Gay language exposure of male and female students of selected senior high schools in Bataan Inputs for an integrative model on language acquisition /
Castro, Joel S.
Gay language exposure of male and female students of selected senior high schools in Bataan Inputs for an integrative model on language acquisition / [manuscript] : Joel S. Castro. - Balanga City : BPSU, 2017. - 125 leaves ; 28 cm.
Includes bibliographical references.
Language helps people to adapt in the environment and understand its complexities. The best example of this proposition is the fascinating pervasion of the gay language. By understanding the factors that can be attributed to the comprehension and use of gay language of the target respondents the researcher hopes to contribute to the improvement of second language teaching in a sense to the improvement of the general pursuit of second language teaching in the country. This study is a quantitative research that employed a descriptive normative survey with case study design to measure the gay language exposure of the respondents and its implications on language acquisition. This paper aimed at describing (1) the respondents' profile, (2) the circumstances where the respondents encounter and use gay language, (3) their attitude towards gay language, and (4) their gay language comprehension using a validated questionnaire and a gay language test. The study concluded that to acquire a second language may mean having the right attitude toward the target language and making oneself an active part of the community where the language is spoken. Language acquisition may not be drastic as developing proficiency in an instant. It is a process of understanding the vocabulary, familiarizing oneself with the sounds, and allowing oneself to interact with the users of the target language. In the context of learning English as a second language, the students are essentially dependent on the input they receive, which is commonly limited by the school situation they are in. The teacher is responsible for leading all initial interaction, and as the student becomes more comfortable with the English language, the control of the interaction can be removed slowly until such time that the students can take control of their own language learning.
Gay language exposure of male and female students of selected senior high schools in Bataan Inputs for an integrative model on language acquisition / [manuscript] : Joel S. Castro. - Balanga City : BPSU, 2017. - 125 leaves ; 28 cm.
Includes bibliographical references.
Language helps people to adapt in the environment and understand its complexities. The best example of this proposition is the fascinating pervasion of the gay language. By understanding the factors that can be attributed to the comprehension and use of gay language of the target respondents the researcher hopes to contribute to the improvement of second language teaching in a sense to the improvement of the general pursuit of second language teaching in the country. This study is a quantitative research that employed a descriptive normative survey with case study design to measure the gay language exposure of the respondents and its implications on language acquisition. This paper aimed at describing (1) the respondents' profile, (2) the circumstances where the respondents encounter and use gay language, (3) their attitude towards gay language, and (4) their gay language comprehension using a validated questionnaire and a gay language test. The study concluded that to acquire a second language may mean having the right attitude toward the target language and making oneself an active part of the community where the language is spoken. Language acquisition may not be drastic as developing proficiency in an instant. It is a process of understanding the vocabulary, familiarizing oneself with the sounds, and allowing oneself to interact with the users of the target language. In the context of learning English as a second language, the students are essentially dependent on the input they receive, which is commonly limited by the school situation they are in. The teacher is responsible for leading all initial interaction, and as the student becomes more comfortable with the English language, the control of the interaction can be removed slowly until such time that the students can take control of their own language learning.