Anne With An e - Final Paper.09

P O L Y T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S
ANNE’S VOCABULARY: A DISCOURSE ANALYSIS OF HOW

THE NETFLIX SERIES “ANNE WITH AN E” REPRESENTED A
SESQUIPEDALIAN
A Thesis
Presented to the Faculty of the College of Arts and Letters
Department of English, Foreign Languages, and Linguistics
Polytechnic University of the Philippines
Sta. Mesa, Manila
In Partial Fulfillment of the Requirement for the Degree

Bachelor of Arts in English Language Studies
by:
OLIVER B. TESORERO JR.
2024
i
CERTIFICATION
This thesis, ANNE’S VOCABULARY: A DISCOURSE ANALYSIS OF HOW

THE NETFLIX SERIES “ANNE WITH AN E” REPRESENTED A SESQUIPEDALIAN
prepared and submitted by OLIVER B. TESORERO JR. in partial fulfillment of the
requirements for the degree BACHELOR OF ARTS IN ENGLISH LANGUAGE
STUDIES has been examined and recommended for Oral Examination.
Evaluation Committee
ALGENE MALTE DE GUZMAN, cPhD

Adviser
ZURIEL D. AGUILAR, MALLI JOHN HAYROLD C. MALONZO, PhD

Member Member
ROLANDO P. QUINONES JR., PhD MARISSA L. MAYRENA, PhD

Member Program Chair
APPROVAL
Approved by the Panel on Oral Examination on February 06, 2024, with the final
grade of _____.
JOHN HAYROLD C. MALONZO, PhD

Chair
ZURIEL D. AGUILAR, MALLI ROLANDO P. QUINONES JR., PhD

Member Member
Accepted in partial fulfillment of the requirements for the degree Bachelor of Arts
in English Language Studies.
ROMEO P. PEÑA, PhD

Dean
ii
ACKNOWLEDGMENTS
This research could not have been possible without the unwavering support of
people who played a significant role in my thesis writing journey. The researcher would
like to express his sincere gratitude to the following individuals who played a crucial
role in the completion of this thesis:
Firstly, the researcher extends his deepest appreciation to his research adviser,
Prof. Algene M. De Guzman, for his unwavering support, guidance, and knowledge
shared throughout every stage of this research. His expertise and insights have been
invaluable in shaping the direction of this study. Also, the researcher extends his thanks
to the members of his thesis committee, Prof. Annabelle Gordonas, Prof. Zuriel Aguilar,
Prof. Rolando Quiñones Jr., and Dr. John Hayrold C. Malonzo, for their constructive
feedback and valuable suggestions that greatly contributed to the refinement of his
work. And of course, to Sintang Paaralan, the Polytechnic University of the Philippines,
and the Department of English, Foreign Languages, and Linguistics for providing
knowledge, valuable experiences, and the necessary resources and facilities that
facilitated his research process.
Secondly, the researcher would like to thank his family for their constant support
and understanding during the ups and downs of his academic endeavor. Their
encouragement provided the motivation he needed to persevere. He also wants to
acknowledge his friends and classmates, especially MJ, who offered his time and
valuable insights that enriched the quality of this research.
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Thirdly, the researcher is forever grateful to God for giving him strength, wisdom,
and inspiration during his academic journey. Without God's blessings and grace, none
of this would have been possible.
In addition, the researcher would like to express his deepest gratitude to his
beloved dog, Aegon, who is now in the presence of God. He hopes that his dog is happy
up there, and he thanks him for being his little angel who brought him comfort, joy, and
perseverance to do his best. He hopes this portion of this paper will remind his dog how
much he loves him and how impactful he is to him. The researcher misses you, and
loves you forever, his little angel!
Lastly, as a solo researcher, he would like to highlight this EMMY acceptance
speech by Niecy Nash-Betts.
“And you know who I want to thank? I want to thank me, for believing in me
and doing what they said I could not do.”
O.B.T
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CERTIFICATION OF ORIGINALITY
This is to certify that the research work presented in this thesis, ANNE’S
VOCABULARY: A DISCOURSE ANALYSIS OF HOW THE NETFLIX SERIES “ANNE
WITH AN E” REPRESENTED A SESQUIPEDALIAN for the degree Bachelor of Arts in
English Language Studies at the Polytechnic University of the Philippines embodies
the result of original and scholarly work carried out by the undersigned. This thesis does
not contain words or ideas taken from published sources or written works that have
been accepted as a basis for the award of a degree from any other higher education
institution, except where proper referencing and acknowledgment were made.

Researcher
14/02/24
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ABSTRACT
Title : Anne’s Vocabulary: A Discourse Analysis of How The Netflix
Series “Anne with an E” Represented A Sesquipedalian
Researcher : Oliver B. Tesorero Jr.
Degree : Bachelor of Arts in English Language Studies
Institution : Polytechnic University of the Philippines
Year : 2024
Adviser/Co-author: Prof. Algene Malte De Guzman
The power of words is a gift to humans, but multiple meanings or spellings of the same
word can cause communication problems. By documenting Anne's experiences in
Avonlea, this research aids in documenting and investigating how people perceive
someone who has in-depth knowledge of the English language. The researcher used
descriptive qualitative methods through discourse analysis and scrutinized the paper
through the lenses of Cooperative Principles Theory. After having an in-depth analysis
of the series, several salient themes emerged from the data such as, "Love for
Reading," "Imagination and Creativity," and "Curious Nature" themes. Furthermore, the
findings revealed that due to Anne’s natural tendency to use complex words and
sentences, her conversations with her family and friends led to misunderstandings. This
complex and extensive English usage of Anne made her different from other children
in Avonlea, which resulted in her being seen as weird. However, some of the people in
Avonlea, particularly those who recognize Anne’s intelligence and passion for learning,
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were amazed by her unique usage of the English language. Therefore, the study
concludes that Anne's sesquipedalian tendencies and rich language provide both
wonder and challenge. These wonders and challenges highlight the complicated nature
of communication and the unique characteristics of language and its users. It also
emphasizes the significance of acceptance, understanding, and the desire to embrace
one's individuality in the area of language and communication. Based on the research
findings, educators are encouraged to include various pedagogies into language
learning by engaging learners in activities such as reading programs that correspond
with their interests, creative writing exercises, and curiosity-driven investigation that will
engage learners in a holistic language learning experience. This research contributes
to the existing studies by offering a comprehensive understanding of how people
perceive someone who has in-depth knowledge of the English language.
Keywords: Polytechnic University of the Philippines, Bachelor of Arts in English

Language Studies, Anne with an E, sesquipedalian, vocabulary
building, discourse analysis, language use, communication difficulties
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TABLE OF CONTENTS
Page
TITLE PAGE i
CERTIFICATION-AND-APPROVAL SHEET ii
ACKNOWLEDGMENTS iii
CERTIFICATION OF ORIGINALITY v
ABSTRACT vi
TABLE OF CONTENTS viii
LIST OF TABLES x
LIST OF FIGURES xi
Chapter 1 THE PROBLEM AND ITS SETTING

Introduction 1
Statement of the Problem 3
Theoretical Framework 4
Conceptual Framework 8
Scope and Limitations of the Study 9
Significance of the Study 10
Definition of Terms 11
Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES

Conceptual Literature
The Influence of Reading on Vocabulary Growth 13
Barriers to Effective Communication 17
People's Perceptions of Intelligent People 22
Vocabulary Building 24
Synthesis of Related Literature and Studies 33
Chapter 3 METHODOLOGY
Research Design 36
Tradition of Inquiry and Data Generation Method 37
Sources of Data 38
Instrumentation 38
Ethical Considerations 39
Chapter 4 RESULTS AND DISCUSSION

The implications of Anne with an E for Vocabulary Development 40
The challenges that Anne encountered in interacting with her 46
friends and family as a sesquipedalian
The way people in Avonlea respond to Anne’s extensive 51
English vocabulary
The implications of Anne with an E for Vocabulary
Development 57
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Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS
Summary of Findings 63
Conclusions 65
Recommendations 67
BIBLIOGRAPHY 69
APPENDICES
1 Ethics Clearance 78
2 Curriculum Vitae 79
3 Certificate of Grammarian 80
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LIST OF TABLES
Number Title Page
1 Themes Emerged from the Series 40
2 The Challenges Encountered by Anne Shirley as a 46

Sesquipedalian
3 The Responses of the Characters to Anne Shirley’s 51
Extensive Usage of English Language
4 The Implications of Anne Shirley’s Usage of the English 57
Language to Viewers
x
LIST OF FIGURES
Number Title Page
1 Conceptual Framework 8
xi
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 1
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
An understanding of what is considered necessary for a girl to learn to mature
and be understood can be gained by studying Anne's characterization and
communication process. The power of words is a gift to humans, but multiple meanings
or spellings of the same word can cause communication problems. By documenting
Anne's experiences in Avonlea, this research aids in documenting and investigating
how people perceive someone who has in-depth knowledge of the English language.
"Anne with an E" is one of the best examples of how people communicate and
perceive loquacious people like Anne Shirley, a 13-year-old girl who has a vast
vocabulary and ability to express herself articulately. Anne Shirley is the protagonist in
the Netflix show "Anne with an E." She is an orphan girl with thick red hair, freckles
galore, and big, expressive blue eyes. She enjoys talking and frequently expresses
herself with large words. As an imaginative and free-spirited orphan, Anne frequently
uses her imagination as a coping mechanism to get out of difficult situations. However,
she frequently gets into mischief due to her tendency to daydream while performing
household duties. But one aspect of Anne's character that inspires and distinguishes
her is that, despite her many challenges in life, her challenges have become her
strengths. Anne’s character is wide and complex, which demonstrates why her
character is intriguing and how she contributes to a broader scope of research and
understanding.
Many scholars have conducted extensive research on Anne with an E as well as
Anne of Green Gables. A study conducted by Alamshani and Bajri (2019), investigates
the language of selected contexts of the novel according to the theories of cooperative
principles and conversational implicature. The results signify that all maxims have been
flouted among the selected parts of the novel. Furthermore, the researchers argue that
the overall assumption of maxim flouting in the novel is due to the protagonist’s constant
detachment from her real world. Another study conducted by Hnatow (2020), blends
feminist media and literature analysis in an investigation of the representation of
girlhood in Anne with an E. She argues that Anne’s maturation is reliant upon her
negotiation with her identity, advocacy, and her community.
The following research studies used various theories and principles, but almost
all of them failed to discuss one of the vital aspects of Anne’s character, which can only
be scrutinized through discourse analysis. Hence, this paper seeks to shed light on the
nature of discourse analysis through the lenses of cooperative principles theory. The
study by Alamshani and Bajri (2019) was the most similar to the study; however, it only
addressed a few parts of the novel and did not provide the opportunity to understand
the show adaptation as well, although both the original and the adaptation were distinct
entities. Furthermore, the research conducted by Alamshani and Bajri (2019) is different
from this research because the data of this research is in the form of spoken text, which
is shown in the Netflix series "Anne with an E." As a result, the researcher seeks to fill
this gap. The researcher also discovered that there are few to no research studies on
Anne with an E and the novel Anne of Green Gables in the Philippines, which is why
the researcher had difficulty finding local literature on the same topic. As a result, the
current study seeks to fill that gap as well.

While Anne Shirley’s character is fictional, understanding her communication
process can still offer valuable insights into the field of linguistics. Studying her
language use, interaction patterns, and communication style can provide insights into
relevant issues regarding linguistic phenomena, cultural aspects, and the intricacies of
language and communication.
The researcher chose this topic due to the following reasons: Firstly, one way of
choosing this topic would be to look at another study done by Hnatow (2020), which
blends feminist media and literature analysis in an investigation of the representation
of girlhood in Anne with an E. In one of her recommendations, she stated that there are
still more discourses and themes that need to be better understood, such as sexism,
prejudice, bullying, and so on. Secondly, Anne's character is relatable and timeless. As
individuals come of age, some moments feel like they do not fit in, like outsiders, and
they feel like everything they do is weird and strange.
These experiences and problems faced by Anne reflect society and a lot of
individuals; they remain timely and relevant to this day. Lastly, the researcher chose
Anne with an E rather than Anne of Green Gables because the series does not directly
follow the story of the book, and the show also featured modern issues as well as new
characters that are essential to understanding Anne's discourse.
Statement of the Problem
This research aims to describe how the Netflix series Anne with an E represents
a sesquipedalian like Anne Shirley by analyzing her experiences with the people of
Avonlea. Thus, the research study aims to answer the following questions:
1. How does Anne Shirley acquire such a large English vocabulary?

2. What are the difficulties faced by Anne when communicating with her friends and
family as a sesquipedalian?
3. How do the people of Avonlea respond to Anne’s extensive English vocabulary?
4. What are the implications of Anne with an E in vocabulary building?
Theoretical Framework
The theoretical underpinning of this study is Paul Grice’s Maxim of Cooperative
Principle.
Cooperative Principles Theory
Paul H.P. Grice, a philosopher of language, proposed the Maxims of
cooperative principle (CP) in 1975. He contends that all speakers, regardless of cultural
background, adhere to a fundamental principle governing conversation, which he refers
to as the cooperative principle. Cooperative principles theory assists people in
interpreting the implicit meaning in utterances by using principles known as maxims.
Grice expanded on his cooperative principle with the four conversational maxims: the
maxim of quality, the maxim of quantity, the maxim of relevance, and the maxim of
manner, to which he believed anyone wishing to engage in meaningful, cogent
conversation should adhere (Nordquist, 2019).
According to Grice, to have successful communication, participants must
cooperate by following the conversational maxims. Observing a maxim requires
participants, both speaker and hearer, to communicate in an efficient, rational, and
cooperative manner: they must speak sincerely, relevantly, and clearly while providing
sufficient information. Moreover, Grice expanded on his cooperative principle with the
four conversational maxims, which are listed below.

