A survey of diversity in leading language acquisition journals revealed that only 2% of the 7,000... more A survey of diversity in leading language acquisition journals revealed that only 2% of the 7,000+ languages of the world are represented. With a long-term aim of empowering researchers everywhere to contribute to this literature, we organized the First Truly Global /L+/ International Summer/Winter School on Language Acquisition (/L+/). /L+/ was a free 5-day virtual school that facilitated the interchange of expertise among early career researchers about all levels of language development in monolingual and multilingual contexts. Our paper provides an overview of organizing /L+/, the measures we took to ensure inclusivity, and qualitative and quantitative analyses of attendees' experiences. We asked for volunteers through the LangVIEW consortium resulting in a diverse organization team from under-represented areas: Sub-Saharan Africa, South and Southeast Asia, and Central and South America. To promote inclusivity, we (1) employed asynchronous and synchronous elements across thre...
Children learning their native language make countless errors until they master the system. The s... more Children learning their native language make countless errors until they master the system. The same phenomenon can be observed with adults learning a second language or foreign language. As such, errors are inevitable during the process of language acquisition and learning. Researchers assert that errors are significant in the process of second language acquisition. For instance, Corder (1981) noted that learner’s errors are significant in that they provide to the researcher evidence on how language is learned or acquired and what strategies or procedures the learner is employing in the discovery of the language. This study deals with errors produced by Korean learners of the Filipino language. The Philippines is a multi-lingual country with more than 150 languages but there is a lingua franca which is spoken by the majority of the Filipinos, the Filipino language. Filipino, also the national language, is used in schools as one of the medium of instruction along with the English la...
Ang klaster o kambal-katinig ay isa sa mga fityur ng wikang Filipino. Nilalayon ng papel na ito n... more Ang klaster o kambal-katinig ay isa sa mga fityur ng wikang Filipino. Nilalayon ng papel na ito na mapunan ang ilang kakulangan sa pag-aaral tungkol sa klaster sa pamamagitan ng paglalahad kung paano nakapasok ang klaster sa ponolohiya ng pambansang wika at alamin ang naging epekto nito sa istruktura ng silabol ng wikang Filipino. Ayon sa mga datos na nakalap resulta ng pagtatapo ng mga wikang Tagalog, Espanyol at Ingles ang klaster o kambal katinig. Batay sa mga inilimbag na kontemporaryong aklat panggramar ng wikang Filipino, natuklasan na sa pagpasok at pagkilala ng klaster sa wikang Filipino, mula sa KP(K) na batayang istruktura ng silabol naging mas kumplikado ang istruktura nito sa (K)KP(K)(K)(K). Gamit naman ang mga uri ng silabol at Sonority Sequencing Generalization mula sa Ponolohiyang Heneratibo, nasuri at nabuo ang mga prinsipyo ng kombinasyon ng mga klaster.
Consonant cluster is one of the features of Filipino language. This paper aims to fill the gap in research about consonant cluster by investigating its historical development in the phonology of the national language and its effect on the syllable structure. Based on the data collected, cluster is a result of language contact between Tagalog, Spanish and English. The basic syllable structure of Filipino, which is CV(C), became more complicated and developed to (C)CV(C)(C)(C) when cluster entered the Filipino phonology. The principles of cluster combination were analyzed and constructed using the framework of Generative Phonology (syllable types and Sonority Sequencing Generalization).
The process of learning a second language becomes more complicated because a person needs to be m... more The process of learning a second language becomes more complicated because a person needs to be more conscious in acquiring and learning the second language. This study aims to describe and analyze the structure or cognitive grammar of interlanguage produced by Filipino heritage learners in intermediate level. This paper focuses on morpho-syntax and semantic component of the learners' interlanguage. The relationship of psycholinguistics and interlanguage is also discussed in the paper. According to the data gathered from the written essay of 15 heritage learners, the characteristics of interlanguage grammar is the omission of linker-ng-/-g, usage of linker na instead of-ng-/-g, usage of marker ng in replacement for ng and nang, usage or borrowing of nouns and verbs from English and misformation of verbs and phrases. This structure is brought about by the influence of the learners' first language (interlingual) and the complicated grammar of Filipino language (intralingual) and this also proves that the learners actively testing hypothesis as they learn the Filipino language.
