The emergence of the Internet gave birth to a new form of language that is unique to the users of the network. Netspeak is the language of the Internet and has adapted the features of both speaking and writing, however, Netspeak has its own unique characteristics as well. This study aimed to find the emerging lexical patterns of Netspeak as used by Filipinos, the extent of use of Netspeak in three most popular social media platforms (Facebook, Instagram and Twitter) as well as various domains of pop culture (entertainment, politics, fashion and sports) and its implications to the language studies in the Philippines. Both qualitative and quantitative methods were used in this study. The corpora of the study were gathered from two months’ worth of social media activities focusing on the comments in the Facebook, Instagram and Twitter of selected public figures. The findings showed that the emerging lexical patterns of Netspeak were abbreviations and homophones and that social media platforms and pop culture domains affect the use of Netspeak features. The platform and domain that got the highest extent of usage of Netspeak lexical features were Twitter and Politics respectively. The results of this study will help in understanding the language that is used in the Internet as well as raise awareness that this kind of language exists.
Communicative Language Teaching (CLT) is an approach that has been the subject of many practitioners and researchers in the field of language teaching and applied linguistics in many countries like the Philippines because of the recent changes and educational reforms, including lessons and curriculum innovations. Anchored to the CLT theory, this study used quantitative-qualitative content analysis of the daily lesson plans of the 7 purposively sampled Senior High School (SHS) language teachers teaching Oral Communication in Context (OCC). This aimed to identify the activities by cluster, assess which activities are CLT strategies, and determine their alignment to standards in the curriculum guide. Results revealed that the strategies used as classified through content analysis, and according to type and frequency included task-completion activity, opinion-sharing activity, mechanical practice activity, information-transfer activity, reasoning-gap activity, information-gap activity, communicative activity, information-gathering activity, fluency activity, accuracy activity, meaningful practice activity, and others. A number of strategies matched the CLT principles and features but vary on their respective percentages in each of the four phases, i.e., Activity-Analysis-Abstraction-Application (4As) of the lesson. These CLT strategies were found to be aligned to the Department of Education’s curriculum guide in terms of content standards, performance standards and assessment types. Implications of the findings to language teaching in the Philippines were drawn.
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