A. Quality: this maxim calls for honesty and sincerity on the part of participants
in a discourse. The maxim of quality requires an interlocutor to make an
honest contribution. The contribution must not be false or lacking in
evidence.
B. Quantity: every speaker should be informative in a discourse by saying the
right amount of what is required. Verbosity and redundancy weaken the
interest of the listener and make the reader confused. The contribution
should not be more informative than necessary.
C. Relevance: according to the relevance maxim, an interlocutor must make
his contribution relevant to the proposed exchange.
D. Manner: this maxim requires interlocutors to avoid ambiguity and obscurity
while remaining concise and orderly. Grice uses it to mean participants in a
discourse should not make their contributions obscure, ambiguous, or
difficult to understand. Moreover, high-sounding, and jaw-breaking, as well
as complex words and phrases, should be avoided because the essence of
communication is that the hearer should be able to understand.
Non-observance of Gricean Maxim
Non-observance of maxims occurs when the speaker disregards the rule of
conversational maxims. By breaking the rules of the conversational maxim, the hearer
or communicant will implicate their meaning and understanding. As a result, this
contributes to the failure of communication. Grice (1975, cited in Thomas, 1995) called
this phenomenon a failure to observe a maxim. Furthermore, these failures are
classified as flouting a maxim, violating a maxim, infringing a maxim, opting out of a
maxim, and suspending a maxim.

A. Flouting a Maxim: Flouting a maxim is a failure in a conversation where the
speaker blatantly gives an implicature in providing the information or
responding to a topic. It is when speakers do not seem to follow the maxims
but expect the listener to generate the implications, not taking the words at
face value.
B. Violating a Maxim: The speaker gives the hearer insincere, irrelevant, or
ambiguous implicature. This maxim usually leaves the listener perplexed
about the meaning of the speaker's implicature. To understand what the
speaker wants or means in conveying the message, the listener must first
think. As a result, this phenomenon is frequently the source of conversational
misinterpretation.
C. Infringing a Maxim: Infringing on a maxim is a type of non-observance
maxim that occurs as a result of the speaker's utterance disability. Some of
the factors that influence the speaker's disability are nervousness, inebriation,
or excitement. It can also happen if the speaker has a poor command of the
language.
D. Opting Out a Maxim: Opting out occurs when a speaker is unable to say
something because he is afraid to say the truth for fear of upsetting the
listener. The speaker usually hopes to avoid making a false accusation or
appearing uncooperative to the interlocutor.
E. Suspending a Maxim: It is a non-observance maxim commonly found in
funeral orations and obituaries. The speaker uses this type to honor the
participants in the conversation and protect the feelings of certain
participants. Moreover, suspending a maxim occurs when participants in a

conversation expect the maxim to be completely unfulfilled because the
participants are withholding information that is culturally necessary or taboo
for them to utter.
Additionally, when the interlocutors follow the maxim, communication will run
smoothly. It is because, by following the maxim, either the speaker or the addressee
will have the same and sufficient information concerning the subject of their
conversation (Situmorang, 2019). However, for various reasons, many people are
unable or unwilling to follow the maxim (Muhammad & Karim, 2019).
Several studies have used the cooperative principle to analyze literary works as well
as films. In the study conducted by Rahmawati (2018), which discusses the non-
observance of cooperative principles in the Despicable Me 3 movie, The researcher
used Grice’s theory to analyze the data and to find out what types of non-observance
of cooperative principles are found in the movie. The researcher also used
Christoffersen’s classifications to know the reasons for the characters' disobeying the
maxims. The research found that some reasons for the main characters disobeying the
maxims are to hide the truth, save face, feel jealous, build someone’s belief, avoid
hurting someone, and convince the hearer. In another study conducted by Anisa
(2020), which analyzed the non-observance maxim in Ellen DeGeneres’s Instagram
account. The research found 26 instances of flouting the maxim (8 of flouting the maxim
of quantity, 7 of flouting the maxim of quality, 8 of flouting the maxim of relation, and 3
of flouting the maxim of manner). Moreover, there are 21 violations of the maxim (4 of
the violating maxim of quantity, 13 of the violating maxim of quality, 3 of the violating
maxim of relation, and 1 of the violating maxim of manner). 9 of the infringing, 3 of the
opting out, and 1 of the suspending. The dominant non-observance maxim is the
violating maxim of quality, which happens 13 times. The focus of Zhao's (2017) study
was on how humor was created in a few episodes of a selected Chinese sitcom, Home
with Kids (Season 4). Using Grice's (1975) non-observance of cooperative principles.
The study's findings indicate that not all maxims were observed in generating the humor
effect. Flouting and violating appear to be the most frequently used non-observances,
with the maxim of quality being cast as the most preferred method of creating humor.
Furthermore, not only in daily conversation do people violate maxims but also in drama
dialogues like Anne with an E.
Conceptual Framework
Figure 1. Conceptual Framework
Figure 1 illustrates the conceptual framework of the study. The figure shows the
individual but connected aspects of vocabulary building. These variables were

observed in Anne Shirley’s characterization throughout the series, and these variables
were used as the basis for answering the research questions. Furthermore, the
paradigm uses arrows to indicate the causal relationship of each variable. To
emphasize the figure, the “Vocabulary Building” variable was the process observed in
a thirteen-year-old girl named Anne Shirley for acquiring a huge knowledge of the
English language. It is then followed by various hobbies such as reading, watching,
listening, and imitating, resulting in her having a “Large English Vocabulary,” followed
by the last variable, which is its “Effects on Communication.”
Scope and Limitations of the Study
The study focuses on the Netflix show Anne with an E, specifically
conversations of the show's protagonist, Anne Shirley Cuthbert. The scope of the study
will be Anne Shirley Cuthbert’s selected discourse throughout the series. These
selected conversations are only the most important scenarios in the show that are vital
and relevant to the study. The primary subject of this research is Anne Shirley and her
conversations with her family and friends. Anne's family includes the siblings Marilla
and Matthew Cuthbert. Her friends include Diana Barry, Ruby Gillis, Josie Pie, Jane
Andrews, Tillie Boulter, Minnie May Barry, and Jerry Baynard. Anne Shirley's selected
conversation with these characters is the focus of the analysis of the study; by analyzing
these conversations, the researcher will be able to understand how these characters
react to Anne's creative way of talking as well as Anne's difficulty when talking to them.
Moreover, the analysis of the Netflix series will be limited to three seasons: 10
episodes for seasons one and two, and seven episodes for season three. Lastly, the
analysis will only cover the three seasons of Anne with an E because unfortunately, the
series was not renewed to have another season.
Significance of the Study
This study will be beneficial to the following:
Viewers and Fandoms. This research will help them understand how people
communicate and interact with one another. It will also give them a better understanding
of Anne Shirley’s personality and her experiences in Avonlea.
Parents. Parents will be more aware of the importance of better communication
with their children, giving them a more comprehensive understanding of how their
children behave and acquire their language skills.
English Language Teachers. This research will give English teachers insights
into their role and the role of English in the communication success of students. It will
also give them a wider understanding of how their students utilize the English language.
Students of English Language and Literature Study Program. This research
will provide them with ideas, knowledge, and understanding of how communication
works and the effects of the English language on people, especially children.
Field of Linguistics. The results of this research could contribute to the field of
linguistics by supporting and providing new bodies of knowledge regarding the
language repertoire of individuals.
Media Representation. This research can contribute to the discourse on media
representation demonstrating how pop culture portrays people like Anne Shirley, which
can break stereotypes and shape new perceptions of people like Anne Shirley.
Future Researchers. Researchers in the field of linguistics will benefit from the
complex understanding offered by this study, which will open more investigative
prospects for future studies and contribute to the ongoing growth of knowledge within
the discipline.
Definition of Terms
The following terms are operationally or conceptually defined to fully understand
the research paper.
Anne with an E. It is the title of the Netflix series and the most recent adaptation
of Lucy Maud Montgomery's renowned children's novel Anne of Green Gables.
Avonlea. It is a fictional town on Prince Edward Island, Canada, which serves
as the setting for Lucy Maud Montgomery's novel Anne of Green Gables as well as the
Netflix series Anne with an E.
Curious Nature. Anne Shirley's inquisitive nature and eagerness to learn about
the world around her.
Deliciously Secret. Conveys the idea that something is both delightful and
mysterious, like a hidden treasure waiting to be discovered.
Depths of Despair. Anne's dramatic way of expressing her deep sadness or
hopelessness.
Discourse Analysis. The researcher used the analysis approach. It is a
qualitative analysis method that looks specifically at the subjective underlying meaning
of language in verbal or written communication.
Green Gables. Is a fictional place in the Netflix series "Anne with an E." Green
Gables is the name of the farmhouse owned by Marilla and Matthew Cuthbert.
Imagination and Creativity. One of the themes emerged in the data,
demonstrating how Anne Shirley's rich imagination and imaginative storytelling abilities
drove her to explore the English language by descriptively explaining her ideas.
Kindred Spirits. Those with whom Anne Shirley has an immediate and
profound connection like Matthew and Diana.
Love for Reading. The theme emerged in the study demonstrating that Anne
Shirley is portrayed as someone who loves to read, exposing her to a wide range of
vocabularies and phrases.
Netflix. This is where the researcher watched and gathered all the data from
the series. It is a streaming service that provides a wide range of award-winning TV
episodes, movies, animation, documentaries, and other content to thousands of
internet-connected devices.
Netflix Series. These are shows that were created and commissioned in-house
by Netflix production teams. Netflix owns the entire rights to these shows.
Represented. The term refers to serving as a sign or symbol of something.
Sesquipedalian. Is an adjective meaning having many syllables or being long.
It can also refer to someone or something who overuses big words like Anne Shirley.
Scrumptiously Exciting. Highlights the idea that something is not just exciting
but also exceptionally enjoyable and pleasurable.
Vocabulary. A list or collection of words or of words and phrases that an
individual understands and uses in their language repertoire.

