Master of Arts major in English
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Item Philosophical perspective of the east and the west on the concept of heroism(2014-09) Xuejiao, FuThis study involved two narratives, one about a hero and the other about a heroine namely, "The Old Man and the Sea" and "Hua, Mulan." "The Old Man and the Sea" is one of Hemingway's most enduring works and may very well become one of the true classics of his generation. From the novel, it tells the people the knowledge that a simple man is capable of the decency, dignity, and even heroism. In the story, the main character, Santiago, possesses heroic qualities and that his battle can be seen in heroic terms is itself the greatest victory that Hemingway has written. People can therefore get a lot of inspiration from the hero, Santiago. In "Hua, Mulan", the protagonist took place of her father and joined the army. She is very brave to make the difficult decision. In the feudal society, women are limited to the home and women are inferior to men (Lee, 2000). Hua Mulan is the first one who left the home to fight the war like the men usually do. In order to protect her father, she disguised as a man to participate in the war. Her wisdom and braveness were laudable. In the ten years of fighting the war, she not only overcame her environment but also defeated the enemies to survive. This study aimed to bring the ideas of diversity and globalization as seen in the treatment of the same subject heroism depicted in two different worlds- the East and the West. Due to different living environments, life styles, historical traditions and national faiths, each ethnic group builds up its own distinct national culture; Differences in national cultures are inevitable. However, different ethnic groups also have some common qualities. Literature, as a component part of national culture, shows similarities as well as differences between different ethnic groups and cultures. Heroism as a universal literary theme exists in almost every place of the world. Each culture has a different definition of heroism, and shapes its own unique hero. Chinese heroism is based on collective heroism while western heroism on individualism. Chinese heroism has a salient characteristic, which is obedience to destiny. In contrast, western heroism is more about self-sacrifice. But the driving energy of both Western and Chinese Heroism is the fundamental force of human life, which manifests itself in certain cultural pursuits. This heroism also influences the development of society. This thesis entitled, Philosophical Perspectives of the East and the West on the Concept of Heroism aimed to analyze the similarities and differences between the east and west. Specifically the study sought to answer the following questions: 1. What are the similarities in the concepts of heroism in terms of: a. culture; b. character; and c. epoch? 1. What are the differences in the concepts of heroism in terms of: a. culture; b. character; and c. epoch? 3. What philosophical perspectives relate to the two novels? Based on the research problems, the following were the findings of the research: 1. The similarities of Heroism depicted in the two novels as seen through culture, character and epoch are: a. Cultural Heroes are risk-takers b. Cultural Heroes bravely face unfamiliar situations and willingly expose themselves to danger c. Cultural Heroes have a strong sense of obligation d. Character determination and perseverance e. Character maturity f. Character bravery g. Heroism is overcoming struggles h. Heroism is overcoming danger i. Heroism is overcoming challenges and uncertainties 2. The differences of Heroism depicted in the two novels are classified into three: culture; character; and epoch. a. Individualism versus Collectivism. b. Heroism in victory versus heroism in morals. c. Valuing the present versus valuing the past. 3. The philosophical perspectives relate to the two novels. a. Confucianism in "Hua Mulan" and "The Old Man and the Sea" b. Existentialism in "Hua Mulan" and the "The Old Man and the Sea". Based on the findings of the study, the following were the conclusions that the researcher had drawn: 1. There are similarities of Heroism depicted from culture ; character; and epoch in the two novels. 2. There are differences of Heroism depicted from culture; character; and epoch in the two novels. 3. Both of novels have representations of both East and West philosophies. There are philosophical perspectives that relate the two novels. Based on the finding and conclusions the following are recommended: 1. A study of similarities of concepts of heroism in other Asian and Western novels. 2. A study of contrasts of concepts of heroism in other Asian and Western novels. 3. A comparative literary analysis could be undertaken using philosophical perspectives as approaches. 4. Collective heroism is the main core in the Asian; Individual heroism is the main core in the West. 5. But the main goal of both Asian and West heroism are to struggle with the enemy in the difficultItem Effects of creative teaching on vocabulary and speech concept application of grade six University of the Cordilleras students(2009-01) Valdez, Laney G. J. B. De RaedtMany authors who work in the fields of education and psychology lean towards the opinion that the use of creative teaching techniques in the classroom can encourage greater achievement in properly applying concepts. In connection, the researcher has observed a resulting greater degree of motivation, facility and accuracy in the application of concepts among students in this environment. These improvements allow students to meet the expectations of society to a greater extent and degree. The researcher perceives that a study of the effects of creative teaching on concept application is of importance to the field of education in general. She also recognizes that the data gathered should prove useful to others in and outside the field, particularly for the mass of students today who are interested learning English. The main aim of this study is to answer the general problem: What is the effect of employing creative teaching techniques on the degree of vocabulary and speech concept application of the sixth grade University of the Cordilleras Grade School students paired according to learning styles and multiple intelligences? The study specifically sought to answer the following questions: 1. What is the difference between the average test scores of the respondents who were taught with and without the use of creative teaching techniques in the areas of vocabulary and speech concept application? 2. Is there a significant difference between the mean test scores of the respondents as a group who were taught with and without the use of creative teaching techniques as analyzed by pairs matched for learning styles and multiple intelligences in areas of vocabulary and speech concept application? 3. What is the difference in the formative assessment scores of the respondents as a group who were taught with and without the use of creative teaching techniques as analyzed descriptively in the areas of vocabulary and speech concept application in terms of: a. degree of improvement in class performance b. average class performance The data used to answer these questions was gathered using the quasi-experimental method, specifically the matched pairs design with learning styles and multiple intelligences as the matching variables. The researcher then caused the application of creative teaching methods designed to cater to the learning styles and multiple intelligences of the respondents in the experimental group while the members of the control group were taught using the methods currently employed by the respondents' current teacher in English at UC Grade School. Based on the research problems, the following were the findings of the study: 1. The difference in average concept application test scores of the respondents taught with the use of creative teaching techniques was found to be 1.45 points out of 49 in vocabulary concept application and 1.3 points out of 49 in speech concept application. 2. The difference between the means of the test scores of the respondents as analyzed by matched pairs was found to be statistically insignificant at 1.59 in vocabulary but statistically significant at 3.07 in speech. 3. The difference in degree of improvement in concept application between the experimental and control groups is 0.46 in vocabulary and 0.425 in speech. The difference in average class performance in concept application between the experimental and control groups is 0.425 in vocabulary and 0.513 in speech. In light of the study, the following are the conclusions: 1. The effect of employing creative teaching techniques on vocabulary and speech concept application of the respondents is a slight increase in average test scores. 2. The effect on the respondents of employing creative teaching techniques is a statistically insignificant difference in mean test scores in vocabulary concept application and a statistically significant difference in mean test scores in speech concept application. The statistically insignificant difference in mean test scores in vocabulary concept application means that the use of creative teaching techniques has no significant effect on the ability of the respondents to apply concepts in vocabulary. The statistically significant difference in mean test scores in speech concept application means that the use of creative teaching techniques has a significant effect on the ability of the respondents to apply concepts in speech. 