Professional Documents
Culture Documents
Acquisition
Solabo, Evelyn B.
De La Salle University-Dasmariñas
TABLE OF CONTENTS
Abstract …………………………………………………………………… 3
Introduction …………………………………………………………… 4
Background …………………………………………………………… 4
Methodology ………………………………………………………….... 10
REFERENCES …………………………………………………………… 19
APPENDICES …………………………………………………………… 25
B. Transcript …………………………………………………………… 27
ABSTRACT
That’s why a lot of inputs are necessary to achieve this. Inputs are important
signs will be presented as the input and use materials that are a little beyond the
learners. Data were collected through interviews and later on were transcribed.
As what this hypothesis suggests, if materials seen or heard by the child
are interesting enough, the child tries to imitate and speak the language. Until
such time that it makes sense to the child and thus, becoming a comprehensible
input. Therefore, this study will move away from the traditional belief that only
that it is not solely the academic institution that provides inputs that make sense
is recommended that further study exploring other media such as the internet
Research
Linguistic Landscape 4
CHAPTER I
INTRODUCTION
A. Background
images, texts and other language items displayed in a specific public space or
region (Landry & Bourhis, 1997 in Akindele, 2011; Gorter & Cenoz, 2008; Ben-
Rafael et al., 2006, p. 14). It is called landscape because, it is everything that you
see in a vast public area. According to Landry & Bourhis (1997) and Cenoz &
Gorter (2009, p.56), LL has informative functions. That is, it shows that a
it also functions as symbolic. It refers to the value and status of the languages as
languages. Landry and Bourhis were more successful to lead linguistic language
in the open when they started exploring the field (Chesnut & Schulte, 2013). This
new study of language exploration is used to explore how language is used and
how this affect groups of people in a public domain. Most of these studies were
conducted in an urban context because cities are more likely abundant with
different contexts. Gorter & Cenoz (2008) points out that these signs are
and explicates that it serves as emblem of societies (Shohamy, 2006 & Hult,
2009 in Akindele, 2011; Backhaus, 2007). While other involves it to social and
Linguistic Landscape 5
relationship with people (Malinowski, 2009). But most of all, the most important
pedagogy (Cenoz & Gorter, 2008; Rowland, 2012; Sayer, 2010; Thornbury, 2012
stretched to the academic field. One of which was Thornbury (2012 in Chesnut &
Schulte, 2013) who highly believes that this approach can be integrated in the
EFL instructor. In the context of EFL, linguistic landscape could play a crucial role
because it provides real-world opportunities which the EFL classes are lacking.
EFL students are bound to learn their target language explicitly through
information exchange that happens only in the classroom where they are
technology swifts up, literacy is not limited in the four corners of the classrooms
anymore. Cenoz and Gorter (2008, p. 277) considers that semiotic symbols,
sounds, and visuals are also important sources that supplement language input
to pictures and symbols, other signs include electronic flat-panels, LED neon
lights and interactive touch screens (Gorter, 2013). Because of English being a
language globally known as lingua franca (Liu, 2011), proponents and people
involved in this field, needed to expand their wings and revisit what was written in
books, what was elucidated by theories that there were more into it that needed
to be explored.