Chapter 2
REVIEW OF LITERATURE AND STUDIES
This chapter discusses the relevant literature and studies that the researcher
considered when determining the significance of the current study. It also provides a
synthesis of the art to fully comprehend the research for a better understanding of the
study.
The Influence of Reading on Vocabulary Growth
Intellectual heroes are frequently portrayed as bibliophiles and sesquipedalian
(avid readers who use unusual words), emphasizing how important reading is to
modern society and how inextricably linked it is to education and learning (Burgess,
Kleiji, Ricketts, and Shapiro, 2022). The premise that reading development may have
a significant impact on a child's exposure to new words underpins the hypothesis that
reading skills may be related to the rate of vocabulary growth. This hypothesis also
underpins the prediction that reading skills may be related to the rate of vocabulary
growth. There is empirical evidence to suggest that older children and adults can
acquire new vocabulary through exposure to written texts. Spoken language
developmentally precedes the emergence of reading, from which point the two skills
remain intimately intertwined throughout development. It is well known that aspects of
children’s oral language skills make strong contributions to their early progress in
learning to read (Wegener, Beyersmann, Wang, & Castles, 2022). Moreover, reading
and vocabulary are intertwined in such a way that vocabulary gains accelerate the
process of comprehending a specific text, and reading allows learners to build up their
language proficiency, influencing how learners approach and digest information in
response to educational, professional, and occupational contexts. People who read
more have a larger vocabulary and a better understanding of how to use those words.
A large vocabulary can help the person in school, at work, and in social situations. It
will help the person understand others' ideas better and will give them the satisfaction
of effectively communicating their thoughts and ideas (Enock, 2019).
In like manner, learning vocabulary from a book is much easier than memorizing
words from a dictionary. This is because the individual is learning the words in context.
Because the words make sense in the context of what one’s reading, they're easier to
remember later (Cornerstone University, 2020). Even though vocabulary knowledge is
crucial in receiving and producing meaning in a language, improving vocabulary
knowledge can be challenging for both teachers and students. One of the predictors
that can address this challenge is exposure to the target language through meaning-
focused reading. As language learners are exposed to written language while reading,
reading may help them enrich their vocabulary knowledge. A study conducted by
Samaraweera (2023 investigated whether meaning-focused reading can contribute to
the development of vocabulary knowledge (Breadth and Depth) among adult learners
of English as a second language (ESL). Reading appears to contribute more to the
breadth than the depth of vocabulary knowledge in his study. Thus, although meaning-
focused reading can contribute to vocabulary knowledge, the contribution might vary
depending on the type of vocabulary knowledge.
Overall, the research findings indicate that exposure to the target language
through meaning-focused reading plays an important role in improving vocabulary
knowledge among adult ESL learners. In addition, Alghonaim (2020), suggests that
EFL learners' comprehension levels increase with reading engagement that is related
to the class reading.
Meanwhile, Beckmann, Higgins, and Savva (2021) conducted a study to
compare the impact of eBooks reading on language and literacy development in young
children to traditional reading of print books with or without adult scaffolding in a
structured and controlled environment. The study found that eBooks have a small
positive effect on language and literacy development when compared to print books.
Furthermore, the study discovered a significant positive correlation between multimedia
e-books and the development of coding skills. However, no significant differences in
story comprehension were found between e-book and print book reading.
In a study conducted by Cairo, Green, and Kneuer (2012) about the
psychological effects of re-reading favorite books, they proposed that reading a familiar
book can similarly elicit nostalgia and provide emotional benefits through narrative
transportation beyond that of reading a new book. The study found that re-reading
elicited greater nostalgia and social connectedness than reading a new novel or
newspaper. Narrative transportation and nostalgia fully mediated the effect of reading
conditions on social connectedness.
On the other hand, reading and comprehension are inextricably linked.
According to Aktas (2022), reading comprehension strategies must be used to improve
students' comprehension skills. Similarly, reading comprehension is one of the pillars
of the act of reading. It consists of two components: vocabulary knowledge and text
comprehension. To comprehend text, the readers must comprehend each word that
they read (KoolMinds, 2022).