3.a Employing creative teaching techniques has no increasing effect on degree of improvement of the concept application of the respondents in vocabulary or speech concept application. 3.b The effect of employing creative teaching techniques is better application of concepts on average in vocabulary and speech concept application among the respondents. In relation to the findings and conclusions of this research, the following are recommended: 1. The creation of culture- and age-specific multiple intelligence and learning styles inventories. 2. A longer and more exhaustive study on the use of creative teaching techniques in the presentation of lessons dealing with concepts of vocabulary and speech in English for sixth grade elementary students of the University of the Cordilleras Laboratory School in Baguio City to gather more information regarding the observed increase in average test scores. 3. A longer study on the use of creative teaching techniques for sixth grade elementary students of the University of the Cordilleras Laboratory School in Baguio City in the presentation of lessons in English dealing with concepts of: a. vocabulary, to determine whether an extended application of the said techniques would result in statistically significant differences in mean concept application scores; and b. speech, to determine whether an extended application of the said techniques would result in more marked differences in speech concept application. 4. A longer study on the use of creative teaching techniques in English vocabulary and speech concept application for sixth grade elementary students of the University of the Cordilleras Laboratory School in Baguio City to determine if longer exposure to the said techniques would: a. have a weightier effect on the degree of improvement in class performance; b. explain the unexpected effect of a greater degree of improvement in control group respondents; and, c. have a greater effect on the average quality of class performance. 5. The use of the Theory of Multiple Intelligences and the Learning Styles Theory in the development of classroom teaching techniques in the areas of vocabulary and speech concept application. 6. Programs for developing awareness of creative education among academic and non-academic personnel. 7. The training of teaching staff in the use of creative methods in the classroom. 8. Curriculum revision in colleges of teacher education to accommodate the study of creative education theory and practice. 9. More comprehensive studies to determine if creative teaching techniques have a significant effect on concept application: a. in other areas of English study among sixth grade students of the same age; b. in English studies among sixth grade students of different ages; c. in English studies among students of varying grade levels and ages; and d. in English studies among students in different school environments. 10. Comprehensive studies on the effect of creative teaching techniques in other subject areas to determine: a. if creative teaching techniques are universally effective; and b. to what varying degrees creative teaching techniques can increase student performance per subject area. 11. Comprehensive studies on the correlation between creative teaching techniques and academic achievement in all areas of study among learners of all ages. 12. Further matched-pair studies on creative teaching techniques that exclude intelligence and learner types that succeed in traditional or current learning environments to remove this bias. 13. Thorough studies on creative teaching techniques to examine the relative effects of these versus intelligence quotient on learner achievement. 14. Comprehensive studies on creative teaching techniques that account for gender differences and address a wide range of assumed differences and deficiencies in learning capacity to reveal more information in relation to the effects of such techniques as an educational equalizer and as a means of dispelling any existing myths regarding innate learner potentials and abilities.Item Grand theft auto IV: A literary study along realism and deconstruction(2013-02) Tadeo, John Eric AmbakedVideogames as topics for literary criticism are almost unheard of. However, with the prevalence of videogaming and interactive media in this contemporary age, "transmedia storytelling", and "interactive fiction", new forms of storylines are gradually emerging as novel mediums in literature. One advantage of videogames over the traditional text is how the player/audience/reader gets to interact and become the doer of the action, rather than a being a passive receiver of a literary text. Here, the interactive narrative does not suffer the "fixity" and "linearity" exhibited by the text. This does not at all imply that videogames have superior narratives to that of traditional texts; rather, it expresses the novel ways for literature to offer escapism and suspensions-of-disbelief to the audience. With videogame as a focused concept for this research, the novelty characteristic of the subject is a given. The highlight of it all however lies on the status of the subject, "GTA IV" -as it is considered to be the most controversial videogame to date. Its controversies are grounded on its recurring themes of sex, crime, and violence. It is also notable that the game remains to be one of the most popular and successful franchises in gaming history. With these in mind, this research aims to reveal the reasons of its appeal and to ground the same on the academic concepts under sociology, literature, and philosophy. This research, in the end, proves that the game's issues and notoriety are academically well-founded. One instance is how it explains that the characters in the game end up as criminals due to society's pressures for them to become criminals. The objectives of this study are to (1) establish videogame-narrative as a subject in literary criticism, (2) promote the use of deconstruction in the analysis of realism in literature, and (3) to uphold that the commonly perceived "evil begets evil" is not always the case. This is a thesis entitled "Grand Theft Auto IV: A Literary Study along Realism and Deconstruction". The subject of the study (GTA IV) is a popular and highly acclaimed contemporary videogame though marred with many issues. The research problems are the identification of the realistic themes portrayed in the game, the deconstructed concepts from the themes in the game, and the portrayal of these concepts through the elements of conflict, character, and setting. In essence, this thesis is-a literary study which utilizes the approaches and theories of literary criticism, philosophy of literature, and sociology. Through the deconstruction approach, this research presents the alternate truths derived from socially accepted standards; this is accomplished through the game's portrayal of realism in the story. The following are the findings based on the analyses: 1. The realistic themes depicted in Grand Theft Auto IV are classified into three: (a) the emphasis of deviance over conformity as a social construct, (b) the degrading humanism amidst progress, and (c) the naiveté of loyalty. 2. There are four deconstructed concepts drawn based on these realistic themes: (a) deviance, not conformity, is the more significant social construct, (b) the individual versus 'the crowd', (c) the importance of nurturing one's sense of awareness amidst the prevalence of social influence, and (d) the preference of loyalty to oneself over loyalty towards another. 3. The above-deconstructed concepts are portrayed along the following literary elements of (a) conflict, (b) character, and (c) setting. a. The conflicts portrayed are man vs. man, man vs. society, and man vs. himself. b. The characters who portrayed the deconstructed concepts are Niko, Darko, Roman, Michelle, Mikhail, Playboy X, Dwayne, Francis, and Derrick. c. The setting portrayed all the deconstructed concepts as it represents the initially-empowered centers-of-truth in the binary oppositions. Here, Liberty City represents conformity (opposite deviance), loyalty to others (opposite loyalty to oneself), social influence (opposite awareness), and 'the crowd' (opposite the individual). In light of the findings of the study, the following are the conclusions: 1. There are realistic themes depicted in Grand Theft Auto IV. 2. From the realistic themes in the game, there are deconstructed concepts drawn giving light to alternate truths. 3. The deconstructed concepts in the game are reflected through its conflict, characters, and setting. In relation with the findings and conclusions of this research, the following are recommended: 1. In the study of realism and other literary theories, interactive fiction (similar to GTA IV) as mediums for literary study is encouraged. 2. A research utilizing Deconstruction in Literary Criticism should be advocated as revelations for alternate truths result from it; more so in cases of literature dealing with Realism. 3. In utilizing Deconstruction as an approach, it is encouraged that the literary elements of conflict, character, and setting be the focus in bringing out representation of initial truths. 