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Prototype Module for EDU10

SpEng1
(Introduction to Linguistics)
Module for BSE English 1

Module Title: Morphology

I. INTRODUCTION:

Words are an important part of linguistic knowledge and constitute a component of our
mental grammars, but one can learn thousands of words
in a language and still not know the language. Anyone
who has tried to communicate in a foreign country by
merely using a dictionary knows this is true. On the other
hand, without words we would be unable to convey our
thoughts through language or understand the thoughts of
others (Fromkin, 2012).In this module, you will explore
various concepts related to the next discipline under linguistics which is morphology.

In this module, you are expected to:

a. define morphology as a discipline;
b. differentiate the types of morpheme in the English language;
c. cite word examples of various word formation processes; and
d. synthesize the implication of teaching morphology in language classes based on the
research articles presented.

II. PRE- DISCUSSION ACTIVITY:

Read the excerpt given below then share your own observation.

“They gave it me,” Humpty Dumpty continued,

“for an un-birthday present.”
“I beg your pardon?” Alice said with a puzzled air.
“I’m not offended,” said Humpty Dumpty.
“I mean, what is an un-birthday present?”
“A present given when it isn’t your birthday, of course.”
LEWIS CARROLL, Through the Looking-Glass, 1871

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III. DISCUSSION:
A. MORPHOLOGY:

✔ It is the study of word formation.

✔ The word morphology itself comes from the Greek word morphe which means ‘form.’

OBSERVE THE FOLLOWING SENTENCES:

1. The word boldest can be divided into two parts; bold cannot.

● Observation 1 illustrates the fact that words are made up of meaningful units called morphemes.

2. The word boy has a meaning in and of itself, the word at does not.

● Observation 2 illustrates that some morphemes have meaning in and of themselves called lexical
morphemes; others do not have which are called grammatical morphemes.

3. The form serve can stand alone as a word; the form pre- as in preserve cannot.

● Observation 3 illustrates the fact that some morphemes can stand alone as words, which are
called as free morphemes. Others, such as, bound morphemes cannot.

4. There is a word friendliest; but there is no such word as friendestly.

● Observation 4 can be used to argue that morphemes can be divided into two types: inflectional
and derivational morphemes.

B. MORPHEMES:

✔ It can be loosely defined as a minimal unit having more or less constant meaning

associated with more or less constant form.

✔ For example, the word buyers is made up of three morphemes and each of these

morphemes has a unique meaning. The word buyers means ‘more than one person
who buys things.’

● {buy} + {er} + {s} are morphemes because each one can occur with other morphemes without changing
its core meaning.
{buy} occurs in buying and buys

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{er} occurs in farmer, driver, mover, etc.

{s} occurs in boys, girls, and dogs
C. BASE, STEM, and ROOTS:

D. POINTS TO NOTE ABOUT MORPHEMES:

Point 1: Morphemes are distinct from syllables.
Point 2: Identical spellings do not necessarily indicate identical morphemes.
{er} in buyer and shorter

● {er} in buyer means ‘someone who’ and is always attached to a noun. This is what
we call agentive morpheme since it indicates one who performs an action.
● {er} in shorter means to ‘a greater degree than’ and this morpheme is always
attached to an adjective. This is what we call comparative morpheme since it shows
the comparative degree of an adjective.

Point 3: The definition of a morpheme as a minimal unit with more or less constant
meaning associated with more or less constant form should be taken as a
general rule rather than a hard and fast criterion.
boys and girls
man and men

● The morpheme {s} is attached to boy and girl to indicate a plural form. But this
transformation can not be seen in man to men. Can we say that the second example
has nothing in common with the first example. Probably not. The meaning
relationship between boys and girls and man and men are identical even though the
form or spelling relationship between the two pairs are not the same. Thus went can
be represented morphologically as {go} + {PAST} just as walked into {walk} +
{PAST}.

Point 4: The goal of morphological analysis is to determine the rules that speakers
actually follow for forming words in a particular language.

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● The word is derived from {Hamburg} = ‘a city in Germany’ + {er} = ‘originating from’
Nowadays, speakers analyze hamburger as something like {ham}= ‘ham’ + {burger}
= ‘a hot patty served on a round bun.’{burger} can be combined with virtually any
substance that could conceivable be eaten.

