This study offers a comprehensive examination of the linguistic landscape in a nonmetropolitan un... more This study offers a comprehensive examination of the linguistic landscape in a nonmetropolitan university, focusing on the dominant language used in university signage. The study primarily delves into the multilingual characteristics and nature of Western Mindanao State University, situated in a linguistically-diverse environment. The study employed analytical categories, which was utilized to serve as basis in selecting and gathering data from various signages across the university, to ensure the accuracy of the data collection. The findings of the study indicated that the university contains five (5) languages that make its linguistic landscape, specifically: English (95.51%), Filipino (7.81%), Chavacano (3.07%), Tausug (1.28%), and Bisaya (0.64%). The data was analyzed using the content analysis to accurately interpret the taken photographs in the university. The study also uncovers the inequality of the number of signages, wherein majority of the signages are monolingual nature, and only limited on the bilingual and multilingual signs. The investigation also revealed a significant result that English is the dominant language used on signages despite the locale's diverse linguistic and cultural background. The major findings of this study portray that Western Mindanao State University employs both official and non-official signages throughout the campus and in terms of linguistic diversity, local languages are not entirely prevalent and observable on the signages across the entire campus. Consequently, despite the university's focus towards internationalization and global excellence, there is observable scarcity in multilingual signages. It is imperative to acknowledge the value of multilingual signages, not only for the purpose of communication, but for the preservation of local languages, that are crucial for cultural and ethnic representations.
Language Attitudes of English Language Teachers (ELTs) Towards Philippine English
This study investigated the language attitudes of English Language Teachers assigned at the secon... more This study investigated the language attitudes of English Language Teachers assigned at the secondary level of the basic education. A total of 52 respondents were surveyed using a self-developed Language Attitude Questionnaire (LAQ). The results showed that the respondents exhibit positive attitude towards Philippine English. The study also investigated the differences of language attitudes of the respondents in relation to gender, socioeconomic status, years of service and academic achievement. Furthermore, the correlation between the determined dependent variable and independent variables has been explored.
This study reported on the pragmatics of irony in humor in Vice Ganda’s conversational jokes as a... more This study reported on the pragmatics of irony in humor in Vice Ganda’s conversational jokes as an emerging drift in Philippine witticism. We analyzed a 52-token corpus of conversational witticisms (CWs) of the subject across the forms of media where he delivered this kind of witty and humorous utterances. Through the analyses made, We were able to find out that in using irony as a strategy to achieve a humorous CW, other or all of the Gricean Maxims could be violated without affecting the ironic effect of a humorous CW. The results and findings of this study could be utilized to identify some elements that are present in today's Philippine humor in conversations. Also, this study could be used as a baseline for studying more features of the least studied field in Philippine linguistics—Humor.
This study investigated and analyzed the use of rhetorical appeals, and the presence of hedges, a... more This study investigated and analyzed the use of rhetorical appeals, and the presence of hedges, and boosters in the argumentative essays of ESL learners. It is aimed at exploring the linguistic differences between male and female writers in terms of how they put forward their claims in an argument and how they appeal to their audience. The study found that male ESL learners prevalently use logical appeal in the development of their argumentative essays while the female learners use emotional appeal. On the other hand, the female learners use more hedging and boosting devices in their argumentative essays than male learners do. The results
as a scholar of the Commission of Higher Education (CHED). Associate Professor Warrelen Dela Cruz... more as a scholar of the Commission of Higher Education (CHED). Associate Professor Warrelen Dela Cruz-Caspillo is a full-time and regular college instructor of the Zamboanga City State Polytechnic College. She is currently finishing her Doctorate Degree at the Ateneo De Zamboanga University (ADZU).
This study investigated and analyzed the prevalence and presence of indirectness markers in Korea... more This study investigated and analyzed the prevalence and presence of indirectness markers in Korean and Persian English Essays. The researchers analyzed the prevalence of the indirectness markers as a set of politeness strategies employed by the Korean and Persian university bound students in their English compositions. Furthermore, the researchers espoused the Politeness Strategies Theory proposed by Brown and Levinson as framework in the analysis of the indirectness markers in the texts. In the analysis of the English essays, it was found out that there were seven (7) categories of indirectness markers evident in the essays. The Persian English writers displayed a noticeable evidence of repetition and vagueness and ambiguity in their essays while the Korean counterparts on point-of-view distancing. The presence of these indirectness markers in their writing are attributed to socio-cultural factors, such as Persians have the tendency to be literary in their writing while the Koreans, prose-oriented resulting to lengthy descriptive accounts and indirectness. The results and findings of the study could be beneficial to English writing pedagogy in an English as Second Language (ESL) context.
is a certified Cambridge Primary and Lower Secondary Mathematics Teacher in Indonesia. Before to ... more is a certified Cambridge Primary and Lower Secondary Mathematics Teacher in Indonesia. Before to his employment at the Taman Rama International School, he was a secondary school teacher of the Department of Education in the Philippines. In 2012, he was recognized as 'Teacher of the Year' for his exemplary performance and dedication as a Mathematics Teacher in the public school. Western Mindanao State University assigned in the high school department, teaching junior and senior high school students. Currently, he is pursuing his master's degree at the College of Teacher Education, WMSU.
