Asian Journal of English Language Studies

24-51

Authors: Robin Atilano De Los Reyes

This paper examines the linguistic landscape of two main train stations in Metro Manila, Philippines. Using Ben-Rafael et al.’s (2006) notion of top-down and bottom-up signs and Scollon and Scollon’s (2003) concept of place semiotics, the paper seeks to determine the languages used, the ways these languages are used, and the possible explanations to the ways these languages are used in the 76 signs found in the two stations. The paper shows that English and Filipino languages are mainly used in the signs; however, between the two languages, English dominates as there are overwhelmingly more signs in English only than in Filipino only. In signs where both languages (English-Filipino) are used, English is found to be more preferred than Filipino. The preferential use of English is indicated by writing the English versions either in the center, on top, or on the left of the English-Filipino signs, having more English words than Filipino ones; and emphasizing English words either by highlighting, underlining, circling, or capitalizing in English-Filipino Codemixing signs. Given that the analyzed signs are found in the train stations, the paper concludes that English is used to exact two forms of “order”: one that makes readers “follow order” such as proper behaviors in train stations, and another that encourages readers to “make order” like buying of food in commercial establishments in the areas. The effectiveness of English in purporting these “orders” among Filipinos may be explained by the positive attitude of Filipinos toward Americans. The use of English has not only been associated with the “progressive” American ideals of “enlightenment,” “democracy,” and “self-governance” (Lorente, 2007, p. 90) but also with anything that is “good” for the Filipino people. Thus, the dominant use of English in the signs in the train stations supposes that passengers will obey these signs or “orders” as doing so is beneficial not only for the self but also for all.

76-102

Authors: Cynthia B. Correo

The study explores the Filipino, particularly Bikolano, participants’ management of their virtual conversation in an asynchronous online discussion forum, focusing on the deployment of politeness strategies. Anchored on Walther’s (1992) social information processing theory, the study uses Brown and Levinson’s (B&L) (1978, 1987) politeness theory as a theoretical lens. The five comment threads produced by 32 participants and used for data analysis were drawn from 166 comment threads posted from June to August 2012 in a Bikol-language social group site. Quantitative and qualitative analyses were utilized via frequency count and percentage and Sacks, Schegloff, and Jefferson’s (1974) conversational analysis (CA) model, respectively. Findings reveal that the Bikolano online interactants tended to blend positive and negative politeness strategies rather than deploy them in isolation. The study validates the applicability of B&L’s (1978, 1987) politeness theory in the Philippine context, affirming its universal elements while delineating certain linguistic and cultural nuances that make Filipino, specifically Bikol, politeness distinct by itself. In general, the computer-mediated interactions manifest the interlocutors’ flexibility to modality change and their successful deployment of politeness schemes to effectively manage their web-based communication. Implications for transnational education are also discussed as part of the conclusion.

118-143

Authors: Katherine Patrice B. Sibug

The process of reading would not effectively take place without the motivation to read and the utilization of proper strategies that would aid comprehension. This research aims to gain insights on how reading motivation and reading strategies affect reading comprehension. Data were gathered through the use of two survey questionnaires and a 20-item multiple-choice test administered to 208 secondary students whose age range from 11 to 13 years old. Data were dealt using Pearson’s correlation, regression, and analysis of variance (ANOVA). Interestingly, results show that there is a weak correlation between reading motivation and reading comprehension. Also, reading strategy is negatively correlated to reading comprehension. Among the categories of reading strategies, the most utilized are global and problem-solving strategies. Despite the weak correlation of reading motivation to reading comprehension, the majority of the respondents manifest a good self-concept as readers. With regard to reading strategies, students need to be made more aware of their use of varied reading strategies.