Linguistic Landscape 6
signs can be monolingual, in this case, in Filipino and can also be bilingual,
English and Filipino. In most cities like Makati and Manila, most signs found are
bilingual. That is because these places are center and subjects for businesses
hand, commercial ads can also be monolingual and bilingual. But since the target
audience of most local channels are native Filipinos, most commercial ads are
innovation, television has gone from local to global (Tuazon, 2015). Some
programs and commercials used the English language, especially the ones
shown internationally, but are still limited to some viewers. Different programs
and commercials for almost all kinds of viewers. From service programs, women
perspective of entertainment. But, of all the viewers, television has mostly a high
impact to children. It revealed that the TV programs, music, pop idols, and books
teenagers subscribe to are their sources of authority on right and wrong and what
is important. The study concluded that “media has truly become surrogate
Despite the many emerging studies about linguistic language, insufficient studies
of pedagogical literature has been published (Liu, 2011). In addition, most studies
found are only involved in visual analysis of public road signs, billboards and
signage. That is, scrutinizing digital photographed signs (Cenoz & Gorter, 2008,
p. 269; Akindele, 2011; Chesnut & Schulte, 2013 ). Cenoz and Gorter (2008)
suggests that apart from picture analysis, ethnographic research and interview
should also be explored. This way analysis is not solely from the author, but
Malinowski (in press), also suggests that interview will be more informative. Aside
from this, there is a growing study conducted in different countries such as Tokyo,
Japan (Backhaus, 2006), Thailand, (Huebner, 2006) and Taiwan (Curtin, 2009).
But the study on linguistic landscape in the Philippine context has not yet been
simply signs, suggesting sounds, images and graffiti are also important to the
linguistic landscape. This study will try to explore what has not yet been
unearthed in the area of commercial ads and how these ads become a source of
commercial signs and symbols. Specifically, this study seeks to answer the
target language?
2. How do television ads contribute to language acquisition?
Linguistic Landscape 8
C. Theoretical Support
This paper is anchored on the Input Hypothesis by Stephen Krashen, a
answer the specific questions, the researchers have drawn from Krashen’s Input
of Second Language Acquisition research, which derives from its earlier version,
the Monitor Model (Wu, 2010). In addition, this hypothesis which explicitly
input plays a crucial role in language acquisition (Krashen, 1985, p. 3-4). This
theory will ground the study that there is an internal processor that activates in a
child’s cognitive and not all inputs will make sense. Hence only comprehensible
inputs will be of use in the acquisition of the target language. It will also support
visuals and texts. Since Input Hypothesis attempts to explain how a second
language of signs will be presented as the input and use materials that are a little
beyond the learners or participants. Inputs must neither be too difficult nor too
easy (Wu, 2010). These materials should be interesting enough to get the child’s
Linguistic Landscape 9
attention. If materials seen or heard by the child is interesting enough, the child
tries to imitate and speak the language. Until such time that it makes sense to the
without the intension to do so. Though retention rate is low with this type of
and schools provide meaningful interaction and communication; and that it not
solely the academic institution that provides inputs that make sense for children.
Cenoz, J., & Gorter, D. (2008) emphasize that, “It is important to consider the
commercial ads and can increase the availability of comprehensive input to the
learners.
CHAPTER II
METHODOLOGY
A. Research Design
The study centers on linguistic landscape focusing on commercial ads. It
this study, qualitative techniques were used through interviews in order to gather
relevant data.
B. Participants and Sampling
Participants of the study were purposively chosen under a set of criteria. Since it
Table 1.
Participants Population
An interview protocol was initially prepared before data were collected. The
participants were selected through a set of criteria that would meet the needs of
the study. The participants who were to be interviewed are parents of children
D. Procedure
The permission of the participants were obtained before the actual interview.
ensured. Moreover, the time and date of the interview were set according to the
checked. The interview questions used were sub questions that would lead to the
Linguistic Landscape 11
specific research questions. After the questions were approved, interviews were
conducted. During the interview, several commercial ads were shown to the child
and determined which among the ads were interesting and familiar to him/her.
