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DIS PhD C43 A73 1988 (COL)
A characterization of the English spoken by English and mathematics teachers on the tertiary level of education in selected universities ...
by Aranas, Patria Garcia
200, [117] leaves ; 28 cm.

©1988 Published by University of the Philippines , Quezon City
Dissertation (Doctor of Philosophy in Education : Language Teaching) -- University of the Philippines, 1988.
ABSTRACT:  This study was an attempt to characterize the Philippine Variety of English as spoken by educated speakers, represented by the English and Mathematics teachers on the tertiary level of education. This is important at this time of development of English as an international language and different varieties have evolved in each of the countries using English is various domains and for various purposes. This study aimed to contribute to the descriptions of the Philippines Variety of English made by Andrew Gonazalez, FSC (1985) and Nelia G. Casambre (1985). This study is more closely patterned after Casambre's study of spoken language of educated speakers. The conceptual framework used by this study is sociolinguistic in nature, based on the semiotic structure and oriented towards the language user and the adjustments he makes in the language to suit his purposes and the situations as well as the context/people he communicates with. The social processes and human interaction cause some tensions which cause the language -user to draw from his linguistic resources to understand and to be understood. The shifts and irregularities in the use of a second or foreign language could be explained as manipultion of the language to suit the language-user's needs. The study uses 28 English and 25 Mathematics teachers on the tertiary level of education in four selected universities in Metro Manila. Teacher talk was taperecorded for 10-15 minutes inside the classroom while the class was going on. The taping was done over a period of three terms, the delay caused by strikes of students and jeepney drivers and the February 1985 revolution. The linguistic corpus was analyzed with the following criteria: a feature was considered distinctive it was used three or more times by more than three speakers. The categories of features were: lexico-semantic and syntactic. Under lexico-semantic, the following features were noted: borrowing, embedding, calquing, inappropriate prepositions, new words. Under syntactic, the following features were noted: splits, peculiar order, wrong word, redundant, omission, addition, lacking sustained parallel structure, L1 syntax and repetitive/ corrective. The findings are as follows: 1. PVE appear in 36.8% of total utterances of teachers. The more typical are peculiar order, omission, and addition. The least typical are L1 syntax, lacking sustained parallel structure, repetitive/ corrective and redundant. 2. 76% are syntactic features and 24% are lexico-semantic. The most common are new meanings, followed by calquing and embedding. 3. Both groups of teachers make use of the same features. The difference is in the ranking of the features. For the English teachers, the most common syntactic features are omission, peculiar order, omission and addition. According to the Spearman rank correlation, the coefficient is .75 of high agreement of the syntactic features found in both groups of teachers. In the case of the lexico-semantic features, the most common for both groups is new meanings, followed by embedding and calquing. 4. TUP teachers showed the most PVE (46%), followed by Ateneo (42.9%), and finally UE (26.6%). The teacher talk was also submitted to an analysis of the main boundary and teaching moves. The results show that all the teachers in the four schools made boundary moves; UP teachers made the most boundary moves, followed by TUP, UE and Ateneo. Teaching moves were found in the PVE and were listed as propositional, authoritative, attitudinal and conditional. The UE teachers made the most number of teaching moves followed by the Ateneo, TUP, UP. The English teachers, except the UP teachers, made more teaching moves than the Mathematics teachers. Code switching was observed in 7 English teachers, two of whom used it extensively. The same linguistic corpus was submitted to a panel made up of two native speakers and two non-native speakers. Care was taken that one native and one non-native speaker on the panel were from the Sciences. 16.76% of total PVE of the English and 13.92% of the Mathematics teachers were comprehensible and acceptable to both groups on the panel; 1/3 of total PVE were comprehensible and acceptable to the non-native speakers. The conclusion is that both English and Mathematics teachers used PVE with the lexico-semantic and syntactic features.
Book ID 1000083386
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