Mas nagiging masalimuot ang proseso ng pag-aaral ng ikalawang wika dahil kailangan nang mas maging malay ng isang tao sa pagkatuto at pag-aaral niya ng ikalawang wika. Layunin ng pag-aaral na mailarawan at masuri ang estruktural o kognitibong gramar ng panggitnang wika o interlanguage na nabubuo ng mga mag-aaral na may lahing Pilipino sa pag-aaral ng wikang Filipino sa intermediate o panggitnang lebel. Nakafokus ang papel na ito sa morpo-sintaks at semantiks na komponent ng interlanguage ng mga mag-aaral. Tinalakay din sa pananaliksik ang ugnayan ng saykolinggwistiks at panggitnang wika. Batay sa mga datos na nakalap mula sa sulatin ng 15 mag-aaral na may lahing Pilipino, nailarawan na ang panggitnang wika o interlanguage nila ay may omisyon ng pang-angkop na -ng-/ -g, paggamit ng pang-angkop na na sa halip na -ng-/ -g, paggamit marker na ng para sa ng at nang, paggamit o panghihiram ng mga pangngalan at pandiwa mula sa Ingles at mispormasyon ng mga pandiwa at mga parirala. Ang ganitong estruktura ay dala ng epekto ng unang wika ng mga kalahok (interlingual) at maging ng kumplikadong gramar ng wikang Filipino (intralingual) at nagpapatunay na aktibong gumagawa ng mga haypotesis ang mga mag-aaral sa pag-aaral ng wikang Filipino.
Children learning their native language make countless errors until
they master the system. The s... more Children learning their native language make countless errors until they master the system. The same phenomenon can be observed with adults learning a second language or foreign language. As such, errors are inevitable during the process of language acquisition and learning. Researchers assert that errors are significant in the process of second language acquisition. For instance, Corder (1981) noted that learner’s errors are significant in that they provide to the researcher evidence on how language is learned or acquired and what strategies or procedures the learner is employing in the discovery of the language. This study deals with errors produced by Korean learners of the Filipino language. The Philippines is a multi-lingual country with more than 150 languages but there is a lingua franca which is spoken by the majority of the Filipinos, the Filipino language. Filipino, also the national language, is used in schools as one of the medium of instruction along with the English language. According to the Bureau of Immigration, in 2014 Korean students were the largest number of foreign students to apply for visa to pursue higher education in the Philippines. Most of the foreigners study in the Philippines partly because of the high proficiency of teachers in English and it being used as the medium of instruction. However, the curriculum of the schools in the Philippines includes Filipino-related subjects which all students should take. There is a minimum requirement of nine units of Filipino-taught subject in the tertiary education (the General Education Curriculum of Philippine Commission on Higher Education). Korean students are also required to get subjects taught in the Filipino language, or as a substitute, they should attend basic classes on the Filipino language. This is the main motivation of Korean students in studying the language. However, since most of them are staying in the country for a few years, they also realize the necessity of learning the Filipino language especially in communicating outside the university and in interacting with the locals.
Suvannabhumi: Multi-disciplinary Journal of Southeast Asian Studies, 2020
[ Abstract ] This paper introduces the different Southeast Asian Studies academic programs of thr... more [ Abstract ] This paper introduces the different Southeast Asian Studies academic programs of three universities in northeast Asia namely: Peking University (China); Tokyo University of Foreign Studies (Japan); and Busan University of Foreign Studies (Korea). This study mainly focuses on the Philippines as part of Southeast Asian studies program in the said universities. The researcher utilized archival work related to the Southeast Asian studies programs of each university. The study also examined the curriculum of the program, background of faculty, and motivations of students in studying Southeast Asian studies by conducting interviews and surveys. Strength, Weakness, Opportunities, Threats (SWOT) Analysis was employed by the researcher in analyzing the data from the different universities. Finally, in mapping out the teaching of Filipino language and Philippine-related subjects, this paper argued that Northeast Asian universities established a Southeast Asian Studies focused on Philippines because of various socioeconomic political factors, and not only because of the Filipino diaspora in the region.