The interviews were audio-recorded. The responses of all the participants were
transcribed to filter the important concepts and significant statements from the
narrate their everyday observations. Since commercials were not shown when
these were conducted, only the information that were recalled were stated. The
E. Transcription
The audio-recorded interviews were transcribed as exactly as it was heard from
the participants. Hence, no codes were used. Fillers and unintelligible sounds
such as laughter and pauses were omitted in the transcription and parenthetical
F. Data Analysis
The transcription of the interview was thoroughly analyzed to extract significant
These significant statements brought about the theme of the study. The
transcription was individually done by the researchers after which was presented
back to the interviewees to confirm all the information given. The commercial ads
used in the interview were considered as private signs. According to Landry and
Bourhis (1997), “Private signs often display more linguistic diversity than
Linguistic Landscape 12
government signs”. That’s because they are less regulated compared with road
G. Inter-Coder Reliability
Transcript was checked by another individual with expertise in research for
validation. After which the themes were derived and were compared with those of
the researchers. By the way themes were explained and presented by the other
party, they therefore agree with the ones derived by the researchers. No further
CHAPTER III
D. Results
This section of the paper presents the theme derived from the transcript.
Specifically, it highlights
1. How Linguistic Landscape promote literacy development in the target
language.
2. How television ads contribute to language acquisition.
language
Linguistic Landscape 13
the most obvious markets of the process of globalization". This process makes
children more exposed to English that allow them to easily understand and
strategies to create commercial ads more appealing to the target audience. They
incorporate aesthetic features that have strong visual effects and logos that get
the target audience’ attention and establish rapport with them in a successful
way. Another thing about commercial ads is the visual presentation as well as the
audio can be repeated many times on television. If the materials seen or heard
by the child is interesting enough, the child tries to imitate and speak the
language until such time that it makes sense to the child and thus, becoming a
by the researchers was the children on a milk commercial used the word
The participant observed the facial expressions of children drinking milk and
somehow was able to integrate his own experience (as prior knowledge) drinking
a glass of milk. This word was reiterated twice in the commercial that made the
child repeated the word. As he mentioned the word he approached his mom that
Linguistic Landscape 14
milk is delicious and the affirmation was given by the mother that milk is really
delicious. When the confirmation was received he mentioned it for the second
time and that word makes sense to him. The child maybe in his mind has the
meaning of how he feels when he drinks milk but he does not exactly know what
word can express that feeling so when he heard the word that could explicitly
define his meaning he got satisfied and learned new word. The repetitive words
and actions of the children in the commercial ads also increased the
one of the researchers interviewed three adults. It was very obvious that they
didn’t know the word amputation. But when they saw the informative commercial
ad, they were able to decipher what exactly the meaning of the word. In the
cigarette for many years. Nonetheless, this information was not included in the
researchers just wanted to mention this to amplify the learning they could get
Since children are the participants of this research study, the researchers
used commercial ads that were appropriate for them. Another example of this is
the commercial about a particular vitamin for children. The ad used special
effects to protect the child from sickness together with the message it conveyed.
The child lifted his arms and became fully armored after drinking vitamins. The
audio-visual effects also add to the interest of subject that let him enjoy the TV
Linguistic Landscape 15
ad. He was not able to show a clear manifestation of acquiring new words but he
just imitated the child in the commercial. The reason is that the child was just
mumbling and only the mother could understand his way of communicating.
From the given scenarios the researchers believe that TV commercial ads
promote literacy development to the target audience since these can create
With the use of commercial ads as one of the forms of linguistic landscape, it
visual and uses several languages that are symbolic and have informative
(2003:365) says, there are several factors that an input can be retained. One of
average hours that children spend in watching television is about 2-3 hours a
day. These children watch television almost every day exposing them to the
stimulus repeatedly.