Task 1: COUNT THE MORPHEMES!

State the number of morphemes in each of the following words:
a. actor ___
b. winter ___
c. gentlemanliness ___
d. aspirin ___
e. desirability ___

E. LEXICAL AND GRAMMATICAL MORPHEMES:

1. Lexical morphemes have a sense (meaning) in and of themselves. Nouns, verbs, and
adjectives are typical lexical morphemes.
2. Grammatical morphemes are those bits of linguistic sound which mark the
grammatical categories of language (tense, number, gender, aspect), each of which
has one or more functions. Prepositions, articles, and conjunctions are typical of
grammatical morphemes.

Task 2: WORD DIVISION:

Divide the following words into morphemes. For each morpheme, state whether it is
lexical or grammatical.
a. restating _____________________________________________________
b. strongest _____________________________________________________
c. disentangled _____________________________________________________

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F. CONTENT AND FUNCTION WORDS:

1. Nouns, verbs, adjectives, and adverbs are the content words.

● Content words denote concepts such as objects, actions, attributes, and ideas that we can
think about like children, build, beautiful, and seldom. Content words are sometimes called
the open class words because we can and regularly do add new words to these classes.

2. Function words specify grammatical relations and have little or no semantic content.

● Function words do not have clear lexical meanings or obvious concepts associated with
them, including conjunctions such as and, or, and but; prepositions such as in and of; the

● articles the and a/an, and pronouns such as it. These words are also called closed class
words. This is because it is difficult to think of any conjunctions, prepositions, or pronouns
that have recently entered the language.

Filipino words that have entered the English language

HOW MANY F’s ARE THERE?

Count the number of F’s in the following text without reading further.
FINISHED FILES ARE THE RESULT OF YEARS
OF SCIENTIFIC STUDY COMBINED WITH THE
EXPERIENCE OF YEARS.

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● A great deal of psychological and neurological evidence supports this claim. Some brain-damaged
patients and people with specific language impairments have greater difficulty in using,
understanding, or reading function words than they do with content words. Some aphasics are
unable to read function words like in or which, but can read the lexical content words inn and witch.

G. FREE AND BOUND MORPHEMES:

1. Free morphemes are those that can stand alone as words. They may be lexical or
grammatical.
2. Bound morphemes cannot stand alone as words. Likewise, they may be lexical or
grammatical.
H. INFLECTIONAL AND DERIVATIONAL MORPHEMES:

✔ Affixes can be subdivided into prefixes and suffixes depending upon whether they are

attached to the beginning of a lexical morpheme, as in depress, or to the end of a

lexical morpheme, as in helpful.

✔ The plural morpheme in English generally appears as a suffix, never a prefix.

a. English has inflectional affixes, along with a type of root (i.e., lexical morpheme)
that each one attaches to.
1. {PLU}: All plural nouns in English can be represented morphologically as a root +
{PLU}, regardless of how the plural morpheme is spelled or pronounced.
boys = {boy} + {PLU}
women = {woman} + {PLU}
sheep = {sheep} + {PLU}
2. {POSS}: All possessive nouns in English can be represented morphologically as a root
+ {POSS}. For example:
girl’s = {girl} + {POSS}
3. {COMP} and {SUP}: All comparative and superlative adjectives in English can be
represented morphologically as a root + {COMP} or {SUP}. For example:
happier = {happy} + {COMP}
happiest = {happy} + {SUP}
better = {good} + {COMP}

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best = {good} + {SUP}

4. {PRES}: All present tense verbs in English can be represented morphologically as a
root + {PRES}. For example:
loves = {love} + {PRES}
(as in John loves Mary.}

● Note, however, that the only time this affix is spelled out is when there is a third person singular
subject (i.e., he, she, and it). For example:

love = {love} + {PRES}

(as in John and Mary love each other.}
5. {PAST}: All past tense verbs in English can be represented morphologically as a root +
{PAST}. For example:
walked = {walk} + {PAST}
(as in Ariel walked on hot coals.}

● All past tense verbs in English can be represented morphologically as a root + {PAST}. For example:

drove = {drive} + {PAST}

(as in He drove the businessman to his hotel.}

● Note, moreover, that in English, the first and only the first verb form in a simple sentence is inflected
for tense. For example:
think = {think} + {PRES}
(as in I think….}
have = {have} + {PRES}
(as in I have thought….}
am = {be} + {PRES}
(as in I am thinking….}

6. {PAST PART}: All past participles in English can be represented morphologically as a

root + {PAST PART}. For example:
driven = {drive} + {PAST PART}
gone = {go} + {PAST PART}

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7. {PRES PART}: All present participles in English can be represented morphologically

as a root + {PRES PART}. For example:
drinking = {drink} + {PRES PART}
going = {go} + {PRES PART}

b. A derivational affix is an affix by means of which one word is formed (derived) from
another. The derived word is often of a different word class from the original.

