Abstract
This study aimed to investigate the grade 7 students’ morpho-pragmatic awareness of the codified Philippine English and millennial slang as to describe the word formation process of Philippine English and Millennial slangs in terms of development, etymology, and morphological/morphophonemic change, assess the students’ awareness of the language items in its pragmatic aspect, and design a supplemental instructional material in teaching vocabulary incorporating the Philippine English and millennial slangs. The researcher utilized mixed method among the 100 respondents. It was revealed that most of the Philippine English words do not have distinct word sources and most of the words are functionally shifted with native morphophonemic change while few millennial slang words have no clear historical word origin and have most functional shift when it comes to morphophonemic change. The level of awareness of the respondents when it comes to Philippine English is aware (Wm= 2.19 AWM) and for the millennial slang, the respondents’ level is aware (Wm= 2.02). However, there is a deviation between the respondents’ pragmatic awareness between the words and their meaning of the language items. The respondents are aware of the words but cannot readily define its meaning. Supplemental instructional materials in teaching vocabulary had been developed but still recommended for further investigation to consider the integration of Philippine English and millennial slangs in teaching vocabulary in grade 7 students.