4. other recommendations: a. The same theories and approaches in literary criticism can be used to analyze narratives of significant videogames. b. Philosophies should be included, not separated as a subject, in the study of Literary Criticism. c. To better understand the facets of deviance as a social construct, a study on characters and games (based on notoriety) similar with Niko Bellic and GTA IV is likewise encouraged. d. Though contemporary games with this nature contain violence and nudity, it is suggested that these subject matters be tackled in its entirety for the purpose of a more holistic understanding. e. Inclusion of videogame narrative of interesting and scholastic nature into the curricula of college literature subjects is encouraged; more so in courses concerning Computers and Information Technology. f. In the consideration of videogames as a subject in literature, a combination of textual and visual analysis can be utilized for a comprehensive study. g. In the teaching of this novel subject topic incorporated to the curriculum, prior exposure to gaming of the teacher is a necessity and a preference. h. Due to the unconventional and controversial nature of contemporary videogames, it is encouraged that game titles be restricted only to individuals beyond the age-of-discernment.Item Language use in selected national television talk shows(2009-09) Sungduan, Alah Soledad M.When people scan the national channels in the Philippine television today, they will see that dominating the tube are serial dramas aired in the two major networks in the country. Other programs are documentaries in Tagalog and comedy sitcoms. The government national TV stations air talk shows but in English-Tagalog language. Gone are the days when viewers can watch popular TV talk shows in English like `Tell the People' by Julie Yap Daza, 'Firing Line' by the late Teddy Benigno, 'Viewpoint' by Dong Puno and others. One channel though that airs talk shows in English is ABS-CBN News Channel or ANC. Straight Talk, Talk Back, Strictly Politics, and Online are some of the English talk show programs of ANC. Alex Magno in his column entitled, "Critical" in Philippine Star, on Nov. 20, 2004 succinctly stated that the quality of Philippine education ranks among the lowest. Because of some warped understanding of nationalism that persisted for decades especially in publicly subsidized campuses, the English competence of the students is moribund. This study aims to show the importance of the television in promoting the use of the English language. If today dominat' 1.X the tube in the United States are Reality TV shows, aT in the Philippines, Soap Operas, chances are the taste of viewers will change only if television networks start educating their viewers about more quality programs in English like talk shows that will impart positive social values especially the use of appropriate language in any given situation. The study was conducted to 1) determine how form and function are shown in the language used by talk show hosts, 2) show how biases are reflected in utterances of talk show hosts, and 3) identify positive values depicted by anchors in their talk shows. This study is a qualitative, corpus-based research and is descriptive in nature which involved describing, recording, analyzing, and interpreting gathered data. Four talk shows in English: Straight Talk, Talk Back, Strictly Politics, and Online aired at ABS-CBN News Channel were analyzed. These Talk shows were tape recorded and transcribed for systematic and sequential analysis. Language use on the program episodes were identified in terms of language form and function. Language forms and functions of sentential and sub-sentential utterances of anchors of some selected excerpts were analyzed. The biases were identified using the Politically Correct Dictionary by Beard and Cerf (1993) as a guide. These biases were grouped according to the following categories: sexism, ageism, ethnocentrism, lookism, colorism, heightism, and ableism. Media biases were identified based on the standards of journalism while the positive social values of the talk shows also identified based on the topics, issues and themes of the programs. Based on the research problems the following are the findings of the researcher: 1. Results revealed that utterances of talk show hosts were in sentential and sub-sentential forms. Sentential utterances were generally in the interrogative, followed by declarative, imperative, and exclamative forms. Sub-sentential utterances were in clauses, phrases, and words which were a result of ellipsis. Single word items or lexical items, and non-lexical items known as vocalizations or phonological cues were also used. Function of sentential utterances were predominantly asking/eliciting, commenting, informing, requesting, complimenting, introducing, greeting, and leave taking. As a result of ellipsis, functions of sub-sentential utterances also included informing, eliciting/asking, correcting, and leave taking. Discourse markers prefaced introductions, greetings, and leave takings, anticipation of an utterance that follows, sudden realization or unexpected utterance, surprise, nominating, topic shifting, clarifying/rephrasing, back-channel, repair, and pause fillers. 2. Politically incorrect terms and media biases were reflected in the talk show programs. These politically incorrect terms used were ageism, sexism, and status as categorized by Cerf and Beard. Results also revealed that media biases of talk show hosts were seen in the programs which were political in nature that included bias in favor of or against a particular political party, or policy. 3. Positive social values reflected in the talk shows emotional state and common positive attitude, positive affect, appraisal, gratitude, respect/courtesy/politeness like the use of honorifics/ kinship terms and use of professional terms/titles, patriotism and nationalism, Optimism, durability, resiliency, faith in God (pananalig), faithfulness (katapatan), and courage (tibay ng loob). The following conclusions were drawn based on the findings of the study: 1. Oral language as exemplified in talk shows is studded with sentential, sub-sentential, and a lot of pauses. Functions of these language forms are based on context or situation for which these are used. 2. Politically incorrect terms and media biases permeate national television talk shows. 3. Filipino social values are reflected in the language of both the hosts and guests of the national television talk shows regardless of topics tackled in the talk show. In view of the findings and conclusions of the study, the following suggestions are recommended for classroom teaching in English as a Second Language or ESL classes: 1a. It is still observed that a focus on grammatical competence is a standard procedure in most ESL learning environment which does not lead to the communicative competence of students. Moreover, students' speech often deviates significantly from native speakers' norms and may be the result of negative transfer or interference from the students' native language. Also pragmatic development has been observed to lag behind grammatical development. This may result to a very slow acquisition and learning of pragmatic competence unless it is explicitly taught in English and Mass Communication classes. It is therefore, recommended that curriculum designers and language teachers incorporate pragmatics in the language curriculum. 1b. In teaching pragmatics, teachers should include materials that present a plethora of different linguistic realizations to guide learners on how to choose a linguistic strategy to express speech acts appropriately. 1c. Moreover, practice materials involving current issues would provide students in English and Mass Communication classes communicative scenarios or situations through role plays. Carefully sequenced activities that move from controlled to less controlled situations are suggested to provide students with structured and authentic input. 1d. It is also recommended that instruction should also include activities that address the mechanics of conversation such as the use of appropriate terms of address, turn taking, active listening, relevant short responses or formulaic expressions that build the learners repertoire of meaningful responses that keep communication going and promote interaction. Maintaining conversation requires knowledge of responses that prompt, give support, indicate agreement, show strong emotional response, correct speaker's response, and ask for more information in an appropriate or polite manner. 1a. In addition, the contrastive intonation in English Is an important feature in oral language. It is worthwhile to explicitly point out the role of intonation in contrast an teaching pragmatics. In view of the above, the classroom is a rich environment to provide learners with a range of pragmatic devices and practices in the target language. 2a. There is a need for language learners to know politically correct or incorrect terms to be presented to students to enrich their vocabulary. These are categorized as ageism, ethnocentrism, colorism, sexism, heightism, and others. Knowledge of these terms promote wholesome interaction or verbal exchanges between and among interlocutors. Thus, panel or small group discussions in the class should consist of various issues where students become aware or conscious in the use of words that offend, discriminate, or prejudice speakers. 