Task 3: DETECT THE FOREIGN AFFIXES!

Decipher the affixes that are asked in each set of rules. Use the linguistic data as your
guide.
A morpheme that is a prefix in one language may be a suffix in another and vice versa.

❖ In English the plural morphemes {s} and {es} are suffixes (boys, girls, countries, etc.). In

Isthmus Zapotec, spoken in Mexico, the plural morpheme _____ is a prefix:

zigi ‘chin’ kazigi ‘chins’
zike ‘shoulder’ kazike ‘shoulders’
diaga ‘ear’ kadiaga ‘ears’

❖ To express reciprocal action in English we use the phrase each other, as in understand

each other, love each other. In Turkish, the morpheme ____ is added to the verb:
anla ‘understand’ anlash ‘understand each other’
sev ‘love’ sevish ‘love each other’

❖ In Piro, an Arawakan language spoken in Peru, a single morpheme, _______, can be

added to a verb to express the meaning cause to:

cokoruha ‘to harpoon’ cokoruhakaka ‘cause to harpoon’
salwa ‘to visit’ salwakaka ‘cause to visit’

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❖ In Karuk, a Native American language spoken in the Pacific Northwest, adding -______

to a noun forms the locative adverbial meaning in.

ikrivaam ‘house’
ikrivaamak ‘in a house’

INFIX:

❖ Some languages also have infixes, morphemes that are inserted into other

morphemes. Bontoc, spoken in the Philippines, is such a language, as illustrated by the

following:
Nouns/ Adjectives Verbs
fikas ‘strong’ fumikas ‘to be strong’
kilad ‘red’ kumilad ‘to be red’
fusul ‘enemy’ fumusul ‘to be an enemy’
pusi ‘poor’ pumusi ‘to be poor’
In this language, the infix _______ is inserted after the first consonant of the noun or adjective.

CIRCUMFIX:
Some languages have circumfixes, morphemes that are attached to a base morpheme both
initially and finally. These are sometimes called discontinuous morphemes.

❖ In Chickasaw, a Muskogean language spoken in Oklahoma, the following examples

are observed:
Affirmative Negative
chokma ‘he is good’ ik + chokm + o ‘he isn’t good’
lakna ‘it is yellow’ ik + lakn + o ‘it isn’t yellow’
palli ‘it is hot’ ik + pall + o ‘it isn’t hot’
tiwwi ‘he opens (it)’ ik + tiww + o ‘he doesn’t open (it)’

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❖ The negative is formed by surrounding the affirmative form with both a preceding _____

and a following _____ working together as a single negative morpheme. The final
vowel of the affirmative is dropped before the negative part {o} is added.

I. WORD FORMATION PROCESSES:

a. COMPOUNDING: This is formed through the combination of two or more (usually free)
roots to form a new word.

● For example, the word blackboard, heartfelt, brother-in-law are compound words; they are made
up of the roots (at the same time words themselves) black and board, heart and felt, brother, in
and law, respectively.

Compound words can be written in three different ways:

1. Open, i.e., with a space between the parts of the compound; e.g., toy store, diving
board, flower pot.
2. Hyphenated, i.e., with a hyphen (-) separating the elements of the compound; e.g.,
flower-pot, air-brake, she-pony.
3. Solid, e.g., without a space or hyphen between the component elements of the
compound; e.g., flowerpot, washrooms, pickpocket.

Is this word formed through compounding?

b. SYMBOLISM: It is also called morpheme internal change and is formed by altering the
internal phonemic structure of a morpheme to indicate grammatical functions. For
example:
man- men, woman- women, mouse-mice, louse-lice, etc.