In the study conducted by Aktas (2022), with regards to the impact of reading
comprehension strategies in Turkish language teaching on reading comprehension
skills was investigated. According to the findings, reading comprehension strategies
had a positive effect on reading comprehension skills in Turkish as a foreign language
lesson. Moreover, it is also critical for teachers to constantly monitor each student's
background knowledge and comprehension so that they can step in and fill in the gaps
in their understanding. The importance of the knowledge that students bring to their
reading should never be overlooked in teaching comprehension strategies. They must
collaborate (Murray, 2018).
Another study conducted by Boonstra, Bree, and Wolf (2018), aimed to increase
our understanding of the relationship between reading and listening comprehension. In
85 second and third-grade children, reading and listening comprehension tasks with
the same format were assessed. Vocabulary and word reading fluency were discovered
to be common contributors to reading and listening comprehension. These findings
indicate that only a portion of the comprehension process is domain-general and is
unaffected by the mode in which the information is presented. Especially vocabulary
seems to play a large role in this domain-general part. The findings call for a greater
emphasis on modality-specific aspects of reading and listening comprehension in
research and education.
Indeed, books are the most incredible and profound learning tools. They not
only encourage children to think, but they also allow them to enter another world and
immerse themselves in the setting of the book (Think Digital Academy, 2021).
Identically, reading stimulates both young and adult readers' imaginations. A child's
developing brain will benefit greatly from the imagination training associated with
reading or being read to, which "flexes their brain muscles," assisting them in becoming
more creative and imaginative (Basmo, 2023). An individual’s imagination abilities
improve as they practice using their imagination. When an individual reads a book, their
brain is constantly imagining the events and scenes described. Reading keeps their
ability to imagine things active (The Book Buff, 2021). Books help individuals develop
their creativity and imagination. It broadens their mind, allowing them to look beyond
their own life and consider something new (Think Digital Academy, 2021).
In the experimental study conducted by Abu Soawen (2020), which aimed at
showing the effect of using the mental imagination strategy in developing critical
reading skills for ninth-grade students in Gaza, the study revealed that there was an
effect on using the mental imagination strategy in developing targeted critical reading
skills. It also clarified that there were significant differences between the experimental
and controlled group grades in the post-test of critical reading skills attributed to the
experimental group.
Barriers to Effective Communication
Literacy and communication theory are the foundations of communication.
Literacy is commonly associated with English language arts such as reading, writing,
listening, and speaking. Communication, in more specific terms, is an expressive
process demonstrated through production, which includes writing and speaking,
whereas comprehension is an interpretive, decoding, and receptive process acquired
through reading and listening (Thompson, 2020).
An individual endangers themselves and others when they fail to communicate
effectively, regardless of whether the communication is verbal, nonverbal, written,

listening, or visual. There are numerous barriers to communication. The intended
communication is frequently disrupted and distorted, resulting in misunderstanding and
communication failure.
Barriers to effective communication can take many forms, including linguistic,
psychological, emotional, physical, and cultural barriers, among others. Language is
one of the most basic hindrances to effective communication (Mishra, 2022). Language
barriers are the root causes of many problems or obstacles in health care, aviation,
maritime, business, and education (Buarqoub, 2019).
In communication, difficult or inappropriate words can prevent people from
understanding the message. The sender of information may use difficult words in his
message that the receivers do not understand. As a result, the message will be
misinterpreted (Adhikary, 2019). Furthermore, there is always a possibility of
misinterpretation of the messages when the sender does not use simple and clear
words that can convey the exact meaning to the receiver (Buarqoub, 2019).
According to Mishra (2022), when an individual wants to communicate
effectively, the purpose must be clear and the aim should be to establish the purpose
as swiftly, and simply as possible. Being verbose or using difficult jargon defeats the
purpose of effective communication because one never knows how much is said and
understood by the receiver. Large and difficult words and sentences always perplex the
receiver. The best strategy is to keep it brief and simple.
Furthermore, according to Boone (2020) using big words makes it hard for our
audience to process the information and drains their energy resources. She also added
that individuals might be damaging their credibility and creating negative impressions.
According to Allen (2022), using complex words in written texts makes people think,
which distracts them from the article's main point.
In the study conducted by Mocero (2018) regarding the barriers and innovative
strategies for developing proficiency in the English language, the results showed that
linguistic barriers affect proficiency. Furthermore, the study shows that the students
were affected by physical barriers, specifically in differentiating meaning and
sentences, structure development, and reading. In another study conducted by
Chentez, Felicilda, and Tabañag (2019) regarding the common problem in oral
communication among high school students, the study showed that oral communication
and communication apprehension were the main problems for the students.
Furthermore, the study revealed that these problems were caused by the lack of usage
of English in daily life, resulting in nervous feelings when speaking in a second
language.
Numerous studies have been conducted to investigate the violation of Gricean
maxims in conversations. In Ayunon's (2018) study, which attempted to revisit the
observance or violation of the Gricean maxims in Facebook conversation posts, the
researcher also intends to investigate FB conversation posts and how participants in
this generation's conversations violate the Gricean maxims, as well as the possible
implicatures generated by the utterances. The analysis reflected the speakers' efforts
to participate in the conversation by providing answers that adhered to the maxims of
quantity, quality, relevance, and manner. Similarly, evidence suggests that interlocutors
violate Grice's maxims in the majority of cases. The quantity maxim was the most
frequently violated of the four. However, the author suggests that speakers flout the
maxims to achieve specific goals. Among the objectives identified were to inject humor
into the conversation and blend sarcasm into their statements.
Conversely, in another study conducted by Buslon and Rillo (2019), which aims
at the pragmatics of irony in humor in Vice Ganda’s conversational jokes as an
emerging drift in Philippine witticism, it was discovered that when using irony as a
strategy to achieve humorous conversational witticism, other or all of the Gricean
maxims could be violated without affecting the ironic effect of a humorous
conversational witticism.
Moreover, in a study conducted by Geranco (2021), which aimed at determining
whether the four maxims of the Gricean cooperative principle were observed or violated
in a television interview, it was discovered that the maxims of quality and relation were
the most observed, while the maxim of manner was the most violated. The conversation
was successful because the participants were able to observe the maxim and violate it
less frequently.
In like manner, in a qualitative study done by Ceballos and Sosas (2018), which
describes violations of conversational maxims in Philippine court proceedings, twenty
transcripts of criminal cases from the Regional Trial Court of Kidapawan City,
Philippines, were used as corpora in the study. The study found that the four maxims
of conversation—quantity, quality, relation, and manner—are violated during court
trials. Violations of the maxim on quantity occur when witnesses provide more than
enough information but not enough information to answer questions. In contrast,
violations of the quality maxim occur when witnesses provide hearsay or use
words/phrases that indicate uncertainty, such as I believe, possibly, and possibly. The
maxim on the relation is violated when witnesses provide irrelevant answers to