This result highlights the supposition of Chomsky that children have the
ability to learn any language which is called the “language acquisition device” or
LAD. All children, regardless of their intellectual ability, become fluent in their
Linguistic Landscape 16
native language within five or six years. Moreover, Krashen (1985 in Kavanagh
2006) suggests that when the language learner is in a rich language environment
"the language 'mental organ' will function just as automatically as any other
organ". In this respect acquisition will happen whether you like it or not, while
to the theme. This section will further explain how children, based on the results
follow:
1. Commercials with songs and dances
Since television ads are rich in spoken discourse and are shown repetitively,
children who are regularly watching tend to learn at least a word or two. In the
interview were done with just the mother alone. Since the study deals with kids
as young as 3 years old, the parents were asked to answer through their
researchers. The results of the study showed that all participants who are
between 2 to 5 years and are regularly watching television at home are able to
acquire new words both in first and second language. An interviewee admitted, “It
When asked about the type of commercial most appealing to the kids, all
participants have the same answer. According to them, words are easier to
remember and be acquired from commercials that use songs and dances,
“catchy music and repetitive words”, (Appendix B, Line 53, 102, 132, 148). One
seemed to have full armor after drinking his vitamins. His mom mentioned that he
really likes to dance. Another one even throbbed the table just to meet the
beating of the music used in the commercial ads. That inclination really made
commercials is that when they see other children endorsing them (Appendix B,
Line 52 & 134). A combination of kids in the commercial plus music playing
The researcher showed three commercial ads about a fast food chain, milk
product, and vitamins for kids. When the researcher played the commercial ads,
the child displayed a remarkable interest because of the music used in the
commercial ads. The sound is upbeat that caught his interest. The parent just
tried to stop him from manipulating the device used for showing the commercial
ads, maybe because of his excitement. One of the commercial ads demonstrated
its product through getting the impressions of children from drinking milk. The
the commercial was played, the subject repeated the word “delicious”, and said
to his mommy, “Mommy, milk, delicious”. This revealed that he could imitate
some words he could hear with clear and correct pronunciation. With this, his
Another important point from two interviewees was that their kids are more into
watching YouTube videos (Appendix B, Lines 45, 189-192 & 226). With YouTube
videos, they can play and replay as many times as they wish to. Those who
watch longer in YouTube learn more than watching television (Appendix B, Line
224-227).
E. Discussion
This study shows that the graphics and texts provided by commercial ads
pioneer researchers of the study. It is comprise not only with displayed graphics
and print, but also heard and spoken text like audio-visual representation
Linguistic Landscape are diverse and interesting for children (Li, 2015), learning
a word or two is not impossible. With the help of technological advances, LL has
been upgraded as well. Various techniques are being used to highlight images
and texts in commercials. One of which is the use of animation in the commercial
of a vitamin product, which easily attracts young audience. Unlike public ads on
billboards or still pictures of ad, commercial ads greatly vary in the presentation
aesthetics.
Huebner (in press) in Cenoz & Gorter (2008) states that, “Television
commercials and other forms of advertising can also be good sources of input”.
The results have shown that television ads give comprehensible input to children.
target audience. In the case of the television ads used in this study, they used
Linguistic Landscape 19
songs, dances and children in the ad to capture the attention of children. Cenoz
& Gorter (2008) emphasize that visuals and sounds serve as important sources
used in various commercials like the ones used in the study, it is very easy to
make repetition of words which children can easily follow or imitate. The
repetition of songs and sometimes with actions seen on television ads was found
household such as “milk” and “diaper”; with this, words were easily retained in
the child’s memory. Whenever these products are shown on television, the child
easily recalls the words emphasized. On the other hand, other studies like that of
sometimes even with just a title and a picture (Hewitt-Bradshaw, 2014). In the
context of this study, non-verbal cues were not explored. Since the participants
were children, researchers made sure that the commercial ads were age-
appropriate. Ads shown by the researchers mostly use spoken and written texts
instead. Perhaps some non-verbal such as the facial expression and body
Cenoz & Gorter, 2008). Since the participants are always exposed to
the same commercials every time. The television ads are shown randomly every
day. Thus, making the acquisition of words incidental. There is no assurance that
a new English word will be learned today or tomorrow, since ads use both
Bradshaw, 2014; Seals, 2010) which talked about the context of LL in the use of
vernacular versus the use of English. Picture analysis was done while the data
collected in this study came from interviews. Just like this study that we have
are still and can’t be controlled; anyone who passes by can see these signs
(Finzel, 2012). During a real time commercial, the media has still the discretion to
choose the appropriate LL for that particular time. Based on the interview, most
children watch television with supervision from late afternoon to early evening.