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c. REDUPLICATION: It is formed through the repetition of all or of part of a root or stem to

form new words.

● If the entire root or stem is repeated, the process is called complete (or total) reduplication,
and the new word is considered as a repetitive compound.
● Total reduplication is fairly frequent in Indonesian, Tojolabal (Mexico), Hausa (Sudan), and
Hawaiian.
● In Indonesian, total reduplication is used to form the plural of nouns, as in rumah ‘house’,
rumahrumah ‘houses’; ibu ‘mother’ ibuibu ‘mothers’; lalat ‘fly’, lalatlalat ‘flies’.
● In Hawaiian, holo means 'run', holoholo 'go for a walk or ride'; lau means 'leaf', laulau 'leaf food
package'.
● In English, partial reduplication is a little bit more common than total reduplication. As an
example of total reduplication, they give bye-bye, goodygoody (‘a self-consciously virtuous
person’).
● As to partial reduplication, they say that the constituents of the reduplicatives may differ in the
initial consonants, as in walkie-talkie, or in the medial vowels, e.g., criss-cross.

FUNCTIONS OF REDUPLICATION:
1. To imitate sounds, e.g., rat-a-tat (knocking on door), tick-tack (of a clock), ha-ha (of
laughter), bow-wow (of dog).
2. To suggest alternating movements, e.g., see saw, flip-flop, ping-pong.
3. To disparage by suggesting instability, nonsense, insincerity, vacillation, etc., e.g.,
higgledy-piggledy, hocus-pocus, wishy-washy, dilly-dally, shilly-shally, willy-nilly.

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4. To intensify, e.g., teeny-weeny, tip-top.

REDUPLICATION IN ILOCANO:
Basic Form Reduplicated Form
bulong (leaf) bulbulong (leaves)
sao (word) sasao (words)
ubing, noun, meaning ‘child’ ub-ubing, noun, meaning ‘children’
ubing-ubing, adjective, meaning ‘childish’

d. CLIPPING or TRUNCATIONS: It is the processes whereby new words are formed by

shortening other words; i.e., by eliminating the initial part, the last part, or both parts, of
those words.

● For example, phone from (tele)phone, plane from (air)plane, ad (advert (BrE)) from

ad(vertisement), exam from exam(ination), flu from (in)flu(enza), fridge (esp. BrE) from
refrigerator.

● Clipped forms generally show a certain tone of informality, which is often reflected in their

spellings; e.g., showbiz for showbusiness, 'cause ('cuz or cos) for because, praps for
perhaps.

● In some cases the spelling is adapted to suit the pronunciation of the original word, as in

mike for microphone, Mike for Michael, nark for narcotics, bike for bicycle.

The three types of clipping are:

1. Back clipping is removing the end of a word as in gas from gasoline.
2. Fore-clipping is removing the beginning of a word as in gator from alligator or phone
from telephone.
3. Middle clipping is retaining only the middle of a word as in flu from influenza.

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Is the word, fotobam, clipped?

The examples below are Ilkonano words that tend to be truncated by speakers when
used on Facebook (Leonin, 2016):
Spelling as Reflected on Standard Spelling
Facebook Discourse
Atoy daytoy
Bag imbag
Garaw igaraw
Garud ngarud
Gimasen nagimasen
Guray aguray
imbag man naimbag man
Musta kumusta
Payso agpayso
pintas! nagpintas
Sardeng agsardeng
Talon taltalon

It is noticeably clear that the words taken from the discourse of Ilokano speakers on

Facebook are shortened but the class category of the word is not changed. Specifically, the

words above are all under apheresis or fore-clipping.

e. BLENDING: It is the process whereby new words are formed by combining parts of two
words, usually the beginning of one word and the end of another word. The following is a
partial list of other common blends:
breathalyz electrocute (electro + execute)
er (breath + multiversity (multiple + university)
analyzer) paratroops (parachute + troops)

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What Filipino words were combined to produce the new word above?

f. BORROWING: It is the process whereby new words are formed by adopting words from
other languages together with the concepts or ideas they stand for.

NAME THE ORIGIN:

Identify the language origin of each set of words.