A survey of diversity in leading language acquisition journals revealed that only 2% of the 7,000... more A survey of diversity in leading language acquisition journals revealed that only 2% of the 7,000+ languages of the world are represented. With a long-term aim of empowering researchers everywhere to contribute to this literature, we organized the First Truly Global /L+/ International Summer/Winter School on Language Acquisition (/L+/). /L+/ was a free 5-day virtual school that facilitated the interchange of expertise among early career researchers about all levels of language development in monolingual and multilingual contexts. Our paper provides an overview of organizing /L+/, the measures we took to ensure inclusivity, and qualitative and quantitative analyses of attendees' experiences. We asked for volunteers through the LangVIEW consortium resulting in a diverse organization team from under-represented areas: Sub-Saharan Africa, South and Southeast Asia, and Central and South America. To promote inclusivity, we (1) employed asynchronous and synchronous elements across thre...
Children learning their native language make countless errors until they master the system. The s... more Children learning their native language make countless errors until they master the system. The same phenomenon can be observed with adults learning a second language or foreign language. As such, errors are inevitable during the process of language acquisition and learning. Researchers assert that errors are significant in the process of second language acquisition. For instance, Corder (1981) noted that learner’s errors are significant in that they provide to the researcher evidence on how language is learned or acquired and what strategies or procedures the learner is employing in the discovery of the language. This study deals with errors produced by Korean learners of the Filipino language. The Philippines is a multi-lingual country with more than 150 languages but there is a lingua franca which is spoken by the majority of the Filipinos, the Filipino language. Filipino, also the national language, is used in schools as one of the medium of instruction along with the English la...
Ang klaster o kambal-katinig ay isa sa mga fityur ng wikang Filipino. Nilalayon ng papel na ito n... more Ang klaster o kambal-katinig ay isa sa mga fityur ng wikang Filipino. Nilalayon ng papel na ito na mapunan ang ilang kakulangan sa pag-aaral tungkol sa klaster sa pamamagitan ng paglalahad kung paano nakapasok ang klaster sa ponolohiya ng pambansang wika at alamin ang naging epekto nito sa istruktura ng silabol ng wikang Filipino. Ayon sa mga datos na nakalap resulta ng pagtatapo ng mga wikang Tagalog, Espanyol at Ingles ang klaster o kambal katinig. Batay sa mga inilimbag na kontemporaryong aklat panggramar ng wikang Filipino, natuklasan na sa pagpasok at pagkilala ng klaster sa wikang Filipino, mula sa KP(K) na batayang istruktura ng silabol naging mas kumplikado ang istruktura nito sa (K)KP(K)(K)(K). Gamit naman ang mga uri ng silabol at Sonority Sequencing Generalization mula sa Ponolohiyang Heneratibo, nasuri at nabuo ang mga prinsipyo ng kombinasyon ng mga klaster.
Consonant cluster is one of the features of Filipino language. This paper aims to fill the gap in research about consonant cluster by investigating its historical development in the phonology of the national language and its effect on the syllable structure. Based on the data collected, cluster is a result of language contact between Tagalog, Spanish and English. The basic syllable structure of Filipino, which is CV(C), became more complicated and developed to (C)CV(C)(C)(C) when cluster entered the Filipino phonology. The principles of cluster combination were analyzed and constructed using the framework of Generative Phonology (syllable types and Sonority Sequencing Generalization).
The process of learning a second language becomes more complicated because a person needs to be m... more The process of learning a second language becomes more complicated because a person needs to be more conscious in acquiring and learning the second language. This study aims to describe and analyze the structure or cognitive grammar of interlanguage produced by Filipino heritage learners in intermediate level. This paper focuses on morpho-syntax and semantic component of the learners' interlanguage. The relationship of psycholinguistics and interlanguage is also discussed in the paper. According to the data gathered from the written essay of 15 heritage learners, the characteristics of interlanguage grammar is the omission of linker-ng-/-g, usage of linker na instead of-ng-/-g, usage of marker ng in replacement for ng and nang, usage or borrowing of nouns and verbs from English and misformation of verbs and phrases. This structure is brought about by the influence of the learners' first language (interlingual) and the complicated grammar of Filipino language (intralingual) and this also proves that the learners actively testing hypothesis as they learn the Filipino language.