Other media tools like internet are also considered resources of other
textual production and re-production (Hewitt-Bradshaw, 2014). This has been not
explored much in the study, but came out as a subtheme that can be explored in
F. Conclusion
Linguistic Landscape 21
exploration to different media, age group, gender, race, country, etc. This study
has explored the possibility that commercial ads can be an input in the SL
acquisition of young learners. Thus, this study shows that children are able to
learn and acquire new vocabulary vis-à-vis television ads mostly those of which
that use songs and dances. Catchy music and dance movements get the
attention of young children. In addition, when children see other children in the
input to them as well. And since commercials now use powerful tools to get hold
with clear and audible spoken words, especially when commercials highlight their
branding gives more chance for children to imitate words when heard. As
access, specifically the contents in YouTube. The parents assured that while their
kids watch, they maximize supervision and ensure the safety in browsing.
G. Recommendation
In the expanding study of Linguistic Landscape, there are still more areas
that are yet to unravel. It is recommended that future studies explore different
media such as symbols and signage being used over the internet. And as
videos can be another side of the story. Future study may also deal with only
Linguistic Landscape 22
children as participants during interview while parents will just sit with them and
guide them. Although this could be a challenge because some children are not
the responses directly from the children. Perhaps the age group can be higher
REFERENCES
language commodification.
Cenoz, J., & Gorter, D. (2008). The linguistic landscape as an additional source
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Chesnut, M., & Schulte, J. (2013). English Interpretation and Translation, Hankuk
Ellis, N.C., (2008b). Implicit and explicit knowledge about language. In Cenoz, J.,
http://doi.org/10.1017/S0267190513000020
Gorter, D., & Cenoz, J. (2006). Further possibilities for linguistic landscape
Gorter, D., & Cenoz, J. (2007). Knowledge about language and linguistic
http://link.springer.com/referenceworkentry/10.1007/978-0-387-30424-3_160
Phenomena, 241–248.
Krashen, S. D. (1985). The Input Hypothesis. The Input Hypothesis: Issues and
http://www.uio.no/studier/emner/hf/iln/LING4140/h08/The Input
Hypothesis.pdf
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Central and Heartland Singapore By Neo Wanting Samantha Soon Sze Min.
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Shohamy, E., Ben-Rafael,. & Bami, M. (eds) (2010) Linguistic Landscape in the
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Linguistic Landscape 27
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Appendices
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Appendix A
INTERVIEW PROTOCOL
(INDIVIDUAL AND GROUP INTERVIEW)
INTERVIEW QUESTIONS:
First Question: How long does she usually watch (or allowed to watch) t.v? Which among
these advertisements (researcher will give choices in a form of video and participants will
choose) do you & and your child often see on television (assuming that your child watch
supervised)?
Second Question: In your opinion, which among these ads is the most informative and why?
Third Question: What kind of language was used in the ad? (There will be choices and
description of each type of language such as Jargon, Colloquial, Vernacular, etc.) is it catchy?
In what way?
Fourth Question: Going back to the videos, which advertisement/s give/s you the strongest
impression? Why?
Fifth Question: Do these kinds of advertisement help your child in any way aside from
product information, like in terms of vocabulary? Are there unique words/phrases that these
ads introduce in your child’s vocabulary?
End: Thank you for participating in the interview. I assure you that your responses shall be
dealt with utmost confidentiality.
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Appendix C
Significant Statements
Interviewee A
She mostly remembers if there are kids and songs in the commercial.
Then she also remembers the things that are used at home.
She also learns by watching youtube videos for kids.
Interviewee B
Most commercials where they acquire words are the ones with kids in it.
They are attracted to commercials with songs and dance.
She remembers what she hears like mama, papa, tito and tita.
Interviewee D
Appendix D
Table 1.
Significant Statement
Frequency