2b. Media bias permeate talk shows especially on political issues. It is suggested that teachers present contrasting excerpts of conversations to students not only to hone their critical thinking but also to create awareness of the appropriate and social meaning of language; that is, to use acceptable forms to obviously avoid offending the other party; hence the importance of mitigating devices. 2c. In addition, discussions in language and social sciences classes should include working on topics like values and journalistic ethics. This way it inculcates to the minds of students their moral responsibility in things they express in private as well as in public. 3. It has been shown in the language of talk show hosts that positive Filipino values are reflected in their utterances. However, the key word in every conversation or verbal exchanges is politeness. It is suggested that language teachers provide activities for students to learn how to be polite in appropriate situations. The activities to be introduced to the students will consist a range of mitigating devices to soften requests/directives, asking of questions, giving information, correcting information, complaining, refusals, and other speech acts. These are realizations associated with formal politeness and those that signal social closeness or solidarity appropriate to a particular context and culture. 4. For further research, it is suggested that discourse analysis include a comparative analysis of giving and responding to compliments in different ethnic groups in the Cordilleras, or in Northern Luzon including their forms and functions. 5. Another interesting topic for study is the forms and functions of parentheticals in English discourse especially in oral discourse. 6. A study on the comparison between TV talk shows and showbiz talk as regards form and functions of language used by talk show hosts and guest may be conducted.Item Communicative competence of the reviewers in Healthforce One Review Center(2011-02) Sitchon, Kaye Leah C.With the opening of different jobs in different countries, an applicant's communication skills are a pre-requisite to employment. Thus, internationally accredited examinations are needed as they are basic requirements in job applications should they want to get employed overseas. Nonetheless, for nurses to even pursue a career overseas, nursing school graduates should first be able to pass the Local-RN Board Examinations, which is already a challenge at these present times in the country. In this current situation, a hard-hitting motivation presents itself before Filipino nurses to hasten their knowledge and skills to get passing, if not high, rates in the Nursing Board Examinations as well as in the other examinations needed to ultimately fulfill their role as a full-fledged nurse. It is also this line of thought that has fertilized the mushroom growth of review centers, not only locally, but also nationally. As observed, nursing school graduates seek review centers for the pressing need to pass required certifications. In such, review centers play a very important role in a nursing graduate's hopes of a career. It give avenues to reviewees to assess themselves in terms of their readiness, filling-in the needed skills that will boost their confidence and capability to take the much needed examination that will define their nursing career. Because of this, it is imperative that review centers be competent, effective and credible in honing the much-needed skills within reviewees in order to achieve a good performance In these standardized tents. Furthermore, the communicative competence of reviewers, who are the teachers in the institution, should be of top-caliber. This is what the research study aims to find out. With the above-stated current pressing needs the research study has its objectives. First, it aims to enhance and uplift the overall corporate image of Health force One Review Center through strengthening the Communicative Competence of its reviewers. Second, it aims to further upgrade skills and competence level of the reviewers in the area of communications resulting to quality-efficient job output reflected through clientele patronage. Third, it aims to serve as a resource and basis for the development of a program to further improve the communicative competence of reviewers in Health Force One Review Center. And lastly, the study aims to effectively use the English Language in modes of communication related to organizational needs. This study dealt on the effectiveness of the Communicative Competence of reviewers in Health Force One Review Center. It was conducted to determine the level of effectiveness of the communicative competence of reviewers in Health force One Review Center; second, to present the level of performance of the reviewees in the tie Local-RN Board Examinations from the year 2007 to 2009; third, to find out what communication strategies were employed in the review process; and fourth, to determine what communicative program can be developed to improve the communicative competence of reviewers in Healthforce One Review Center. The hypotheses of the study is first, that the level of effectiveness of the communicative competence of the reviewers in Healthforce One Review Center is effective in the areas of Grammatical, Discourse, Strategic, and Socio-Linguistic Competence; and second, that there is an average level of performance of the reviewees of the Local-RN Board Examinations of Healthforce One Review Center for the past three years (2007-2009). To gather the data, the researcher floated a survey-questionnaire entitled, "Survey on Communicative Competences and Strategies". It was constructed through pre-interviews of the Healthforce One staff and related readings. The questionnaire was then distributed to three groups of respondents. First group is the sample of 45 reviewees who were enrolled in the second semester of the year 2010; second group consists of the six (6) core reviewers in Healthforce One Review Center; and lastly, the researcher herself. Upon completion of the research process, it is found that the level of effectiveness of the reviewers in Healthforce One Review Center is very effective in the areas of Communicative Competence, specifically, in the reviewers' Grammatical, Discourse, Strategic and Socio-Linguistic Competence. It is also found that the level of performance of the reviewees of the Local-RN Board Examinations of Healthforce One Review Center for the past three years (2007-2009) is above average. The research also found that the communication strategies employed by the reviewers of Healthforce One Review Center are Approximation, Word Coinage, Circumlocution, Literal Translation, Language Switch, Appeal for Assistance, Mime, Topic Avoidance and Message Abandonment. These, however, are ranked differently by the respondent groups. For the reviewees, Approximation and Appeal for Assistance is perceived as the most employed communication strategies. Reviewers perceive Appeal for Assistance and Mime as the most employed communication strategy; and the researcher perceives Appeal for Assistance and Literal Translation as the most utilized. All respondent groups perceive Topic Avoidance and Message Abandonment as the least observed strategy employed by the reviewers. These findings of the study have established that a good performance in state board examinations, such as the Nursing Board Examination, is brought about by the effective use of communication strategies in all areas of a reviewers' communicative competence. The findings also affirm that in order for an individual to have the global advantage in the Field of Nursing, he or she is to be competent in the use of the English language. If a nursing professional is proficient in English as to comprehension and critical thinking, he or she will be exemplary in the application and infusion of the communicative skill and the nursing practice. This gives acclaim to the Filipino nurses' success as professionals able to contribute their skills, knowledge and internationally-practiced methods to any point in the world serving families, communities, nations and mankind, in general. Based on the findings, the following conclusions are drawn: 1. It is therefore concluded that the reviewers of Healthforce One Review Center are highly competent as lecturers and teachers in the review programs. 2. It is therefore concluded that the quality of Healthforce One Review Center's Local-RN review program is first-rate because its system is based on established educational methods that facilitate effective learning and teaching. In addition, the review program grows and improves continuously. 3. It is therefore concluded that reviewers in Healthforce One Review Center employ communication strategies effectively by using methods that foster higher learning and critical thinking. These strategies present avenues for the reviewers to impart their expertise in the field of Nursing through sharing their knowledge and personal experiences to the reviewees in the review sessions. With the data gathered, analyzed and interpreted, the researcher respectfully recommends the following: 1. With the need to further upgrade the communicative competence of the reviewers in Healthforce One Review Center, a program should be developed to hasten Strategic Competency within the reviewers. This can be done by the program presented in number four. 2. Since Healthforce One Review Center offers quality review programs for the Local-RN Board Examination, the institution can venture into other licensure review programs such as the LET Board Examination, Engineering Board Examination, or the CPA Board Exam in order. This may be done in order to further upgrade the status of Filipino professionals in the various disciplines for employment locally and internationally. 