Below are examples of Ilokano phrases/ sentences with embedded loan words as
reflected on Ilokano speakers’ interaction on Facebook (Leonin, 2016):
Word Meaning in Context Word Meaning in Context
agtamtampo showing resentment or makimeeting to attend a meeting
grievance
paboritok my favorite Itxt to text a message
nagsarapen That/ It is delicious agselfie to take selfie
nagbaksyon nak I had a vacation ipaduplicate to have something
duplicated
tay gusgustok … the one I really like most weldingan to join pieces of metal
together
eburger nak You treat me a burger nacutetan was affected by
someone's cuteness
nakaduty He is on duty nagemote to be emotional
agburger to eat some burger sinabim you said

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mamisdaka We will miss you inrampak I sashayed (my dress)

nagnational He wen on to national level itry to try
agpenalty to pay due to some violations ishare to share
sponsoran to be a sponsor of ilike to like a status update,
video, or picture as
shown/ uploaded in
Facebook

Based on the words presented above, the loan words are joined based on the following

patterns:

1. ag + noun, e.g. agtamtampo, agburger, agselfie, agpenalty

2. i + verb, e.g. itext, itry, ishare, ilike

3. verb + affix, e.g. sponsoran, weldingan, sinabim

4. noun + pronoun, e.g. paboritok, gustok

5. affix + noun/ verb, e.g. nakaduty, nagnational, makaupload, ipaduplicate, nagemote,

6. affix + noun/ verb + pronoun, e. g. nagbakasyonak, eburgernak, inrampak,

mamisdaka

g. EPONYMY: It is the process by which a number of words for places, inventions, activities,
etc. have been derived from (or based on) the proper names of persons somehow
connected with such places, inventions, activities, etc. for example:
Washington, D. C. has been named for George Washington
District of Columbia for Christopher Columbus
kaiser and tsar for Julius Caesar
ohm for George Simon Ohm
watt after James Watt
sandwich after the 4th Earl of Sandwich
denim for de Nimes (France)
J. PUNS

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A pun or paronomasia is a play on words that produces a humorous effect by using a word
that suggests two or more meanings, or by exploiting similar sounding words that have
different meanings.

What are the functions of puns such as those presented above?

IV. ASSESSMENT: Read the following research excerpts and synthesize

their implications in the teaching of morphology in language classes.
The holistic scoring rubric for extended response type of essays is
presented in our course syllabus under module 0 in Canvas.

IMPACT OF SOCIETAL FORCES TO MORPHOLOGY: Two Key Issues

1. Does technology help us spell words correctly?

● In the Internet, “people invent new words and even dialects in textual interaction.

Among the novel words that have entered our lexicon are spam, flaming, and
blogging” (Baym 2010, 62).

● David Crystal (2011), in his book, Internet Linguistics, lists down several factors that

promote the use of nonstandard spelling, capitalization, or punctuation.

● “The writers might be ignorant of the standard usage. They might know it but be

bothered to use it. They might be bothered, but do not have keyboard skills up to the

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task of typing it correctly. They might think they have typed it correctly, when
actually they have not, and failed to read their message through before sending it.
They might make a conscious decision not to bother with the standard form,
because they feel it is unimportant. They might, consciously or unconsciously, use
the nonstandard form in order to accommodate to the usage of their peers. They
might deliberately use it to create a special effect” (Crystal 2011, 62).

Studies Concerning the Issue:

a. Internet Linguistics: A Linguistic Analysis of Electronic Discourse as a New

Variety of Language by AbuSa’ aleek (2014)
✔ “electronic discourse (e-discourse) is a new variety of language that leads to significant
variations in written structure of language” (AbuSa’ aleek 2014, 135).

b. Electronic Discourse: Spoken, Written or a New Hybrid? Muniandy (2002)

✔ “e-discourse is becoming a new form of communication in its own right and… teachers
should be aware of it in the classroom” Muniandy (2002).

c. Synchronous Online Exchanges: A Study of Modification Devices on Non-

Native Discourse Interaction by Lee (2009)
✔ “e-discourse has features such as abbreviations, unconventional punctuations, and
misspellings that exist because of spontaneity” Lee (2009).

2. Can oppression lead to linguistic revolution? A Case of Swardspeak

● Swardspeak as it is more popularly known in the Philippines incorporates words

from Spanish and Japanese. Names of celebrities and politicians, both local and
international, plus trademark brands are used in this homosexual slang. (Day
Translations).