Mas nagiging masalimuot ang proseso ng pag-aaral ng ikalawang wika dahil kailangan nang mas maging malay ng isang tao sa pagkatuto at pag-aaral niya ng ikalawang wika. Layunin ng pag-aaral na mailarawan at masuri ang estruktural o kognitibong gramar ng panggitnang wika o interlanguage na nabubuo ng mga mag-aaral na may lahing Pilipino sa pag-aaral ng wikang Filipino sa intermediate o panggitnang lebel. Nakafokus ang papel na ito sa morpo-sintaks at semantiks na komponent ng interlanguage ng mga mag-aaral. Tinalakay din sa pananaliksik ang ugnayan ng saykolinggwistiks at panggitnang wika. Batay sa mga datos na nakalap mula sa sulatin ng 15 mag-aaral na may lahing Pilipino, nailarawan na ang panggitnang wika o interlanguage nila ay may omisyon ng pang-angkop na -ng-/ -g, paggamit ng pang-angkop na na sa halip na -ng-/ -g, paggamit marker na ng para sa ng at nang, paggamit o panghihiram ng mga pangngalan at pandiwa mula sa Ingles at mispormasyon ng mga pandiwa at mga parirala. Ang ganitong estruktura ay dala ng epekto ng unang wika ng mga kalahok (interlingual) at maging ng kumplikadong gramar ng wikang Filipino (intralingual) at nagpapatunay na aktibong gumagawa ng mga haypotesis ang mga mag-aaral sa pag-aaral ng wikang Filipino.
Children learning their native language make countless errors until
they master the system. The s... more Children learning their native language make countless errors until they master the system. The same phenomenon can be observed with adults learning a second language or foreign language. As such, errors are inevitable during the process of language acquisition and learning. Researchers assert that errors are significant in the process of second language acquisition. For instance, Corder (1981) noted that learner’s errors are significant in that they provide to the researcher evidence on how language is learned or acquired and what strategies or procedures the learner is employing in the discovery of the language. This study deals with errors produced by Korean learners of the Filipino language. The Philippines is a multi-lingual country with more than 150 languages but there is a lingua franca which is spoken by the majority of the Filipinos, the Filipino language. Filipino, also the national language, is used in schools as one of the medium of instruction along with the English language. According to the Bureau of Immigration, in 2014 Korean students were the largest number of foreign students to apply for visa to pursue higher education in the Philippines. Most of the foreigners study in the Philippines partly because of the high proficiency of teachers in English and it being used as the medium of instruction. However, the curriculum of the schools in the Philippines includes Filipino-related subjects which all students should take. There is a minimum requirement of nine units of Filipino-taught subject in the tertiary education (the General Education Curriculum of Philippine Commission on Higher Education). Korean students are also required to get subjects taught in the Filipino language, or as a substitute, they should attend basic classes on the Filipino language. This is the main motivation of Korean students in studying the language. However, since most of them are staying in the country for a few years, they also realize the necessity of learning the Filipino language especially in communicating outside the university and in interacting with the locals.
Suvannabhumi: Multi-disciplinary Journal of Southeast Asian Studies, 2020
[ Abstract ] This paper introduces the different Southeast Asian Studies academic programs of thr... more [ Abstract ] This paper introduces the different Southeast Asian Studies academic programs of three universities in northeast Asia namely: Peking University (China); Tokyo University of Foreign Studies (Japan); and Busan University of Foreign Studies (Korea). This study mainly focuses on the Philippines as part of Southeast Asian studies program in the said universities. The researcher utilized archival work related to the Southeast Asian studies programs of each university. The study also examined the curriculum of the program, background of faculty, and motivations of students in studying Southeast Asian studies by conducting interviews and surveys. Strength, Weakness, Opportunities, Threats (SWOT) Analysis was employed by the researcher in analyzing the data from the different universities. Finally, in mapping out the teaching of Filipino language and Philippine-related subjects, this paper argued that Northeast Asian universities established a Southeast Asian Studies focused on Philippines because of various socioeconomic political factors, and not only because of the Filipino diaspora in the region.