3. Since Appeal for Assistance is perceived to be the most utilized and most preferred communication strategy, Healthforce One Review Center can create an avenue for reviewee-reviewer interaction. A reviewee blog site may be put up to provide interaction between reviewees and reviewers. This can also be beneficial to the review center as an avenue to post updates on relevant information reviewees may need. The blog site will even serve as Healthforce One's selling points and distinct quality. 4. To further upgrade the communicative competence, specifically, the Strategic Competence of the reviewers in Healthforce One Review Center, the following Communicative Program may be applied. It is to be noted that the specific examples of activities for each suggested program is found at the Appendix of this study. This study makes no claim to the conclusiveness of its findings. The quest for discovering the effectiveness of communicative competencies need further research for learning institutions, such as review centers, to fulfill its vision to assist individuals to the fulfillment of their career goals which will effectively contribute to the betterment of the society. It is through such educational goals that the field of teaching is made relevant to every individual in real-life settings.Item The English learning attitude factors and level of English speaking skills of the Koreans in the University of the Cordilleras(2007-09) Seo, Chung WonEnglish is extensively used as an official language throughout the world. It is widely utilized in technology, science, the Internet, popular entertainment and sports. Non-speakers like the Koreans strive to be educated and be equipped with this language. They believe that this language is indispensable in making themselves conspicuous in all fields of endeavor and to survive in this competitive world. The study analyzed the English learning attitude factors and the level of speaking skills of the Koreans in the University of the Cordilleras, Baguio City. Specifically, it sought to answer the following questions: 1. What are the English learning attitude factors of the Koreans in the University of the Cordilleras? 2. What is the level of English speaking skills of the Koreans? 3. How do these learning attitude factors correlate with the respondents' level of English speaking skills? 4. How do the following variables influence the learning attitude factors and level of speaking skills of the respondents? a. gender b. age C. origin of place (urban and rural) d. length of stay e. purpose This is a descriptive research which analyzed video-recordings as well as questionnaires administered to the Korean students in the University of the Cordilleras. Analysis of data on the learning attitude factors was confined through the LAQ (Language Learning Attitude Questionnaire), FLCAS (Foreign Language Anxiety Scale) and motivational questionnaires. To determine the level of speaking skills, it made use of Speaking Scale Criteria. Data were treated statistically using descriptive and inferential statistics such as frequency, percentage, t-test, ANOVA, and correlation. Analysis of data revealed the following findings: 1. The learning attitude factors of the Koreans in the University of the Cordilleras are positive along positive learning attitude towards language, extroversion, positive and negative motivation. Other factors were interpreted as neither positive nor negative such as positive attitude towards language, positive attitude towards Filipino culture, negative attitudes toward language anxiety, and introversion. 2. As a whole, the level of speaking skills of the Kor ns in the University of the Cordilleras was interpreted as good to average along content, fluency, vocabulary, language use and pronunciation. There was significant difference among the levels of speaking skills in all the components of the speaking skills. 3. There was significant correlation of the speaking skills of the respondents and the five learning attitude factors such as positive and negative attitudes toward language, extroversion, language anxiety and negative motivation. 4. a. There was no significant influence of gender on learning attitudes although females had a little higher positive attitude. Age, in some parameters, on learning attitude factors had no significant influence except positive attitude toward language, extroversion and negative motivation. Generally, the 30-age group possessed more positive attitudes in English than other age groups except for the positive language attitude towards language. The learning attitude factors had no significant influence on place of origin except positive attitude toward language. There was significant influence of positive attitude towards language on purpose but no significant influence on other factors. b. There was no significant influence of gender on speaking skills but generally; females had higher speaking skills in English. There was significant influence of age on fluency and pronunciation. In content, vocabulary and language use, no significant influence was noted. Moreover, those at 20-age group showed better speaking skills than the other age groups. Between level of speaking skills and place of origin, there was a significant influence specifically in fluency and pronunciation but not significant in content, vocabulary and language use. On length of stay, there was significant influence in content, fluency, vocabulary; however, in language use and pronunciation, there was no significant influence. The respondents who stayed in the Philippines for over a year, gave them better speaking skills than those who stayed below one year. On purpose, there was no significant influence in the level of speaking skills and purpose of the respondents. However, respondents with specific purpose had better level of speaking skills than others. Based on the findings of the study, the following conclusions are drawn: 1. The students possess different learning attitudes to study English effectively. 2. The level of speaking skills of the Korean students varies. 3. There is a relationship of some of the learning attitude factors on the level of speaking skills of the Korean students. 4. Some variables have influence on the learning attitude factors and level of speaking; other variables do not have. Based on the findings and conclusions of the study, the following are the recommendations: 1. There are about 15,000 Koreans in Baguio City, thus further study on their English proficiency skills is recommended. It may be significant to study the factors affecting the English speaking skills of the Koreans in Baguio City or in the Northern Philippines. 2. The Korean students should overcome being introvert, having negative attitude towards language and other cultures by having positive attitude towards the target language. There is a need for them to strive to be extrovert and extend their length of stay and study period in the Philippines. Maintaining positive traits and positive motivation are suggested for the second language learners to help improve their English speaking skills. 3. A survey and analysis of the Korean students' lifestyles and strategies in learning English could also be significant to study. 4. For the professors, teachers and tutors of the Koreans, they are encouraged to extend their patience, understanding in motivating their Korean students in the process of learning the language. 5. For the University to increase the number of Korean enrollees in the institution, an appropriate curriculum to foreigners or a development of a special curriculum in ESL for Koreans in the undergraduate level is recommended. 6. An intensive English program be offered by the University in all colleges specifically in the Colleges of Arts and Sciences and in Teacher Education to majors in English to develop further the competence of students in the linguistic skills (listening, speaking, reading and writing) as well as their communicative competence. 