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Conceptual Framework
The following were brief of the observation and thoughts that provide a useful basis in crystallizing the blurry and overlapping effects of the trendy lingo to the communicative skills of selected grade 11 students.

Verbal communication helps us meet various needs through our ability to express ourselves. In terms of instrumental needs, we use verbal communication to ask questions that provide us with specific information. We also use verbal communication to describe things, people, and ideas. Verbal communication helps us inform, persuade, and entertain others. It is also through our verbal expressions that our personal relationships are formed. At its essence, language is expressive. Verbal expressions help us communicate our observations, thoughts, feelings, and needs (McKay, Davis, & Fanning, 1995).

Developmental model of being good in communicating assumed that the ability to socialized for the sake of everyone behavior of students in a way of what they said. Developing social, cognitive, and linguistic system. This model makes every student to be fluent decoding, word-level skills and fluent, automatic higher order process, as well as ability to use the automatic skills actively and consciously when the communicate task is demands it.
Expressing feelings can be uncomfortable for those listening. Some people are generally not good at or comfortable with receiving and processing other people’s feelings. Even those with good empathetic listening skills can be positively or negatively affected by others’ emotions. Expressions of anger can be especially difficult to manage because they represent a threat to the face and self-esteem of others. Even though expressing feelings is more complicated than other forms of expression, emotion sharing is an important part of how we create social bonds and empathize with others, and it can be improved.

To verbally express our emotions, it is important that we develop an emotional vocabulary. The more specific we can be when we are verbally communicating our emotions, the less ambiguous our emotions will be for the person decoding our message. As we expand our emotional vocabulary, we can convey the intensity of the emotion we’re feeling whether it is mild, moderate, or intense. For example, happy is mild, delighted is moderate, and ecstatic is intense; ignored is mild, rejected is moderate, and abandoned is intense (Hargie, 2011).

Language is powerful. The contemporary American philosopher David Abram wrote, “Only if words are felt, bodily presences, like echoes or waterfalls, can we understand the power of spoken language to influence, alter, and transform the perceptual world” (Abram, 1997). This statement encapsulates many of the powerful features of language. Next, we will discuss how language expresses our identities, affects our credibility, serves as a means of control, and performs actions.

The power of language to express our identities varies depending on the origin of the label (self-chosen or other imposed) and the context. People are usually comfortable with the language they use to describe their own identities but may have issues with the labels others place on them. In terms of context, many people express their “Irish” identity on St. Patrick’s Day, but they may not think much about it over the rest of the year. There are many examples of people who have taken a label that was imposed on them, one that usually has negative connotations, and intentionally used it in ways that counter previous meanings. Some country music singers and comedians have reclaimed the label redneck, using it as an identity marker they are proud of rather than a pejorative term. Other examples of people reclaiming identity labels is the “black is beautiful” movement of the 1960s that repositioned black as a positive identity marker for African Americans and the “queer” movement of the 1980s and ’90s that reclaimed queer as a positive identity marker for some gay, lesbian, bisexual, and transgender people. Even though some people embrace reclaimed words, they still carry their negative connotations and are not openly accepted by everyone.

We use verbal communication to initiate, maintain, and terminate our interpersonal relationships. The first few exchanges with a potential romantic partner or friend help us size the other person up and figure out if we want to pursue a relationship or not. We then use verbal communication to remind others how we feel about them and to check in with them—engaging in relationship maintenance through language use. When negative feelings arrive and persist, or for many other reasons, we often use verbal communication to end a relationship.

Communicative skills help us to express feeling, emotions, identity. This will reflect on our family backgrounds and surroundings. Being able to communicate verbally is one way to express ourselves.
This study aimed to investigate the effects of trendy lingo to the communicative skills of selected grade 11 students S.Y. 2018-2019. The research paradigm, as shown in Figure 1, consist of Student Profile and Communicating Fluency as Independent Variables. Student profile includes the Age, Gender, Parents’ Attainment, Parents’ Occupation, Family Income, and Communicating Skills. The aspects of Communicative Skills are Accuracy, and Rate. The dependent variable corresponds to the Communicative Skills of the students.

right288467Communicative Strategy
Communicating Fluency
Accuracy
Rate
00Communicative Strategy
Communicating Fluency
Accuracy
Rate
left289899Communicating Skills
00Communicating Skills
Independent Variables Dependent Variables

Figure 1. Research Paradigm
This shows the relationship between the Independent Variable and Dependent Variable.

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