Textese Categories and Textese Application in L2 Class Discussion

Volume 9 Issue 1 January - March 2019

Research Paper

Textese Categories and Textese Application in L2 Class Discussion

B. C. Totanes* , R. B. Lintao**

* MA Graduate, Philippine Normal University/Teacher, Science High School (Department of Education-Taguig-Pateros Division), Philippines.

** Associate Professor, Department of English, University of Santo Tomas (UST), Manila, Philippines

Totanes, B. C., and Ballesteros- Lintao, R. (2019). Textese Categories and Textese Application in L2 Class Discussion.i-manager’s Journal on English Language Teaching, 9(1), 14-31. https://doi.org/10.26634/jelt.9.1.15249

Abstract

The present study seeks to determine significant similarities and differences of teacher-textism and student-textism styles. It also investigates on the use of textism in the actual class discussion shared by the participants of the study. To wit, results show that textism is significantly utilized by both teachers and students (12.84%). The texting styles stipulated are contraction, clipping, onomatopoeia, sound representation, abbreviation, acronymy, letter dropping, emoticons and some novel styles (AbuSA'aleek, 2013; Bieswanger, 2007; Lee, 2006; Smith 2003). Likewise, this paper opens awareness to the use of textese as a “conscious” activity in violating grammar and lexical rules, and building connection among users. Moreover, the inevitable use of textese in class discussion has been brought to light. Based on the FGD responses, four functionalities of textism in L2 (Second Language) class context are drawn: (1) Small Group Language Functionality; (2) Hook/Engagement Functionality; (3) Low Filter Functionality; and (4) Learning Comprehension Functionality.