7. Other variables such as who the students stay with in a foreign country, developing good study habits and hobbies like reading, watching movies and TV program in English are worthy of further study to explore the extent of influence of variables on English learning attitude and level of English speaking skills.Item Censorship and expurgation of the selected children's literature(2016-08) Salvador, Roberto BarinCriticisms and reviews challenge literature to its stand accordingly to what it desires to project. People thought that all literary works is a fine expression of values, innocence and a mirror on how the society formed; picture to stand out and unconsciously builds exaggeration and lacked of consideration. Children, as commonly the basic target audiences of every child literature are a body that need to be considered upon publishing a certain literary piece because of stages and the type of interpretation they may developed and embrace upon reading a certain issue on the extent of literary genres who happened to unconsciously published an issue of obscenity, violence, offenses in language, and profanity in the selected children’s literature. The hard core of this study is to project critical theories of today to assess and provide solutions for literary troubles. However, to further understand the concept of censorship and expurgation, the study will be using the formalistic approach, stylistic approach, sociological approach which drives by Social Interactionist Theory which accounts to examine the fundamental role of social interaction in the development of cognition as he believed that community plays a central role in the process of making meaning. Psychoanalytic criticism as used pertains on how the language of literary pieces influenced the language development of young readers as perceived in the contact between young readers and the books as studied in the Theory of Imitation. The Speech Act Theory is an attempt of the study that examines the subfield of pragmatics concerned with the ways in which word can be used not only to present information but also to carry out actions and this could be assessed by the levels of actions at which utterances are said to perform. The significance of this study will be based on the issues of censorship and expurgation in the works of James Barrie, Brothers Grimm, and Rudyard Kipling and are stressed in following: Firstly, for the readers of literary pieces for this study will be contributing to the development of interests and influences, in reading and embracing literature, leading the readers to have profound interpretation. Secondly, for the teacher in which this study will be leading them to improve their knowledge and skills in teaching Literature with an intellectual approach, fullest passion and interest for the students to be influenced in embracing the concept of Literature and in helping the teachers to adapt new style of influences from literature. Lastly to raise literary sensitivity for the concern of identifying the kind of readers or audience may be encountering texts that are uncensored and unexpurgated. This is a thesis entitled “Censored and Expurgation of the Selected Children’s Literature”. The researchers problems are the following: what words in the selected children’s literature must be censored, and how are these works expurgated to maintain the texts’ authenticity in terms of forms, meaning and the universality and what instructional materials in the selected children’s literature can be design to meet the standard of censorship. This study utilized different theories and approaches of literary criticism, formalistic approach, stylistic approach, and sociological approach, Applying descriptive method with the used of content analysis as the approach. It is in this regard that the problem of the study will be answered in the following manner: Problem one, what words in the selected children’s literature must be will be answered through the literary criticisms and approaches. Problem two focuses on how are these works expurgated to maintain the texts’ authenticity in terms of form, meaning and universality. Problem three, what instructional material in the Selected Children’s Literature can be designed to meet the standard of censorship. The researcher will use synonyms and light language to make text authentic and readable to all kinds of readers. The following are the findings based on analysis of the selected children’s literature: 1. Censored words in the selected literature of James Barrie (Peter Pan), Brothers Grimm (Hansel and Gretel) and Rudyard Kipling (Jungle Book) and how are these expurgated to maintain the texts’ authenticity in terms of forms, meaning, and universality. a. Peter Pan . The texts that caused the theme to be censored are the following: (a) cockier boy which was used and exposed in the sexually explicit manner. (b) kiss which eroticized childhood and shows obscenity. (c) silly ass and fool developing a symbolic and thematic view of offenses and triggers up human emotion to the elocution of words against character. (d) gay appears ambiguous and somewhat causes external interpretation distorting the stand of its meaning. The used of (e) sharp-pointed materials and rebellious actions among characters marked a record of violence contrary to real purpose of a children literature. (f) pretending gives children false hope and assumptions which could affect their emotional level of acceptance or the so called trust. b. Hansel and Gretel. The expletive oaths the story used were (a) fool and stupid goose and (b) to real purpose of a children literature. (f) pretending gives children false hope and assumptions which could affect their emotional level of acceptance or the so called trust. b. Hansel and Gretel. The expletive oaths the story used were (a) fool and stupid goose and (b) you wicked children, are texts that gives an account to pinpoint someone’s personality and level of thoughts, labeling someone’s thinking low and lack of knowledge which appears so offensive on the utterance of words. Another censored part is the concept of intimacy which best regards as the act of erotizing childhood in the portrayal scene of (c) kiss unsuitable for young readers because of incest relationship that sends a message of breaking society morality. c. The Jungle Book. Core concepts in the representation of nature in the Mowgli stories are ‘hunting’ and ‘killing’. The identified parts of the story that need to be censored is the portrayal of (a) killing that promotes violence to community and in the issue of executing such violence in front of the children held tolerable. The word (b) fool that shows offense to someone’s point of view and thus records a not healthy criticism to our social practices when reflected to real setting. 2. The effects of the censored parts to the forms, meaning and universality of the text. a. Forms. Obscene words such as kissing and ordering babies in this book as the expected form and symbol of appreciation and friendship; killing and the use of sharp-pointed objects uttered affects of violence to community and in the violence issue of executing such violence in front of the children held tolerable. The word (b) fool that shows offence to someone’s point of view and thus records a not healthy criticism to our social practices when reflected to real setting. 2. The effects of the censored parts to the forms, meaning and universality of the text. a. Forms. Obscene words such as kissing and ordering babies in this book as the expected form is a form and symbol of appreciation and friendship; killing and the use of sharp-pointed objects uttered effects of violence, war and conflicts, the form of these things used is supposedly an application of defense and on how to ensure security. The utterance of the words silly and fool touches an effect of fouling utterances translating it to the language brutally frank making children question about disposition and self-worth. b. Meaning. These literature aims to give reader a moral lesson on valuing family, security and moralizing values treated by chances in the society challenged with the style on presenting the idea affecting the construction of words appear ambiguous. The gay and fool words identified may be interpreted as discriminatory and offensive in social setting. The meaning of kiss in an innocent state is just an intimacy of friendship and closeness. The use of weapon and the engagement of children to pointed and sharp objects appear to be violently symbolic and as contradicting to the theme and meaning projected in the literature. In the jungle book, influences must derive a meaning of valuing cultural practices, community relationship and ensuring security; the book has established meaning and symbols of animal cruelty, rivalry for the pursuance of strength and greatness to avenge from the others appears unlikely to the real meaning in the story. c. Universality. The Universality of the text is affected as it is treated as something that should be acceptable to readers and the study views it as something that should be exposed to children as the story created for the influence of Children Literature in shaping moral values. 3. Expurgation is maintaining the texts’ authenticity in terms of forms, meaning and universality. The text cockier boy in peter pan could be expurgated with words boastful boy or arrogant boy to whom it lessens the exposure of the text towards sexual loom. The term silly ass could be expurgation. The themes killing and shooting identified in the works of Barrie and Kipling has established violent actions to be eliminated by young audiences as it is portrayed in manner like conflicts resulting bloody exchanging strengths of violence, the author may expurgate the theme of encounter into magical way. In magical way, the use of sharp-pointed objects was no longer in use for the fight scenes in killing is on act of exchanging magical control. The term “kiss” in the relationship between “Peter Pan and Wendy” and “Hansel and Gretel” sets a theme of sensuality towards intimacy and is not suitable to be felt and interpreted by young audiences. This term could be expurgated with the term “embrace” or “shake hands” as the expression of strong attachment to someone to avoid ambiguity to the form, meaning and universality of the text. The last to be treated in expurgation is the involvement of the text gay children to point out an attitude or behavior in the Peter Pan story. The term gay could be expurgated in gender sensitized way making readers not discriminative and sexiest to something that’s cheerful, elegant and happy. 