Republic of the Philippines

Leyte Normal University

College of Education
Languages and Literature Unit
Tacloban City

In Partial Fulfillment of the Requirements in

EL_121: Language/Literature Research 1

Submitted to:
Mr. Robertgie L. Piañar
Instructor

Submitted by:

Group 5
Leslie Mae C. Abarracoso
Devine R. Ayad
Marc Jude G. Luquing
Lyza M. Macabulos
Pamela P. Pacatang

MTh 10:30 AM-12:00 PM

 CHAPTER 1

Introduction

Background of the Study and Rationale

To recognize and to have an awareness on the varieties of Englishes around the world is

the imbedded objective of World Englishes. According to Purdue University, World Englishes

refers to the differences in the English language that emerge as it is used in various contexts

across the world. That, language develop to fulfill the needs of the societies that use them.

Because, societies contain a diverse range of social needs, and because these needs can differ

across cultures and geographies, multiple varieties of the English language exist. These include

American English, British English, Australian English, Canadian English, Indian English,

Philippine English and so on (Purdue University). Every kinds of the English language are valid

and legitimate that there is no such thing as a standard language neither superior nor inferior

languages.

During the occupation of the Americans, Filipinos have been using the English language

as their second language and have accustomed to using the language alongside local languages

(Esquivel, n.d.). Definitely, English is a highly regarded language around the world. It is looked

up by most of all people. The spread of the English throughout the country, offered us a diverse

range of varieties of English language (Misch, 2008) where it acquired new forms, features, and

functions. This includes the phonological, morphological, semantic, and syntactic features of the

English language. Throughout the time of Filipinos’ utilization, the English language had

undergone a process that executed a series of changes. These “changes” generated by the process

of Filipinization which gave birth to Philippine English (PE), the variety of English native to the
Filipinos (Esquivel, n.d.). Dayag (2012) says, Philippine English is a legitimate nativized variety

of English. In addition, Florendo (2012), PE is recognizably English except that it is infused with

creative vocabulary, syntax, and intonation that only Filipinos can decipher correctly.

One of the most distinguishable differences between Philippine English and U.S English

is being pronunciation which has a direct effect on the language attitude of the students.

Approximations with many consonants, as native Philippine languages do not share all

phonemes with English. English [f] and [v] are two prime examples, often substituted with [p]

and [b] respectively (Kimbrell, 2016). Another common issue, is the slang and quirky usage of

English as a Philippine English that may elicit much gnashing of teeth and knotted eyebrows or

knowing nods and flat out laughs. Depending on the way you see it, it’s either a bastardization of

a language or an indigenization of it. (Ang, 2014).

However, with the birth of Philippine English, a negative observation had been noticed

with its distinct forms and features amongst students particularly senior high school students

with their attitude towards Philippine English. According to Borja (2016), Students’ attitude

towards learning is thought to be one of the most important issues in education today. A lot of

students are not known to the varieties of Englishes around the world, where there exist

Philippine English as a kind of English native to the country, let alone the concept of World

English. Students acceptability towards Philippine English has something to do with their

language attitudes. These attitudes may influence students to recognize or not to recognize

Philippine English as a legitimate and valid English. There are many reasons why student's

attitude toward a language is important. A study entitled “English as Foreign Language at the

University of Yaounde 1”, states that attitude are general personality factors, which determine

values and worth placed on a target desired by an individual. In considering learners behavior
towards the target language, attitudes and motivation are concomitantly explored such that the

study of one includes the study of the other (Enongene, 2013). Furthermore, Fakeye (2010),

states that attitude is acknowledged as one of the most important factors that impacts on learning a

language. It is a disposition or tendency to respond positively or negatively towards a certain

thing such as an idea, object, person, or situation.

There are some factors like educational factors, social factors, learner personality factors

and other factors which in turn affect the attitudes of learners towards Philippine English.

The issue on the language attitude of senior high school students towards Philippine

English are caused by several factors and it does bring several consequences as well. One of

which is the linguistic discrimination. Accroding to Tatman (2016), linguistic discrimination is

discrimination based on someone’s language use. Linguistic discrimination is otherwise called

linguicism. Linguicism is discrimination based on language or dialect: linguistically argued

racism. It's also known as linguistic discrimination (Nordquist, 2017). Linguist Tove Skutnabb-

Kangas, who coined the term in 1980s defined linguicism as "ideologies and structures that are

used to legitimate, effectuate and reproduce an unequal division of power and resources between

groups which are defined on the basis of language."

