Acceptability of Philippine English Grammatical and Lexical Items among Pre-Service Teachers

Autor/inn/en	Torres, Joel Mayo; Alieto, Ericson Olario
Titel	Acceptability of Philippine English Grammatical and Lexical Items among Pre-Service Teachers
Quelle	21 (2019) 2, S.158-181 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1738-1460
Schlagwörter	Grammar; Language Proficiency; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Preservice Teachers; General Education; Teaching Methods; State Universities; Language Teachers; Second Languages; Vocabulary; Language Usage; Gender Differences; High Schools; Institutional Characteristics; Geographic Location; Language Variation; Philippines + Suchen Sie Ihr Suchwort? Grammatik; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Allgemein bildendes Schulwesen; Allgemeinbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Staatliche Universität; Language teacher; Sprachunterricht; Second language; Zweitsprache; Wortschatz; Sprachgebrauch; Geschlechterkonflikt; High school; Oberschule; Sprachenvielfalt; Philippinen
Abstract	Using the Grammatical and Lexical Acceptability Questionnaire (GLAQ), the study aims to contextualize the extent of acceptance of PhE grammatical and lexical items among 400 pre-service basic education teachers in state universities in Luzon and Mindanao. It further determined the difference on the participants' extent of acceptability when grouped according to gender, type of high school attended, educational program, and geographical location. Lastly, it explored relationship between extent of PhE acceptability and number of languages spoken and perceived English proficiency. Implications to the future of English pedagogy and pre-service teachers' curriculum were also discussed. The study poses a challenge among basic education teachers and language practitioners as regards the measures to be done for PhE's full acceptance in the academic context. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01