4. Instructional materials designed to meet the standard of censorship in the selected children’s literature. The use of books, journals, and electronic sources in forming this instructional material supplied the needed of elements to operate censorship and expurgation. The information of this instructional material was edited and compiled in audio video presentation (AVP) to make the idea of censorship and expurgation concrete and visionary to the eyes of audiences more concern for literary lecturers in interpreting words used in these selected children’s literature and in avoiding issues of ambiguity. This instructional material firstly defined Book Censorship and how does the words censored in the book being expurgated to maintain the authenticity of the text in terms of forms, meaning and universality. It also explains the definition and function Expurgation in the selected children’s literature. This instructional material classified into three reasons of expurgating texts whether it is sexually explicit, off-color words and violent word violent words that believe to influence readers’ especially young readers. In the light of the findings of the story, the following were the conclusions that the researcher had drawn: 1. The selected children’s literature written by James Barrie Peter Pan (1911), Brothers Grimm Hansel and Gretel (1812), and Rudyard Kipling The Jungle Book (1890) used words that by definition appears sexually explicit, violent, and offensive contradicting to children literary forms. The authors of these books gave different as to how expressions uttered by different characters as evidence in establishing a tone, diction, style and characterization in supporting the forms which shaped the selected children’s literature. 3. Issues can be drawn from the different themes utilized in these books which established different emotions and aggressions which lead to challenging scenes. In relation with the findings and conclusion of this paper, the following are recommended: 1. The authors of the selected children’s literature must also consider the act of developing empirical picture in the story where the language is observed and the motivation to consider the psychological impact of every in the development and acceptance in the reader to upholding acceptance to language and interpretation. To exaggerate things just to project a heavy state of emotions, the author must also identify the characterization, utterance of the language, words used, and theme to be censored and expurgated to preserve the authenticity of the text in terms of forms, meaning and universality. This will lessen exaggerations but helps upholding the real motivation of the story. 2. The censored parts must be expurgated to prevent ambiguous thinking and interpretations. This may help the readers further understand the real motivation of the literary pieces established. 3. The researcher recommends using an Audio Visual Presentation (AVP) in treating words in a light manner. This AVP contain words that is censored and expurgated. This is classified into two types of expurgation namely Word expurgation and Theme expurgation. This also focuses on the censored that need to be expurgated where sexually explicit words, off-color words, violent words and thematic projection that are obscene and violent are treated in a light and acceptable manner. The AVP as an instructional material gives reasons for censorship such as its general use, slang, vulgar and the treatment for expurgation uses euphemistic approach.Item Communicative language for speaking proficiency in English of Korean students(2011-02) Sta. Maria, Elvira Christiana LledoEnglish has now inarguably achieved global status. The convergence of cultures, societies and economies created by the forces of globalization in recent years has meant that people have to grapple with a constantly-evolving body of knowledge. More than that, the globalization of systems and cultures also gives rise to an inevitable convergence of values and attitudes - and the currency with which people address. As the links between people across the world grow, there is an increasing need for students to learn not just to communicate in multilingual and multicultural situations, but also to comprehend and to cooperate effectively. English has become the global language that enables us to communicate globally. Citing Crystal (1997),McKay (2002) reports on the dominance of English in various areas, including international organizations, motion pictures, popular culture, publications, electronic communications, and education. To negotiate various academic, political, economic, and cultural issues with people around the world, many of the students will be required to use English in "highly sophisticated communication," both face-to-face and on-line (Warschauer, 2000, p. 158), although they may not need the who range of communicative competence. These global interactions will include both those with native speakers and those with other non native speakers. Teachers need to recognize that the classroom is a place for students not only to study the target language but also to develop their relationship with their teachers and peers. Each classroom is unique in the particular dynamics that exist among the participants in the lesson. These and other socio-cultural factors need to be considered when new teaching approaches are proposed, and western methodologies need at least to be tailored to suit local circumstances. Communicative Language Teaching (CLT) is generally regarded as an approach to language teaching. It is based on the theory that the primary function of language use is communication. One of the fundamental principles of CLT is that learners need to engage in meaningful communication to attain communicative fluency in ESL settings. Therefore, the researcher's goal is to enable learners and teachers to appreciate the interconnectedness between language forms and functions through communicative language teaching. This approach assists the learners in achieving the ability to integrate skillfully the four components of communicative competence and to convey meaning successfully in a socially appropriate manner. Although CLT has been interpreted in different ways, the tenets of CLT commonly include a focus on meaning, a focus on communicative functions, the use of authentic tasks, the use of authentic materials, learner-centered perspectives, an emphasis on the needs and interests of the learner which brings a very colorful alternative to a traditional classroom. By becoming familiar with the student's speaking proficiency, selecting correct authentic materials and preparing authentic tasks, teachers are more equipped to prepare activities in class that would enhance their speaking skills, and be able to design a module that would address the needs of the students. This thesis entitled, Communicative Language for Speaking Proficiency in English for Koreans aimed to investigate the English proficiency of Koreans in the speaking level. Specifically the study sought to answer the following questions: 1.What is the English Speaking proficiency of Korean students in the pretest in terms of: a. fluency and spontaneity, and b. gesture and facial expression? 2. What is the English Speaking Proficient :7 of 'Korean students in the post test in terms of: a. fluency and spontaneity, and b. gesture and facial expression? 3. What is the significant difference in the pretest and post test of the English Speaking proficiency of Korean students along: a. fluency and spontaneity, and b. Gesture and facial expression? 4. What Communicative Language Teaching Modules on English Speaking Proficiency can be designed for Bi level Korean Students? Based on the research problems, the following were the findings of the research: 1. a. Initially, B1 level Korean students' English manifest an average level of proficiency required to acquire the necessary concepts of oral fluency and spontaneity. b. On the aspect of gesture and facial expression, Bi Korean students showed an average level of proficiency along nonverbal communication which involves symbolic movements related to speech. 2. a. When it comes to fluency and spontaneity, Korean students manifested average proficiency in the posttest. This suggested that there were no significant changes and that the effectiveness of the treatment was not as linear as it might have been expected. b. The posttest result of gesture and facial expression of Korean students was average. This implied that the effectiveness of the treatment had not affected the nonverbal proficiency of the students. 3. For fluency and spontaneity, the result was not significant and factors such as length of time, type of material, nature of the treatment used, sociolinguistic competence, and motivation affected the results of the test although there was an improvement on the students' nonverbal communication after they were exposed to a communicative approach in the class. 4. A module is necessary to help teachers address and improve the speaking skills of students and enable them to appreciate the challenges in learning the English language. Based on the findings of the study, the following were the conclusions that the researcher had drawn: 1. a. Assessing learners' oral production is necessary to determine if fluency training is warranted or which aspects of fluency should form the focus of instruction. b. Gesture serves as a communicative function in the speaker's encoding of speech. 