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Papers by Ronel Laranjo
na sa pagpasok at pagkilala ng klaster sa wikang Filipino, mula sa KP(K) na batayang istruktura ng silabol naging mas kumplikado ang istruktura nito sa (K)KP(K)(K)(K). Gamit naman ang mga uri ng silabol at Sonority Sequencing Generalization mula sa Ponolohiyang Heneratibo, nasuri at nabuo ang mga prinsipyo ng kombinasyon ng mga klaster.
Consonant cluster is one of the features of Filipino language. This paper aims to fill the gap in research about consonant cluster by investigating its historical development in the phonology of the national language and its effect on the syllable structure. Based on the data collected, cluster is a result of language contact between Tagalog, Spanish and English. The
basic syllable structure of Filipino, which is CV(C), became more complicated and developed to (C)CV(C)(C)(C) when cluster entered the Filipino phonology. The principles of cluster combination were analyzed and constructed using the framework of Generative Phonology (syllable types and Sonority Sequencing Generalization).
Mas nagiging masalimuot ang proseso ng pag-aaral ng ikalawang wika dahil kailangan nang mas maging malay ng isang tao sa pagkatuto at pag-aaral niya ng ikalawang wika. Layunin ng pag-aaral na mailarawan at masuri ang estruktural o kognitibong gramar ng panggitnang wika o interlanguage na nabubuo ng mga mag-aaral na may lahing Pilipino sa pag-aaral ng wikang Filipino sa intermediate o panggitnang lebel. Nakafokus ang papel na ito sa morpo-sintaks at semantiks na komponent ng interlanguage ng mga mag-aaral. Tinalakay din sa pananaliksik ang ugnayan ng saykolinggwistiks at panggitnang wika. Batay sa mga datos na nakalap mula sa sulatin ng 15 mag-aaral na may lahing Pilipino, nailarawan na ang panggitnang wika o interlanguage nila ay may omisyon ng pang-angkop na -ng-/ -g, paggamit ng pang-angkop na na sa halip na -ng-/ -g, paggamit marker na ng para sa ng at nang, paggamit o panghihiram ng mga pangngalan at pandiwa mula sa Ingles at mispormasyon ng mga pandiwa at mga parirala. Ang ganitong estruktura ay dala ng epekto ng unang wika ng mga kalahok (interlingual) at maging ng kumplikadong gramar ng wikang Filipino (intralingual) at nagpapatunay na aktibong gumagawa ng mga haypotesis ang mga mag-aaral sa pag-aaral ng wikang Filipino.
they master the system. The same phenomenon can be observed with
adults learning a second language or foreign language. As such, errors
are inevitable during the process of language acquisition and learning.
Researchers assert that errors are significant in the process of second
language acquisition. For instance, Corder (1981) noted that learner’s
errors are significant in that they provide to the researcher evidence
on how language is learned or acquired and what strategies or
procedures the learner is employing in the discovery of the language.
This study deals with errors produced by Korean learners of the
Filipino language. The Philippines is a multi-lingual country with
more than 150 languages but there is a lingua franca which is spoken
by the majority of the Filipinos, the Filipino language. Filipino, also
the national language, is used in schools as one of the medium of
instruction along with the English language. According to the Bureau
of Immigration, in 2014 Korean students were the largest number of
foreign students to apply for visa to pursue higher education in the
Philippines. Most of the foreigners study in the Philippines partly
because of the high proficiency of teachers in English and it being
used as the medium of instruction. However, the curriculum of the
schools in the Philippines includes Filipino-related subjects which all
students should take. There is a minimum requirement of nine units
of Filipino-taught subject in the tertiary education (the General
Education Curriculum of Philippine Commission on Higher
Education). Korean students are also required to get subjects taught
in the Filipino language, or as a substitute, they should attend basic
classes on the Filipino language. This is the main motivation of
Korean students in studying the language. However, since most of
them are staying in the country for a few years, they also realize the
necessity of learning the Filipino language especially in
communicating outside the university and in interacting with the
locals.
na sa pagpasok at pagkilala ng klaster sa wikang Filipino, mula sa KP(K) na batayang istruktura ng silabol naging mas kumplikado ang istruktura nito sa (K)KP(K)(K)(K). Gamit naman ang mga uri ng silabol at Sonority Sequencing Generalization mula sa Ponolohiyang Heneratibo, nasuri at nabuo ang mga prinsipyo ng kombinasyon ng mga klaster.
