Level of Acceptance of Filipino Facebook Users on the Contrivance of Ludic Language

  • Caren Rimando Bansolay International Headway English Academy
Keywords: acceptance level, Filipino Facebook users, contrivance of ludicity of language


This study identified the level of acceptance of Filipino facebook users on the contrivance of ludic language. Furthermore, this study aimed to determine if there are differences on their level of acceptance when grouped according to age, gender and nature of work.

            Based on the findings, facebook users generally favor the contrivance of ludic language not so strongly. Results also unfold that there are differences in the level of their acceptance that ages 11-14 favor strongly, ages 15-19 favor not so strongly, ages 20-35 oppose strongly, and ages 36 and above oppose not so strongly; male favor not so strongly and female oppose strongly; and, facebook users whose job is related to arts favor strongly, those in education oppose strongly, those in management favor not so strongly, those in science fields oppose not so strongly, and students favor strongly.

            These findings are seen to have pedagogical significance for ESL or EFL teachers; language play may provide insight into learners’ diverse competencies, may encourage frolic output, and may be a viable tool for encouraging language learning. The researcher further recommends the need of research on language play to assess its efficacy as a pedagogical technique and to determine its implications in the field of second language learning. Further research on the use of social networking sites as a medium of communication may be conducted to assess the depth of media literacy among the identified respondents, for the need of literacy in using media for any purpose is, at this time, fundamental.

Author Biography

Caren Rimando Bansolay, International Headway English Academy

International Headway English Academy
Binh Duong, Vietnam


Bell, N. D. (2005). Exploring L2 language play as an aid to SLL: A case study of humor in NS- NNS Interaction.

Belz, J. A. (2002). Second language play as a representation of the multi-competent self in foreign language study. Journal of Language, Identity, and Education.

Crystal, D. (2009). Loving linguistic ludicity. University of Berne, University of Wales, Bangor, Bahrain: Centenary Publication.

Dominey, P., Dodane, C. (2004). Indeterminacy in language acquisition: the role of child directed speech and joint attention. Journal of Neurolinguistics.

Fries, P. (1996). Theme and New in Written English. The Journal of TESOL. France.

Lanir, L. (2011). First language acquisition development theories: nature vs. nurture. Retrieved from http:// www.decodedscience.com/first-language-acquisition-development-theories-nature-vs-nurture/724

Mahoney, N. (n.d.). Language learning. Retrieved from http://www.nsf.gov/news/special_reports/linguistics/learn.jsp

Robinson, P. (2003). The Handbook of Second Language Acquisition. London: Blackwell Publishing Ltd.

Tang, Y. (2006). Beyond behavior: Goals of cultural learning in the second language classroom. The Modern Language Journal.

Tarone, E., & Broner, M. (2001). Is it fun? Language play in a fifth grade Spanish immersion classroom. Modern Language Journal. Massachusetts, U. S. A.: Blackwell Publishers.

O’connor, J. Regis. (1988). Speech exploring communication. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

Richard, R. (1988). Scripture Sculpture. Grand Rapids, Michigan: Baker Books.

Robinson, H. W. (1980). Biblical preaching; the development and delivery of expository messages. Grand Rapids, Michigan: Baker Books.

Saville-Troike M. (2006). Introducing Second Language Acquisition. New York: Cambridge University Press.

Tarone, E. 1977. “Conscious communication strategies in interlanguage: A progress report." In H. Brown, C. Yario and R. Crymes (eds.), On TESOL '77. Washington, DC: TESOL