These linguistic discriminations are often determined with the varying factors. First, the

stereotyped standardized English. Lippi-Green (1994), defines standard language or English as ''a

bias toward an abstracted, idealized, homogeneous spoken language which is imposed from

above, and which takes written language as its model. Standard language ideology emphasizes

belief in an idealized version of the language, which in turn promotes a global perception of an

idealized native speaker (Vanegas et.al, 2016). A native speaker is someone who has

spoken a particular language since they were a baby, rather than having learned it as a child or

adult (Cambridge Dictionary). Similarly, the term ''native speaker'' suggests the existence of a

single idealized register of the target language, despite the fact that there are many registers and

styles within the same speech community (Vanegas et.al, 2016). This language diversity is what

makes the task of defining a native speaker difficult (Medgyes, 1992, p. 349) (as cited by Rojas

et.al, 2016). In addition, Phillipson (1992) suggests that languages have several dialects, styles,

and registers that make it difficult to define a native speaker.

Another dilemma that arises is the concept of accent. Merriam Webster Dictionary

defines accent as a way of speaking typical of a particular group of people and especially of

the natives or residents of a region; an individual's distinctive or characteristic inflection, tone,

or choice of words. Derwing and Munro (2009) state, ''accent has been blamed for all sorts of

things. It has been seen as the cause of miscommunication and it has been used as a cover-up for

racism and other kinds of discrimination'' (p. 476). In addition to it, is the Socio-affective factors,

where this linguistic discrimination may lead to issues such as anxiety, lack of motivation, and a

negative self-concept that can greatly affect the competence and performance of the students

with regards to the language being learned and their interaction inside the classroom (Rojas,

et.al, 2016).

Attitude is one of the factors that influence foreign language learning because how much

effort students put into language learning depends partly on attitude (Gardner, Lanlonde and

Moorcroft, 1985) (as cited in Canceran & Temporl, 2020, p. 220). Thus, it can be inferred that

learners with positive attitude towards speaking English will be more involved in speaking

activities and may try to make use of more strategies that help them deal with their difficulties in

the course of conversation; and learners with negative attitude will be less willing to participate

in speaking activities. Conversely, negative beliefs may lead to class anxiety, low cognitive
achievement, and negative attitudes (Victori & Lockhart, 1995) (as cited in Canceran &

Temporl, 2020 p. 220).

To date, there is a little empirical study conducted on the language attitude towards

Philippine English in relation to the variables. There has not a single study that conducted in

particular to “Language Attitude of Senior High School Students towards Philippine English”.

However, there are studies that are relevant on the variable language attitude such as Language

Attitude toward Philippine English (Wattananukij, 2020), Attitude towards Philippine English: A

Case of BSU English Teacher (Escalona, n.d.) etc. With all of that being said, it is of paramount

importance to raise awareness to senior high school students that Philippine English is valid and

legitimate. And that Philippine English is our English.

In addition, this study aims to find out the language attitude of senior high school

students towards Philippine English and the factors that affects the attitude. This present study,

then, will seek to raise awareness and educate the senior high school students the varieties of

World English which include the Philippine English. Identify the factors that affect the learner’s

attitude and help them to established a positive attitude thus, allowing them to have an awareness

that Philippine English is a legitimate language.

Theoretical Framework

Proficiency in utilizing the English language among non-native speakers has become a

global phenomenon. Today, educators are faced with the challenge of addressing the needs of the

growing number of students whose primary language is not English (Gibson, 2003).

Subsequently, the Philippines embraced the English language from British and American
colonizers. The Philippines today is the fifth largest English-speaking country in the world and

second in the continent of Asia. 

           Behaviorism Theory. It states that the acquiring of language is through influences of

precursor events, which can impact the frequency of specific behaviors (McLaughlin, 2010).

Behaviorism focuses on the idea that all behaviors are learned through interaction with the

environment. According to (Angell, 2013), behavioral theory seeks to explain human behavior

by analyzing the antecedents and consequences present in the individual's environment, and the

learned associations she has acquired through previous experience. 

The primary tenet of behaviorism, as expressed in the writings of John B. Watson, B. F.

Skinner, and others, is that psychology should concern itself with the observable behavior of

people and animals, not with unobservable events that take place in their minds. The behaviorist

school of thought maintains that behaviors as such can be described scientifically without

recourse either to internal physiological events or to hypothetical constructs such as thoughts and

beliefs.