Consonant cluster is one of the features of Filipino language. This paper aims to fill the gap in research about consonant cluster by investigating its historical development in the phonology of the national language and its effect on the syllable structure. Based on the data collected, cluster is a result of language contact between Tagalog, Spanish and English. The
basic syllable structure of Filipino, which is CV(C), became more complicated and developed to (C)CV(C)(C)(C) when cluster entered the Filipino phonology. The principles of cluster combination were analyzed and constructed using the framework of Generative Phonology (syllable types and Sonority Sequencing Generalization).
Mas nagiging masalimuot ang proseso ng pag-aaral ng ikalawang wika dahil kailangan nang mas maging malay ng isang tao sa pagkatuto at pag-aaral niya ng ikalawang wika. Layunin ng pag-aaral na mailarawan at masuri ang estruktural o kognitibong gramar ng panggitnang wika o interlanguage na nabubuo ng mga mag-aaral na may lahing Pilipino sa pag-aaral ng wikang Filipino sa intermediate o panggitnang lebel. Nakafokus ang papel na ito sa morpo-sintaks at semantiks na komponent ng interlanguage ng mga mag-aaral. Tinalakay din sa pananaliksik ang ugnayan ng saykolinggwistiks at panggitnang wika. Batay sa mga datos na nakalap mula sa sulatin ng 15 mag-aaral na may lahing Pilipino, nailarawan na ang panggitnang wika o interlanguage nila ay may omisyon ng pang-angkop na -ng-/ -g, paggamit ng pang-angkop na na sa halip na -ng-/ -g, paggamit marker na ng para sa ng at nang, paggamit o panghihiram ng mga pangngalan at pandiwa mula sa Ingles at mispormasyon ng mga pandiwa at mga parirala. Ang ganitong estruktura ay dala ng epekto ng unang wika ng mga kalahok (interlingual) at maging ng kumplikadong gramar ng wikang Filipino (intralingual) at nagpapatunay na aktibong gumagawa ng mga haypotesis ang mga mag-aaral sa pag-aaral ng wikang Filipino.
they master the system. The same phenomenon can be observed with
adults learning a second language or foreign language. As such, errors
are inevitable during the process of language acquisition and learning.
Researchers assert that errors are significant in the process of second
language acquisition. For instance, Corder (1981) noted that learner’s
errors are significant in that they provide to the researcher evidence
on how language is learned or acquired and what strategies or
procedures the learner is employing in the discovery of the language.
This study deals with errors produced by Korean learners of the
Filipino language. The Philippines is a multi-lingual country with
more than 150 languages but there is a lingua franca which is spoken
by the majority of the Filipinos, the Filipino language. Filipino, also
the national language, is used in schools as one of the medium of
instruction along with the English language. According to the Bureau
of Immigration, in 2014 Korean students were the largest number of
foreign students to apply for visa to pursue higher education in the
Philippines. Most of the foreigners study in the Philippines partly
because of the high proficiency of teachers in English and it being
used as the medium of instruction. However, the curriculum of the
schools in the Philippines includes Filipino-related subjects which all
students should take. There is a minimum requirement of nine units
of Filipino-taught subject in the tertiary education (the General
Education Curriculum of Philippine Commission on Higher
Education). Korean students are also required to get subjects taught
in the Filipino language, or as a substitute, they should attend basic
classes on the Filipino language. This is the main motivation of
Korean students in studying the language. However, since most of
them are staying in the country for a few years, they also realize the
necessity of learning the Filipino language especially in
communicating outside the university and in interacting with the
locals.