Features of Filipino Infant Directed Speech (IDS) and Maternal Input
When talking to infants, adults, especially mothers, espouse a particular type of speech known as... more When talking to infants, adults, especially mothers, espouse a particular type of speech known as Infant-directed Speech (IDS) or “babytalk” or “babytalking” , which contains a set of specialized speech with simplified grammatical construction; more repetitive; and more grammatical than adult-directed speech. Specifically, this study reports on the lexical repertoire of Filipino mothers’ IDS enriched by the inclusion of code switching as a linguistic strategy in optimizing language development among multilingual Filipino infants. This study has found out that Filipino mothers use as many nouns as verbs in their IDS more than any other lexical categories; and explored inter-sentential code switching as a strategy in their IDS. The findings of this study generate baseline information in part by recent cross-linguistic studies on early lexical development, contrary to the universal noun-bias hypothesis among young children, and the use of a single language in addressing young children to optimize language development.
This paper investigates the degree of bilingualism and its corresponding effects on the metalingu... more This paper investigates the degree of bilingualism and its corresponding effects on the metalinguistic skill of phonological awareness among Grade I ESL learners. It compares full and partial bilinguals’ performance in the three tests: initial phoneme detection, final phoneme detection, and deletion tasks. Forty students aged 6-7 carried out phonological awareness tests in English. The results of the study revealed that full bilinguals performed better than partial bilinguals on phonological tests except on initial phoneme detection where the group means of partial bilinguals are higher by 0.45 in comparison with full bilinguals. This paper signified the merits of looking into the competence of bilingual children on phonological awareness. Additionally, it defines future directions on the practice of teaching phonological awareness among primary bilingual children.
Filipino to English Transfer Errors in Writing among College Students: Implications for the Senior High School English Curriculum
Language transfer is an invasive term that has led to varied interpretations and research practic... more Language transfer is an invasive term that has led to varied interpretations and research practices of it. This paper attempted to find out interlanguage transfer errors evident in the written outputs of CEU’s three bigger schools/colleges and their implications to the new educational program of the Philippines, the Senior High School of the K to 12. Oral communication makes sense in a dialogue; it is a back and forth negotiation of meanings between the communicators. On the other hand, written communication is read; therefore, misinterpretations of the meanings of the message being transferred are unavoidable and sometimes worsened (Penman, 1998). This paved a way for the researcher to explore lapses in students’ written discourse, particularly, those which are transferred from L1 to L2. This study determined the types and extent of transfer errors in the written compositions of the student-respondents through Error Analysis (EA) and was found out to have been contaminated with errors in grammar, lexical choice, semantics and mechanics. Grammatical errors were found to be most prevalent especially in verb, pronoun and preposition usage; the other types of transfer errors such as lexical, semantics, and mechanics do not show much problem; students enrolled in different programs showed varying language needs as revealed by the type and extent of occurrence of transfer errors in their written compositions. Through the findings and conclusions drawn from this study, the researcher recommends that curriculum planners of the K to 12 program consider the implications yielded by the result of analysis of this study in their preparation/ revision of the basic education curriculum for the Senior High School. Furthermore, the researcher encourages the basic education teachers and college instructors of English to intensify the teaching of grammar, reading comprehension to reconcile meanings and enrich vocabulary loading, and improve spelling to avoid recurring transfer errors among their students’ written outputs.
This paper investigates the degree of bilingualism and its corresponding effects on the metalingu... more This paper investigates the degree of bilingualism and its corresponding effects on the metalinguistic skill of phonological awareness among Grade I ESL learners. It compares full and partial bilinguals' performance in the three tests: initial phoneme detection, final phoneme detection, and deletion tasks. Forty students aged 6-7 carried out phonological awareness tests in English. The results of the study revealed that full bilinguals performed better than partial bilinguals on phonological tests except on initial phoneme detection where the group means of partial bilinguals are higher by 0.45 in comparison with full bilinguals. This paper signified the merits of looking into the competence of bilingual children on phonological awareness. Additionally, it defines future directions on the practice of teaching phonological awareness among primary bilingual children.
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