Behaviorism is a theory of learning, and learning theories focus on how we respond to

events or stimuli rather than emphasizing internal factors that motivate our actions. These

theories provide an explanation of how experience can change what we do.

Behaviorism emerged early in the 20th century and became a major force in American

psychology. Championed by psychologists such as John B. Watson (1878–1958) and B. F.

Skinner (1904–1990), behaviorism rejected any reference to mind and viewed overt and

observable behavior as the proper subject matter of psychology. Through the scientific study of

behavior, it was hoped that laws of learning could be derived that would promote the prediction

and control of behavior. Russian physiologist Ivan Pavlov (1849–1936) influenced early
behaviorism in America. His work on conditioned learning, popularly referred to as classical

conditioning, provided support for the notion that learning and behavior were controlled by

events in the environment and could be explained with no reference to mind or consciousness

(Fancher, 1987).

Cognitive Theory. The foundations of the cognitive theory of language acquisition were set by

Jean Piaget, a French developmental psychologist. His theory was that language acquisition was

based on the maturation of the brain. Piaget believed that children must be allowed to explore the

world by themselves, allowing a first-hand experience (Harris, n.d.). This exposure to the world

allows the cognitive mind to develop, therefore, allowing language to develop into a more

sophisticated manner [6]. However, there existed faults in Piaget’s theory and explanations. For

instance, his experimentations with children are outdated and the most important limitation is

that the experiments that he did conduct were very culturally bound, not constructing his theory

with culture in mind.

As reported by (BBC, n.d.), a cognitive theory of learning sees second language

acquisition as a conscious and reasoned thinking process, involving the deliberate use of learning

strategies. Learning strategies are special ways of processing information that enhance

comprehension, learning or retention of information. This explanation of language learning

contrasts strongly with the behaviorist account of language learning, which sees language

learning as an unconscious, automatic process. Example This view leads to a classroom focus on

using learning strategies that have been observed in successful language learners and to a view of

the learner as an 'information-processor', with limitations as to how much new information can

be retained, and who needs strategies to be able to transfer information into memory.
 Cognitive theories focus on how our mental processes or cognitions change over time.

The theory of cognitive development is a comprehensive theory about the nature and

development of human intelligence first developed by Jean Piaget. It is primarily known as a

developmental stage theory, but in fact, it deals with the nature of knowledge itself and how

humans come gradually to acquire it, construct it, and use it (Siegler et al., 2013). Moreover,

Piaget claims that cognitive development is at the center of the human organism and language is

contingent on cognitive development. Let’s learn more about Piaget’s views about the nature of

intelligence and then dive deeper into the stages that he identified as critical in the developmental

process.

Statement of the Problem

This study aims to recognize the factors that affect the learner’s attitude towards

Philippine English. Specifically, this study seeks to answer the following questions:

1. What is the language attitude of Senior High School students towards Philippine

English?

2. What are the factors that affect the language attitude of senior high school students?

Scope and Delimitation

The study is designed to (1) determine the attitude of students towards speaking

Philippine English, (2) distinguish the factors that affect the learners’ attitude towards Philippine

English, (3) to educate learners about the diversity of world Englishes and acknowledge
Philippine English, (4) to distinguish the diverse approaches of the students concerning

Philippine English.

Significance of the Study

This research aims to provide critical information and knowledge with regards to the Language

Attitude of SHS Students towards Philippine English to the following people:

To the SHS Students, this paper will be beneficial to them, because it will help them

understand Philippine English, especially those that have not heard of it or are perplexed whether

it is accepted, and will make them realize that Philippine English is a legitimate language and is

one of the World Englishes that is thriving and needs to be acknowledged.

To the teachers, this paper will be beneficial to them as it will give them realizations that

Philippine English should be introduced in the classrooms and used as a medium of instruction.

This paper will also give them crucial information, especially to those teachers who are not yet

open to celebrating Philippine English, that it is indeed legitimate. And that they should open

their doors to it so that they can motivate their learners to have a positive attitude towards it.

To the school administrators, this paper will be beneficial to them because, through the

information presented in this paper, they will be able to encourage both the teachers and the

students to acknowledge and intensify the use of Philippine English inside the classrooms to be

successful in the teaching-learning processes.

To the future researchers who want to explore more about the Language Attitude of the

SHS learners towards Philippine English, this paper will be beneficial to them because this can
be one of their references in knowing more about the topic. These will also help them answer

their questions regarding the topic. Moreover, this paper can serve as the starting point to other

comprehensive research ideas about language attitude towards Philippine English.

Definition of Terms