forums Basis of inserting English 1 Em đã đi đượt muật phần bar cuộc đời (Em đã đi được một phần ba cuộc đời) TUE confession Pronouncing references 2 mình thin được bốc họ cho high bạn (mình xin được bốc họ cho hai bạn) TUE confession Pronouncing references 3 đỉnh kout (đỉnh cao) TUE confession Pronouncing references 4 hưởng lương theo bream lương của công ty (hưởng lương theo barem lương của công ty) TUE – Đại học Sư Phạm Thái Nguyên Code - switching 5 eat cái này no fat và no pig too (Ăn cái này không béo và cũng không ) TUE confession Code - switching 6 tán Cook thì sao (tán Cúc thì sao) TUE confession Pronouncing references 7 e thì cũng kute phô mai where (em thì cũng rất dễ thương) TUE confession Pronouncing references 8 Vào cf đi chứ (vào xác nhận đi chứ) Anh K51 ĐHSPTN Code - switching 9 ad cho xin cái list fan cứng để of (quản lý cho xin cái danh sách người hâm mộ nhiệt tình nhất để tổ chức buổi gặp mặt) TUE confession Code - switching 10 năm nay nhân vật main có ai (năm nay nhân vật chính có ai) TUE confession Code - switching Nguyen Thi Hong Minh et al TNU Journal of Science and Technology 199(06): 37 - 43 Email: jst@tnu.edu.vn 42 As obviously shown in table 5, students inserted English in their posts frequently, and the words they used were not completely standardized English nor standardized Vietnamese. The ways of inserting English in those posts can be categorized in two groups. The first group is sentences containing English words that have the similar pronunciation with Vietnamese words. Some examples of this group are Mình thin đượt bốc họ cho high bạn, E thì cũngkute phô mai where, etc. (thin – xin, high – hai, where – que). The English words in these sentences are not used as English notional words but Vietnamese words so as to make the conversation become more interesting. However, they are still English originated; besides, clearly, these words require the knowledge of both languages from readers to be understood. The second category is sentences containing English notional words. Sentences for example Eat cái này no pig và no fat too, Ad cho xin cái list fan cứng để of, etc. demonstrate code-switching phenomenon. The English words in these situations were just used to replace Vietnamese words in meaning in order to make the sentences become shorter and funnier. Despite having different basis of inserting English, the sentences in these two groups are all ambiguous in meaning, and hence, misunderstanding may occur. 4. Discussion From the data recorded through corpora, it can be summarized that the English words that students used in social forums on Facebook can be categorized in two ways. The first group of English words used in social forums is to replace equivalent Vietnamese words. Students mostly employed English words to replace longer Vietnamese words such as ad/admin for người quản lý, csf/confession for lời bộc bạch, fulltime for toàn thời gian, etc. These English words are shorter; therefore they are more convenient to use. Commenting on posts is similar with chatting in daily life, so people tend to use verbal expressions; as a result, people try to type as fast as they are thinking, so short words are necessary and thus are preferred. This phenomenon is called code-switching which to some extent is believed to help people in learning new words as well as practicing English use in daily life. It is a natural process where the two languages integrate and have mutual impacts. This somehow demonstrates that young people have acquired some certain English and have been accustomed to using the English in their communication, which can be a good signal for the teaching and learning of English in Vietnam after huge efforts of the government, schools, parents, teachers and students. However, in some cases, students use too many English words to replace Vietnamese words, which can make the conversation become hard for others to understand. Moreover, abusing code-switching too much might be the main reason leading to the use unstandardized Vietnamese language in daily communication. The second way of using English words in social forums is to replace Vietnamese words that share similarities in pronunciation. Students prefer words such as diss, dell to replace the Vietnamese words which have similar pronunciation but impolite in meaning. This is a new way of euphemism in Vietnam. There are also Vietnamese words being replaced just for entertaining. Students used words such as love trưởng (lớp trưởng), kim cook (Kim Cúc), high bạn (2 bạn), etc. to make the conversation become more interesting and funny. This way of euphemism is quite creative, and has just appeared among youngsters. Objectively speaking, this kind of language of the youngsters is like fashion trend but partly Nguyen Thi Hong Minh et al TNU Journal of Science and Technology 199(06): 37 - 43 Email: jst@tnu.edu.vn 43 shows the characteristics, psychological renewal of the young. Somehow it reflects the youngsters’ language which has become quite common in their communication. In fact, this way of replacing words is a personal way of expression, but with the support of social forums on Facebook, it has been quickly spread, and become a new trend among young people. But like code-switching, this phenomenon can also make people misunderstand others’ ideas, and partly contribute to the wider use of unstandardized Vietnamese. This practice of euphemism in the mother language is a noticeable phenomenon that may need study and recommendations from educators for better preservation of the native language. Moreover, upon analyzing the corpora, it is realized the variety of English syntax in use is rather limited. The students only apply only two types of sentence structures: truncated simple sentences, for example so sad, trust me, etc. and simple sentences, for example you’re welcome, I want to kill him. These kinds of sentences are easy to use and understand, and do not required complex grammar. This somehow can indicate TNUE students’ low competence in English as well as their preference for straightforward and simple ideas. Quotes are also brought into students’ posts, for example In the end, we only regret the chances we didn’t take appears in posts for hiring employees. However, in fact this kind of posts can be merely copied from others’ then pasted into the social forums as a new post. Obviously, students cannot use non-literal English, which requires a higher proficiency to be practiced effectively. 5. Conclusion In summary, there have been a considerable number of students using of English in social forums on Facebook at Thai Nguyen University of Education. However, their use of English is largely restricted to word level and demonstrates quite constant error systems. While the quality of students’ English use in social forums is still limited and does not help much with their learning of English, the frequent switches between English and Vietnamese languages in communication may present some threats to the standard and purity of the mother language. This may require further study with recommendations from experts for better solutions to the study of English and the preservation of Vietnamese as the native language. REFERENCES [1]. Vu Hai Ha, “Why do young people in Vietnam use expletive words while speaking Vietnamese?” Education Research, Vol. 30, No. 2, pp. 11-18, 2014. [2]. Educause, “7 Things you should know about Facebook”, Educause Learning Initiative, 2006, Retrieved from educause.edu/ir/library/pdf/ELI7017.pdf. [3]. Golder, S. A., Wilkinson, D., & Huberman, B. A., “Rhythms of social interaction”, In C. Steinfeld, B. T. Pentland, M. Ackerman, & N. Contractor (Eds.), Communities and technologies: Proceedings of the third communities and technologies conference, pp. 41–66). London: Springer-Verlag Limited, 2007. [4]. Stutzman, F., An evaluation of identity- sharing behavior in social network communities. International Digital and Media Arts Journal, 3(1), 2006. Retrieved from ?doi=10.1.1.91.617&rep=rep1&type=pdf [5]. Cava, M. D., How Facebook changes our lives, 2014, Retrieved from https://www. usatoday.com/story/tech/2014/02/02/facebook -turns-10-cultural-impact/5063979/ [6]. Bachman, L. F. & Palmer, A. S., Language testing in practice. Oxford: Oxford University Press, 1996. Nguyen Thi Hong Minh et al TNU Journal of Science and Technology 199(06): 37 - 43 Email: jst@tnu.edu.vn 44
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