2. a. The act of communication is to foster communicative competence carried out through multimodality aspects of cognition. b. The use of gestures is not a fixed process but a dynamic one. 3. Nonverbal communication is inextricably linked with verbal communication by accentuating, highlighting and enlarging what is being said. 4. CLT advocates the use of language to communicate. It is an approach to organize different kinds of teaching activities. In order to accomplish the goal of Communicative Language Speaking, effective schemes can be carried out as follows: 1. Language Education Centers or institutions have to systematize effective design in facilitating communicative approaches to English language teaching and learning. 2. Teachers have to develop skills and knowledge related to communicative teaching and learning to increase level of CLT practice. 3. Language institutions have to support action research on communicative teaching and learning to understand the effectiveness of non-verbal communication in L2 classrooms, its status as input, and its role in learner acquisition and output of the L2. 4. Continuously assess the results of the implementation of the communicative approaches in terms of syllabus design, teaching and learning in classrooms, learner performance, and attitudes towards CLT of both EFL teachers and learners. 5. A CLT module is recommended to guide both the teacher and learner for further development of communicative competencies. The module includes four stages: preparation, speaking, reflection, and performance stage. Each stage involves communicative tasks that would help enhance communicative abilities of students and teaching approaches of the teacher.Item Christian truths as depicted in the Lord of the Rings(2004-04) Samole, Blessing CastilloThis study discussed, analyzed, and interpreted the Christian Truths as depicted in the Lord of the Rings. It focused on the three books, The Lord of the Rings by J.R.R. Tolkien. The three books are: The Fellowship of the Ring, The Two Towers, and The Return of the King. It answered the following problems: 1. What are the Christian truths depicted in The Lord of the Rings through the characters and setting? 2. How does J.R.R. Tolkien employ literary techniques to depict Christian truths? The research was scrutinized with the use of the following methods: the descriptive and qualitative method using the formalistic approach, the moral-philosophical approach, and the mythological-archetypal approach. Based on the critical analysis of the epic, answers to the questions posed by this study were reached. 1. The virtues of mercy, love, friendship, loyalty, courage, faith, hope, wisdom, freewill, and humility make up the Christian truths that underpin the literary epic. Through the use of these virtues, the following Christian Truths were depicted through the characters and setting: a. Mercy is above justice. b. Love is the greatest virtue. c. Friendship crosses all boundaries. d. Loyalty characterizes true friendship. e. Courage conquers all obstacles. f. Faith gives hope. g. Hope strengthens the spirit. h. Wisdom leads to just and right decisions. i. Freewill is inclined towards the good. j. Humility brings about abundant blessings. 2. The literary techniques of personification, allusion and symbols, used in the epic draws attention to the existence of truths that the author wants to convey and of good and evil. Through these techniques, the force of nature is showed and Biblical allusions showed the Christ-like characteristics of some of the characters and Biblical events it pertains to. The reader is also made aware of the truths and virtues. Based on the findings of the study, the following are the conclusions that the researcher has arrived on: The company of the Ring acted out on their best virtues which depicted the Christian truths as shown through the analysis of their characters and setting. The Company was able to exercise power over the virtues in that they did not go to the mean or the excess of the virtues. 2. The literary techniques employed by Tolkien showed the power of nature as being more superior than that of man. The literary techniques also showed the greatness of the characters because of their virtues which showed their strong characters. From the conclusions of this study, the following are recommended: 1. Other Christian elements should be studied in the book, aside from the Christian truths that have already been discussed here. 2. Further study should be done on the literary technique of language used by Tolkien in the epic, the new languages that he invented and the songs that are incorporated into the epic. 3. Studies should be done on universal symbols and archetypes found in the epic which do not depict Christian Truths. 4. Studies should also be done on the other Tolkien books such as The Hobbit and The Silmarillion.Item The cognitive listening strategies of proficiency level listeners(2010-06) Sambrano, Rhona Theresa SeriboListening comprehension has been given more attention in the language learning and has become a priority of future research agenda. A lot of researches supported that there is a need for a systematic development of listening comprehension not only as a foundation of speaking but also as a skill in its own right. The main objective of this study was to help the students enhance their listening skills with the use of cognitive listening strategies. This study also aimed at guiding curricular planners to design better syllabuses that apply cognitive listening strategies. Listening is vital in the language classroom because it is an active way to achieve learning. However, a lot of learners merely hear lectures but not truly listening at all or learners listen but they lack listening comprehension. Like any other skill, listening has to be practiced and to be learned because learners use listening in their daily interaction. The problems in this study attempted to establish the dominant listening proficiency level of the students. It also centered on identifying the level of performance of the dominant proficiency level listeners along the learning domains of recalling details and recognizing feelings. In addition, the study determined the performance level of the dominant proficiency level listeners with the use of two cognitive listening strategies which were the top-down and bottom-up processing strategies in listening. The descriptive-survey method and the General Weighted Mean were used to answer the problems. Furthermore, the subjects of the study were the 2nd year Hotel and Restaurant Management students of Our Lady of Fatima University in Speech and Oral Communication subject. The problems were answered and treated by first administering an IELTS-based listening test and used a score analyzer to establish the dominant proficiency. level of students. Then using Barron's listening test that contained recalling details and recognizing feelings as learning domains, the performance level of the dominant proficiency level of students was established using rubrics as assessment tools. The following were the major findings of the study: 1. The modest user were the dominant proficiency level of the students. 2. The modest user listeners fared good in listening proficiency level both in the learning domains of recalling details and recognizing feelings. 3. The modest users performed in the same level of listening proficiency of very good in the use of bottom-up and top-down cognitive listening strategies along the learning domains of recalling details and recognizing feelings. In light of the findings of the study, the following were the conclusions: 1. Many students have only partial command of the language but can also cope with overall meaning in most listening situations. 2. Many students have only basic competence confined in familiar situations only and do not generally handle complex language and detailed reasoning. 3. Cognitive listening strategies like bottom-up and top-down processing can both produce the same results when used in teaching listening comprehension along the learning domains of recalling details and recognizing feelings. Students with low proficiency levels can switch from bottom-up to top-down processing depending on the designed listening activities prepared by the teacher. In relation with the findings and conclusions of this study, the following were recommended: 1. Frequent vocabulary building tasks may be introduced by the teachers to increase the partial or modest listening competencies of the students. 2. Listening activities designed by teachers need not focus only on recalling information, but also on the affective domain for a better understanding of a listening passage. 3. Cognitive strategies such as top-down and bottom-up processing may be used and may be employed in the classroom for all types of proficiency levels of the students to promote variety of teaching pedagogy. a. Students may be exposed to various listening activities in the language classroom that can stimulate the interest of the learners, that can suit to their level of ability, and that can use authentic materials to help them develop their listening comprehension. b. Series of seminars for English language teachers on the proper designing of listening activities may be conducted to enhance their styles of making activities for the students. C. Authentic assessment like rubrics, may be used by teachers for projects, activities and other performances of the students for valid way of assessment. d. Physical conditions and conducive listening classrooms should be provided by school administrators for better students' performance.