THE IMPACT OF CODE-MIXING ON URDU LANGUAGE PROFICIENCY: A STUDY OF STUDENTS’ PERSPECTIVES

Abstract

This thesis is an in-depth qualitative exploration of students' perspectives on code mixing from English to Urdu, conducted exclusively through semistructured interviews. In a multilingual educational context where English plays a pivotal role, understanding students' experiences and perceptions of code mixing is paramount for unraveling the intricacies of their linguistic practices. The research employed a qualitative research design, focusing on semistructured interviews as the primary data collection technique. Through purposive sampling, a diverse group of students engaged in bilingual or multilingual communication was selected, ensuring representation across various demographics. The semi-structured interviews allowed participants to articulate their thoughts, motivations, and experiences related to code mixing freely. Thematic analysis was applied to the interview data, unraveling emergent themes related to students' attitudes, motivations, and sociolinguistic influences concerning code mixing. The study provides an in-depth exploration of intentional and unintentional code mixing, shedding light on the cognitive and social dimensions of this linguistic phenomenon as perceived by the participants. Key findings highlight the nuances of students' positive and negative attitudes towards code mixing, offering insights into the ways in which it shapes their communication strategies. Additionally, the research delves into the sociolinguistic factors influencing code mixing within educational settings, providing a qualitative lens through which to understand the dynamic interplay of languages in academic contexts