questions. Violations of the maxim of manner occur when witnesses respond vaguely
or have their answers stated in a long, drawn-out way. The findings of the study show
that violations of the cooperative maxim in conversation cause the message conveyed
to be misleading, and this results in further court discussion and a long-drawn-out
cross-examination.
Likewise, another study conducted by Jayantini, Sulatra, and Yamalita (2021),
aims to find out types of non-observance of the cooperative principle found in verbal
humor uttered by the characters in British situational comedy, Miranda. The study
concludes that there are four types of non-observance of the cooperative principle:
violating, flouting, infringing, and opting out of a maxim. The result reveals that 80
humorous utterances do not obey the maximum. There are 66 utterances (82.5%) of
the flouting maxim, 10 utterances (12.5%) of the violation maxim, 3 utterances (3.75%)
of the infringing maxim, and 1 utterance (1.25%) of the opting out maxim that are found
in the sitcom.
Similarly, another study was conducted by Hidayati and Lukman (2019) and
aimed to analyze students’ conversations based on Grice’s maxim theory at the English
department of Muhammadiyah University of Mataram. According to the findings of this
study, students followed the maxim of quantity with 60 utterances, the maxim of quality
with 16 utterances, the maxim of relevance with 24 utterances, and the maxim of
manner with 6 utterances. At least 47 utterances that violated the quantity maxim, 27
utterances that violated the quality maxim, 50 utterances that violated the relevance
maxim, and 89 utterances that violated the manner maxim. Violated maxims occur
more frequently than followed maxims; the total number of violated whole maxims is
213 and the total number of followed whole maxims is 106 because the speaker and
participants come from different cultures, use informal language, and their goal in
communication is to maintain social harmony.
Finally, the last study was conducted by Alamshani and Bajri (2019), which
investigates the language of selected contexts of the novel according to the theories of
cooperative principles and conversational implicature. The results signify that all
maxims have been flouted among the selected parts of the novel. Furthermore, the
researchers argue that the overall assumption of maxim flouting in the novel is due to
the protagonist’s constant detachment from her real world.
People's Perceptions of Intelligent People
Surely, being intelligent sounds appealing but living as an extremely intelligent
person can present some very real, but rarely acknowledged, challenges (Stillman,
2017). For instance, some struggles and a lack of understanding from peers can leave
someone feeling lonely if they are a highly intelligent person (Erkic, 2018). For some
individuals, intelligence can be extremely intimidating, and when they believe that
someone is "too smart for them," they find it difficult to relate to that person. This is why
many highly intelligent individuals struggle to make friends and believe they must
"dumb themselves down" for others to accept them (Psych2Go, 2019).
Highly intelligent people thrive in the classroom and workplace for reasons that
are still unknown, and most gifted children are inclined to be perfectionists and self-
critics (Luci, 2021; Gordon, 2021). Furthermore, being intelligent can be difficult for
someone to engage in small talk about ordinary things because their mind is flooded
with tons of great ideas, topics that interest them likely include Science, Art, or
Philosophy, thus small talk makes them feel like their time is being wasted, when what
they want is a like-minded individual to bounce ideas around with about the important
stuff (Desser, 2019). Thus, most individuals around the person are unfamiliar with their
thought process, and they are confused or criticized as strange, introverted, or
uninterested (Erkic, 2018).
On the negative side, highly intelligent individuals are often subjected to
bullying. One reason gifted students are bullied is because of their outstanding
academic performance, as well as the attention, resources, and opportunities that
surround these high academic achievers. In a reason that bullies either envy their
success and grades or see them as a threat to their own personal status and academic
success (Gordon, 2021).
In line with that, according to a study conducted in the United Kingdom, more
than 90% of surveyed children reported being bullied or witnessing someone being
bullied because of their intelligence or talent, and nearly half of those surveyed (49.5%)
"played down a talent for fear of being bullied" (Street, 2019). For instance, when
intelligence is incorporated into a system of wants, or effective demands and actions
that serve self-interest, intelligence becomes a power. Intellectual bullies are frequently
narcissistic "know-it-alls" who use their charisma and coercion to persuade others to
give them what they want (Drey, 2022).
On the positive side, even though gifted people are frequently bullied, they are
natural and pragmatic problem solvers. Even when situations appear hopeless to
others, they can produce a creative solution by combining their broad knowledge base
with extensive common sense (Eggshell Consulting, 2022).

In the Philippines, bullying among intellectual people is referred to as smart
shaming. Smart shaming, also known as anti-intellectualism, is the act of making fun of
someone smarter than others (Secillano, 2017).
It is the result of a pro-ignorance culture and can be difficult for individuals to
overcome because it often involves exposing themselves and going against the idea of
hiding their flaws (Gohu, 2022). Furthermore, according to Del Valle (2022), Smart
shaming can put an end to meaningful conversations and discourage people from
pursuing intellectual interests.
Vocabulary Building
Indeed, language learning is one of the most important aspects of an individual’s
life development and growth (Hashim, Yunus, and Helmi, 2022). Vocabulary is one of
the important elements of the English language (Hariyono, 2020). Thus, improving
one's English vocabulary can provide numerous benefits, including improved
communication skills, more efficient communication, and a toolbox of words to draw
from. It also aids in the development of a personal word warehouse and deep levels of
word knowledge.
In presenting English, especially vocabulary, the teacher should be creative in
choosing materials and be able to stimulate the student's interest (Syafrizal, 2018).
However, it is a difficult task to teach and learn English as a foreign language. There is
a need for strong strategies and teaching materials to make English learning classes
more engaging to maximize student involvement in the learning process (Murshidi,
2020). Thus, teachers, as a constituent of educational institutions, must take advantage

