This study was conducted for three months, from July to September 2012.įindings of the study revealed that: (1) majority of the teacher-respondents are in the baseline/entry position as of the time of this study (2) teacher-respondents in general strongly approved the contents of the existing orthography and (3) there is just a slight contrasting views and opinions among teacher-respondents on the rules regarding translation.

To collect the necessary data of this study, the researcher developed a questionnaire with three parts: (1) the personal data of the respondents (2) the questions to measure the perception of the respondents on each specific rule of the orthography and (3) a survey to determine the proposed changes on the certain rules of the orthography as part of the standardization of the Filipino language. method of research and was conducted through language survey – a type of statistical study which was according to Brown (1991) is done through data collection on the nature and acquisition of language, and perception of the source of data in oral or written interview. This study primarily aims to determine the perceptions and proposed changes of the public secondary school teachers handling Filipino subject in the Division of the City Schools of Malolos, School Year 2012-2013, on the contents of the 2009 Manual of Orthography in Filipino (Gabay sa Ortograpiyang Filipino), after almost three years of its implementation. The results confirm the role of Estonian orthography on the L2 pronunciation, however, the two L2 subject groups show different prosodic patterns. The material used in the study involves word structures with and without orthographic manifestation of quantity contrasts. The current paper studies the role of L2 orthographic in-put on the L2 production of Estonian quantity degrees by two groups of subjects with different language backgrounds: Finnish and Russian.

Thus, the orthography might be the reason for the use of the same L2 production pattern for both Q2 and Q3. excluding the words with plosives between first and second syllable vowels (see examples later in the text).

While Q1 and Q2 structures are always distinguished in the orthography, this is not the case in most Q2 and Q3 words. Our previous studies have shown that for L2 learners the distinction between Q2 and Q3 is a difficult task in both production and perception. The Estonian quantity system involves three contrastive patterns referred to as short (Q1), long (Q2) and overlong (Q3) quantity degrees.

Abakadang tagalog