The Effects of using Slang words to the Language Proficiency Development of Senior High School Students of the Holy Trinity Academy in the Academic Year 2018-2019
In partial fulfillment of the requirements in English for Academic Purposes
Mrs Marivic ManlinconSubmitted by:
Tabag ,HolmesLopez, Charles
Cadampog,Aaron Chapter 1
Background of The Study
Slang words are words used my people mostly teenagers in their way of communicating, writing and so on. Many teenagers including students use slang in their way of communicating to others but mostly through their selves. It has become a part or way of them communicating through different kinds of people.
Emmett G. Price III said that slang are “Words created by youth and young adults who feel empowered to codify and label their own realities with new expressions: words that represent the new ponderings, new searches, new desires, and new ideas.” (https://prezi.com/7mnobjdqzgdp/the-effects-of-slang-on-students-language-and-writing/).
According to George Jones, The term “slang” refers to any word or phrase used in informal settings among certain groups of people (e.g. subcultures, regions, etc.). Slang can be a common word or phrase used in a new context (e.g. that jacket is “sick”), a new word or phrase (e.g. her hair is “on fleek”), or a combination of the two (e.g. “tope,” meaning “totally dope”). Despite how much it may confuse “outsiders,” slang serves an important function in the evolution of language by providing an outlet to test new expressions for common objects and emotions. In short, it is an informal way of speaking that not all may understand and the wrong use of words to form a new one.
Slang found on social media sites and in text messages has become its own subdivision of language. These platforms frequently limit the number of characters used to convey messages, requiring users to develop shorter terms and more creative means by which to express themselves. As a result, various odd acronyms (e.g. LOL, OMG, FTW, IDK, etc.) and abbreviations (e.g. “b4? for before, “2” for to/two/too, “u” for you, etc.) have become infused into everyday communication.
It is a way for them or for the users of slang words to type easier when using social media to communicate to each other. It might be hard to understand but it is easier to type and is mostly a shortcut to talk to people with technology.
The rampant use of social media/texting slang by teenagers is largely due to increased accessibility to mobile phones; 91% of teenagers polled in 2015 by the Pew Research Center reported going online at least occasionally from a mobile device. In addition, 73% of teenagers reported owning a mobile phone, and 91% of these teens used it for text messaging.
An earlier poll conducted by Pew in 2008 found that 85% of teenagers engage in some form of online personal communication, confirming a small but significant rise in this trend.
Considering how many teenagers are using mobile devices to communicate on a daily basis, it’s not surprising to see anecdotes from teachers and college admissions officers regarding the poor verbal and writing skills they observe on a daily basis. A 2010 study in Communication Research provided evidence that frequent use of texting slang negatively impacted formal writing and daily communication, but positively affected informal writing.
Others argue that the use of internet slang improves language skills by permitting creativity through the development of new words and encouraging good editing skills in order to convey messages within short character limitations. Interestingly, the 2008 Pew study cited above found that while 60% of teens don’t consider texting or communicating on social media as “writing,” 64% admit to using this type of language in their schoolwork. (http://www.edudemic.com/social-media-slang/)
So as the survey shows, 73% shows that teenagers own a mobile phone and 91% use it as text messaging where they get to follow the trend of using slang words when they type and 64% admit they use this type of language in their schoolwork. This is the effect of their usage of slang words. They got used to talk like that when they communicate or even in their school works.
Ryan Lytle stated that, the way students communicate with one another through social media and text messaging is creeping into high school classrooms across the country.
Slang terms and text-speak such as IDK (I don’t know), SMH (shaking my head), and BTW (by the way) have become a common sight on student assignments, befuddling some high school teachers who are unsure how to fix this growing problem.
Terry Wood, a foreign language teacher at St. Mary’s Ryken High School in Leonardtown, Md., has seen a “dramatic decline” in the writing abilities of her students “due to Tweeting, Facebook, and texting.” “They do not capitalize words or use punctuation anymore,” Wood, a teacher with 10 years of in-class experience, says. “Even in E-mails to teachers or on writing assignments, any word longer than one syllable is now abbreviated to one.”
It affected the way students write academically. They don’t know proper capitalizations and punctuations. This will also affect their academic performance and the way they work due to Language Proficiency.
Abueg (2001) referred to the spoken language the standard analysis of the change of the language. Therefore, it is necessary to study the changes occurring in pronunciation, sentence structure, used lexicon, and other aspects of the non-reflective language in writing language. In the statement that it has attained the present study it may cause a lull in the market the variation of the Filipino language. According to Saussure (1915), “the use of language in a community is carried by the socio-geographical factor and the results will have a sub-group language. “In many ways, speech is a type of social identity and use, conscious or unconscious to identify the variety other social groups or different communities.
The use of slang words can be adapted to others and can become a natural way for them to communicate when they always hear and use this kind of language.
Robert D Galvan and Angelica Mae Villanueva Belo explained that, The Filipino language in modern times is constantly developing and changing. We also use different ways to make our speech or language easier. Some examples of expanding vocabulary are the use of the acronym or the use of letters that prescribe a word or stand out in place of a word, thereby replacing modern words used for the first time to make it easier to use and more good to say and hear.
The most common way in the world today is the use of slang words. it is the lowest level of language commonly used by some people in modern times.
Slang words are often used by her group of people just like “Gay Lingo” used by the women and “Jejemon” word formed in the text message that came from “cellphone”. In the last year 2015, a variety of words have emerged and became popular among many Filipinos. And many of these words come from the Internet, particularly on social media. These words are used to alter or hide the true meaning of the word so that only those who understand or understand what they say.
Main Question: Do Slang words affect the Language Proficiency Development of the Senior High School Students of the Holy Trinity Academy?
1.) In what ways Slang Words affect the Language Proficiency Development of the Senior High School Students of the Holy Trinity Academy?
2.) Is it positive or negative to the students if they use Slang Words in their way of communicating?
3.) Why do the Senior High School Students use Slang Words in their way of communicating, writing and etc?
Green: Local Issue Citations Violet: International Issue Citations Red: References
Review of Related Literature
This chapter presents a review of related literature both international and local. This also presents the different variables relative to the study.
Martin, Matthew M.; Weber, Keith; Burant, Patricia A. cited that, A study examined students’ perceptions of an instructor’s use of slang and verbal aggression in giving a presentation. The study used an experiment to investigate the relationship between these two variables and students’ perceptions of credibility, affect, and immediacy. Participants, 167 undergraduate communication students at a large midwestern university, attended a research session outside of class and listened to one of four audiotapes of a presentation. The instructor’s use of slang and verbal aggression were manipulated in 4 conditions: with verbal aggression only: (39 participants); with slang only (39); with both (45); and, a control condition, with neither (44). After listening to the lecture, participants completed a questionnaire. Results indicated that the instructor’s competence was higher in the control condition than in the verbally aggressive and the combination conditions. Participants also reported greater lecture affect for the slang condition over the verbally aggressive and combination conditions. The verbally aggressive condition was rated significantly lower than all three of the other conditions. Findings suggest that, overall, the conditions with verbal aggressiveness were perceived much more negatively than the conditions without verbal aggression. An area for further exploration is the effect of a teacher’s use of verbal aggression and slang on cognitive learning. (Contains 1 table of data and 35 references.) (Author/CR)