of technological advancements as a means or media for teaching for learning to be
enjoyable (Liando, 2022). Furthermore, a strong vocabulary improves all aspects of
communication, including listening, speaking, reading, and writing (Miller, 2023). As
one’s vocabulary expands, one will be able to describe specific settings, emotions, and
ideas more accurately (“How to Improve Vocabulary,” 2021).
The study conducted by Huda (2021), explored the relationship between the
breadth (the number of words known) and the depth of vocabulary knowledge (the
richness of word knowledge) and reading comprehension of EFL learners in English as
a foreign language (EFL) context, the study showed that both dimensions of vocabulary
knowledge are positively correlated; that is, those learners who had a large vocabulary
size had a deeper knowledge of the words, as well.
In line with this, building vocabulary is a difficult process. There are several
components to gaining mastery over new words to successfully build vocabulary skills
(Time4Learning, 2019). According to the study conducted by Daud, Kazi, and Kalsoom
(2019), which focused on assessing the effectiveness of vocabulary building through
the Read-Aloud strategy for primary-level students, the study shows that read-aloud is
the most appropriate teaching strategy for vocabulary building. Guaqueta and Castro-
Garces (2018), conducted another study that investigated the use of language learning
apps as a didactic tool for vocabulary building in an English as a Foreign Language
(EFL) context, and the results were all positive and encouraging to continue improving
our teaching practices. The researchers also mentioned that it was a good opportunity
to use the resources available to help students improve their vocabulary.
To add, Devia and Garcia (2017) also sought to ascertain the impact of using
Podcasting, language learning strategies, and collaborative work to help tenth graders
improve their oral skills. The project demonstrated how students advanced in the
development of various components of speaking skills, such as vocabulary building, by
employing specific strategies such as cognitive, metacognitive, and social language
learning. As a result, more evidence on the importance of planned vocabulary teaching
for achieving specific language goals is presented.
In another study conducted by Akbar, Fatima, and Unis (2022), which was
designed to intensify student vocabulary building through circle time in early childhood
education, the results revealed that circle time is a great technique for building students'
vocabulary. Significant results support the use of circle time in communicative activities.
In like manner, entertainment, especially playing games, is one of the ways to
make learning fun and exciting. Thus, in the study conducted by Andalis, Henson,
Junsay, Makan, and Cruz (2017), they sought to determine the effectiveness of Anglo
Lingo, a mobile game built on the basics of English, in facilitating the learning of English
vocabulary, spelling, and grammar among students in the Basic Education Department
of Adamson University, Philippines. The study revealed that significant improvements
in the performance of the students in the English language have been seen. The
researchers also offer recommendations on the incorporation of mobile games in
teaching and learning basic English.
Sangia (2022) on the other hand, also conducted a study to determine the
implementation of word games and their impact on student learning outcomes in
learning new vocabulary. The study found that using the word games methodology to
deliver vocabulary learning materials improved student learning outcomes significantly.
In line with that, Liando (2022) also conducted a study to determine whether
using pictures as learning can improve students' vocabulary. The findings revealed that
using pictures as a learning medium has a significant impact on student learning
outcomes in terms of vocabulary.
By the same token, researchers and educators have addressed the growing
importance of using movies to improve second language teaching and learning
(Abdullah, Azizul, Nimehchisalem, and Roslim, 2021). However, others may argue that
videos and illustrations are harmful to individuals, particularly children. Children are
being raised in an environment saturated with television screen media, which has been
shown to have both positive and negative effects on language development. Young
children are considered developmentally vulnerable, and they are increasingly
immersed in digital media as they grow up (Dally, 2019).
On the negative side, media use may be harmful to children's language and
literacy skills because it may supplant other literacy-enhancing activities such as shared
reading, and reduce the quantity and quality of caregiver-child interaction Dore (2020).
However, the study conducted by Arndt and Woore (2018), compared second language
vocabulary acquisition from two different online media: written blog posts and video
blogs. The study also investigated whether there were differences in which aspects of
vocabulary knowledge (for example, orthography, semantics, and grammatical
function) were best learned through these media. The findings revealed that reading
blog posts and watching video blogs resulted in roughly equal amounts of incidental
vocabulary learning. There were some indications that different types of vocabulary
knowledge were gained from the two types of media. The written blog entries promoted
more orthographic knowledge gains than the videos. There was also preliminary
evidence that the videos promoted greater recall of the target words' grammatical
functions as well as greater recognition and recall of their meanings. Cartoons can help
people understand abstract concepts. Teachers should encourage students to actively
explore and study, and, more importantly, they should encourage students to gain
knowledge concerning happiness (Alharbi, 2021). The cartoon's plots, contents, and
images entice students to learn English. Furthermore, watching cartoons will
automatically familiarize children with English vocabulary (Wu, Wang, Zheng, Wu,
2019; Wu, and Song, 2019). According to Hu (2022), films tend to express the meaning
of these words through specific situations, which is beneficial to children's vocabulary
understanding and memory, and its effect is often superior to the traditional education
method of language interpretation.
In another study conducted by Sadiku (2017) about the impact of subtitled
movies on vocabulary development, the study found that there are several advantages
to watching subtitled movies, including improved vocabulary development. In addition,
the study of xHariyono (2020) focuses on students' engagement during the
implementation of videos on YouTube in teaching vocabulary in an English course. The
study revealed that most young learners in an English course were engaged during the
implementation of the video on YouTube in teaching vocabulary. They also responded
positively to the learning activity and preferred learning English vocabulary by watching
YouTube videos.
Another study conducted by Sujit and Uzzaman (2017), focuses mainly on the
impact of watching movies on learning English. According to the findings of the study,
watching English movies improves both listening and speaking skills. The correct
pronunciation is also enhanced by watching English movies. English movies can also
help improve someone’s vocabulary. In a qualitative study conducted by Bin-Tahir,
Patahuddin, and Syawal (2017), which focused on verifying learners’ strategies for
enhancing their English vocabulary, the subject of the study was learners in junior high
school in Parepare. The findings indicated that the EFL learners’ strategies for learning
English vocabulary include doing the assignment, practicing English pronunciation,
learning English tenses, practicing English dialogue, doing an English translation
exercise, reading English text, memorizing, and writing practice. In addition, the
Indonesian EFL learners acquired English vocabulary through the dictionary, reading
English books, listening to, and watching English songs and movies, playing games,
surfing the internet, and reading English advertisements.
In the study conducted by Murshidi (2020), which aimed to determine the
effectiveness of movies in teaching and learning English as a foreign language at
universities in the UAE, the study discovered that English movies have a positive impact
on students' listening and speaking skills, and motivation to learn strengthens this
positive association. The study will also have implications for both teachers as
practitioners and students as EFL learners.
Meanwhile, Abdullah et al. (2021) aim to investigate perceptions and
experiences among university undergraduate students in exploring English language
movies of their own choice for their oral commentary presentations. Students'
presentations were aided by a corpus of English movies chosen by them. The study
included 77 university undergraduates in total. The information was gathered through
an online survey that consisted of three sections: demographic profile, learner
perceptions, and learner experiences. According to the findings, using movies has
largely helped students improve their oral skills, vocabulary, interest, and motivation,
as well as decreasing their anxiety and tension. The study, according to the researcher,
adds to the body of knowledge and benefits educators and instructors who use movies
for language teaching and learning.
Also, in another study conducted by Cui, Kao, Reynolds, and Thomas (2022),
which aimed to understand how the viewing of captioned and subtitled videos can lead
to effective vocabulary learning outcomes, according to the findings of the meta-
analysis, watching any type of captioned or subtitled video had a positive effect on
vocabulary acquisition. Viewing videos with intralingual captions had the greatest
impact on vocabulary learning outcomes of all captioned and subtitled video types.
Furthermore, when compared to all other types of video viewing investigated, watching
animations had the greatest impact on vocabulary learning outcomes. There was no
statistically significant difference between the intentional and incidental learning
conditions, indicating that both are appropriate for developing vocabulary through video
viewing.
Likewise, Magulod (2019) used a descriptive correlational research design to
examine the learning style preferences, study habits, and level of academic
achievement of students enrolled in applied science courses at one campus of a public
higher education institution in the Philippines. The study used a total of seventy-five
respondents who were purposively sampled. The researcher used two sets of
standardized instruments. The study's findings revealed that students in applied
sciences courses preferred visual, group, and kinesthetic learning styles while
exhibiting a moderate level of study habits. They have also achieved a high level of
academic success. A different test revealed that academic performance, father's
occupation, and the type of high school they graduated from all predicted significant
differences in their perceptual learning styles. They also identified differences in their
study habits based on their high school academic standing, writing skills, their mother's
education, and test anxiety. Finally, there were significant links between students'
learning styles, study habits, and academic performance in applied science courses.
To add, Bustillo, Cendaña, Cruz, and Ocay (2019) conducted another study to
investigate the impact of technology-mediated learning on learners' cognitive thinking
in terms of their ability to understand computer-assisted instructions, adopt new
knowledge, and apply mental activities and skills to perform reasoning and grasp what
is being taught using Student-Centered Learning Software (SCLS). It also seeks to
comprehend the impact of technology-mediated learning on social learning, specifically
the learner's ability to learn and perform activities with peers or in group-related work.
An experimental design was used, and a pre-tested questionnaire was used to collect
data from 300 tertiary students at two private universities in the Philippines. Using one-
way ANOVA and regression analysis. The study found that, with a 95% confidence
level, the learner's frequency of use, time spent doing activity, and level of
understanding and comprehension have a significant difference in cognition, with
p=0.0000.05. Using the T-test, however, learner engagement in peer and group-related
activities has a significant difference of p-value 0.05 and variance=0.20 to their social
learning. Thus, incorporating SCLS may promote active learning, improve cognitive
thinking, and stimulate enthusiasm and social learning. As a result, learner interaction
with computer-mediated technology may result in a productive learning process.
Identically, Asoy, Bardaje, Cabeltis, Cadiente, Ligan, and Trota (2022)
investigated the effects of English cartoons on preschoolers' English language
acquisition. Skinner's Behaviorism, KrashenTerrell's Input Hypothesis, Kress and Van
Leeuwen's Multimodal Discourse, and Critical Age Period Theory underpin the
research. It follows Yin's single holistic case study research design, with two (2)
preschoolers chosen using a purposive sampling technique. During the seven-month
study period, data were collected through a four-week series of home observations and
semi-structured in-depth interviews. In addition, data were analyzed using the thematic
analysis method. The findings revealed that exposure to multimedia technologies,
social relationships/linguistic environment, motivation, attitudes, and interests of the
child all have an impact on preschoolers' English language acquisition. In terms of
phonological influence, preschoolers articulate terms based on the pronunciation of
cartoon characters. F/P1 develops a British accent, and both participants can utter all
vowel/consonant sounds except 'r.' They can use words even when they are not aware
of their context. In terms of semantic influence, active exposure to cartoons and
engagement in an immediate environment resulted in meaning-making processes that
strengthened critical and creative thinking abilities. In terms of syntax, the multi-word
utterances of participants are drawn from longer potential sentences that express a
complete thought. Although the words generated are ungrammatical by adult
standards, they follow grammatical rules.
What is more, Fernandez, Ilustre, and Santos (2020), aim to discuss the various
factors that contribute to a decline in Filipino English proficiency, such as learner
motivation, parental involvement, learning environment, teaching strategies,
comprehensive input, learners' socioeconomic status, and learners' age. Several
articles were reviewed and examined for the authors to reach the following conclusions:
1) Continuous practice and usage of the English language could help us further cement
our economy; 2) there is still a huge room for improvement in terms of grammar, which
could also help alleviate learners’ anxiety; and 3) they still need to strike a balance
between polishing the English language education and nurturing our local and cultural
languages.
To sum up, it can be observed that movies and other types of media have the
potential to assist individuals, particularly students, in enhancing their knowledge of the
English language. Furthermore, the researcher posits that shows such as "Anne with
an E" can exert a significant impact on viewers' English vocabulary and other language
skills.
Synthesis of Related Literature and Studies
This chapter undertakes a synthesis of significant scholarly works, aiming to
bring together diverse perspectives, methodologies, and findings to provide a
comprehensive understanding of the topic.
There are numerous studies conducted on various aspects of language learning
and comprehension skills. Similarly, Alghonaim's (2020) research emphasizes the
positive correlation between EFL learners' comprehension levels and reading
engagement, particularly in-class reading. This underscores the significance of
incorporating engaging reading materials within the classroom setting to enhance
language comprehension.
Moreover, Beckmann, Higgins, and Savva's (2021) study delve into the impact
of eBooks on language and literacy development in young children compared to
traditional print books. While eBooks exhibit a small positive effect on language and
literacy, the research also uncovers a noteworthy correlation between multimedia
eBooks and the development of coding skills. This suggests the multifaceted benefits
of incorporating digital reading materials, extending beyond language skills.

