Literaturnachweis - Detailanzeige
Autor/inn/en | Torres, Joel Mayo; Alieto, Ericson Olario |
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Titel | Acceptability of Philippine English Grammatical and Lexical Items among Pre-Service Teachers |
Quelle | 21 (2019) 2, S.158-181 (32 Seiten)
PDF als Volltext |
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 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 |