● Most gay slang, gay lingo, gay speak or gay languages arose as a form of anti-

languages. Anti-languages are usually developed by marginalized communities as

a secret language. Under an oppressive society where homosexuals and their
lifestyle are often looked down upon, a need for a language understood only by
them and perhaps by individuals friendly to the gay community, was necessary.

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● Three Points about Swardspeak according to Remoto (2016) on his article, On

Philippine Gay Lingo:

a. First, that gay language serves as a mediator in the universe of Philippine

languages.
b. Second, that this language comes from a carnival of sources, a bricollage, as
Claude Levi-Strauss would put it.
c. Third, that this language has been appropriated by the heterosexual
mainstream.

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Reference List:

● AbuSa’ aleek, A. (2014). Internet linguistics: a linguistic analysis of electronic discourse as a

new variety of language. Unaizah Community College. Saudi Arabia.
● Alba, R. (2006). In focus: the filipino gayspeak (filipino gay lingo) - National Commission for
Culture and the Arts. National Commission for Culture and the Arts. Retrieved 3 May 2020,
from https://ncca.gov.ph/about-culture-and-arts/in-focus/the-filipino-gayspeak-filipino-gay-lingo/.
● Baym, N. K. (2010). Personal connections of the digital world. USA: Polity Press

● Crystal, D. (2011). Internet linguistics. London and New York: Routledge.

● Estrada, A. (2012). The Ilocano youth online: how ilokanoness is displayed in social nerworking
sites. Undergraduate Thesis. University of the Philippines Baguio
● Fotobam, an image. Retrieved on April 17, 2020 at https://www.rappler.com/nation/148398-
sawikaan-2016-salita-taon-fotobam
● Fromkin, V. (2012). Morphology: the words of language. Books-library.online. Retrieved 21 April
2020, from https://books-library.online/files/books-library.online-12181721Hm0P8.pdf.
● Kemmer, S. (2016). Words in English: types of word formation. Ruf.rice.edu. Retrieved 17 April
2020, from https://www.ruf.rice.edu/~kemmer/Words/wordtypes.html.
● Kleinman, Z. (2010). How the internet is changing language. BBC News. Accessed April 14,
2020 at http://www.bbc.co.uk/news/technology-10971949
● Jamet, D. (2011) A morphophonological approach to clipping in English: can the study of
clipping be formalized? Accessed March 27, 2020 at http://docs.google.com/viewerng/viewer?
url=http://lexis.univ-lyon3.fr/IMG/pdf/Lexis_special_1_Jamet.pdf-
● Lee, A. (2009). Using wikis, blogs,and podcasts un the foreign language classroom: a task-
based approach. In Mobile Applications by R. S. Ling and P. E. Pedersen. (pp. 49-70).
International Association for Language Learning Technology.
● Leonin. A. (2016). Ilokano discourse iti facebook: a descriptive analysis. Master’s Thesis.
University of the Philippines Baguio
● Muniandy, A. (2002). Electronic discourse (E- discourse): spoken, written or a new hybrid?
Retrieved May 4, 2020 from http://dx.doi.org/10.1075/pbns
● New Philippine English words in the oxford dictionary. Retrieved on April 22, 2020 at
athttp://www.philippinestudies.net/ojs/index.php/ps/article/viewFile/3206/5776.
● Parker, F. & Riley, K. (2010). Linguistics for non-linguists: A primer with exercises (5th ed.).
Boston: Allyn and Bacon.
● Pook-Sapot, an image. Retrieved on April 23, 2020 at https://www.tagaloglang.com/pook-sapot/

This is just a
prototype module
 ROMEO PADILLA SCHOOL OF EDUCATION & ARTS
Prototype Module for EDU10

● Racoma, B. (2013). Swardspeak: the colorful language of the filipino gay community. Day
Translations Blog. Retrieved 2 May 2020, from https://www.daytranslations.com/blog/filipino-
gay-community/.
● Remoto, D. (2016). On Philippine gay lingo. philstar.com. Retrieved 1 May 2020, from
https://www.philstar.com/opinion/2016/03/11/1562061/philippine-gay-lingo.
● Sulatroniko, an image. Retrieved on March 22, 2020 at https://filipiknow.net/rare-tagalog-words/

This is just a
prototype module