In like manner, Cairo, Green, and Kneuer's (2012) exploration of the
psychological effects of re-reading favorite books highlights the emotional benefits and
nostalgia associated with revisiting familiar texts. This study underscores the nuanced
aspects of reading, emphasizing the emotional and social dimensions that contribute
to a reader's connection with the material.
Meanwhile, Aktas's (2022) investigation into the impact of reading
comprehension strategies in Turkish language teaching sheds light on the positive
influence of these strategies on reading comprehension skills. This research supports
the idea that explicit teaching of comprehension strategies can significantly enhance
language learning, particularly in the context of Turkish as a foreign language.
Furthermore, Abu Soawen's (2020) experimental study focusing on the use of
the mental imagination strategy for developing critical reading skills in ninth-grade
students provides practical insights. The findings reveal a positive impact on critical
reading skills attributed to the experimental group, emphasizing the effectiveness of
employing specific strategies to enhance targeted reading skills.
To emphasize, these studies underscore the importance of a variety of
approaches and strategies in language teaching and learning, including interesting
classroom reading materials, multimedia tools, and comprehension strategies. The
findings also contribute to a more comprehensive understanding of language
development. In essence, these studies give a valuable lens through which to examine
the varied and multifaceted character of Anne's English vocabulary growth, supporting
the idea that language acquisition is a diversified and dynamic process.
On the other hand, the following studies conducted (Huda, 2021; Daud et al.,
2019; Guaqueta & Castro-Garces, 2018; Devia & Garcia, 2017; Akbar et al., 2022;
Andalis et al., 2017; Sangia, 2022; Liando, 2022) provide a comprehensive
understanding of diverse approaches to vocabulary building and their impact on
language learning outcomes. Furthermore, they underline the importance of employing
diverse strategies for effective language education practices, such as Read-Aloud,
technology, collaborative work, gamified learning, and visual aids that cater to different
learning preferences and enhance language learning outcomes. Lastly, the
connections between the following research and Anne's linguistic journey highlight the
dynamic and diverse paths to language acquisition progress.

Chapter 3
METHODOLOGY
This chapter discusses the strategies used to obtain and analyze data relevant
to the research. The approaches will include topics such as research design, tradition
of inquiry and data generation method, sources of data, instrumentation, and ethical
consideration.
Research Design
This study uses descriptive qualitative methods because qualitative is a
procedure that produces descriptive data in the form of written and spoken words. The
descriptive method is a research method that seeks to describe the characteristics of
the population or phenomenon under investigation. It can answer what, where, when,
and how questions, but not why (McCombes, 2022). Moreover, qualitative research
entails gathering and analyzing non-numerical data (such as text, video, or audio) to
better understand concepts, opinions, or experiences. It can be used to gain in-depth
insights into a problem or to generate new research ideas (Bhandari, 2022). It refers to
data collected in the form of words or images rather than numbers.
Lastly, the data from the chosen show is analyzed using a qualitative strategy
through discourse analysis and is scrutinized through the lenses of Cooperative
Principles Theory.
Tradition of Inquiry and Data Generation Method
The data for this study was gathered by watching all three seasons of the show
three times, as well as listening to and observing the show. It was also important to
note the linguistic features found in the series and divide them into categories. After
that, the result of the analysis is arranged and written systematically. In general, data
collection consists of the following steps:
1. Familiarization. The researcher immersed himself in the series, by
watching the series thoroughly as well as reading the scripts and dialogues
of the series multiple times.
2. Generating Codes. After thoroughly watching the series, the researcher
began the coding process by identifying and labeling the relevant
information in the series. This includes dialogues uttered by the characters.
Furthermore, these codes can be descriptive or interpretive and serve as
the foundation for developing themes of the study.
3. Developing Themes. After generating codes, the researcher clustered all
recurring patterns or concepts in the series, known as "themes." The
researcher then clearly defined and named each theme and wrote a concise
description of what each theme represents relative to the research
questions.
4. Analysis. Finally, after naming and categorizing all the generated themes,
the researcher conducted a written report that analyzed the given themes
presented in the study.
Moreover, the researcher uses content analysis as a tool to interpret the
presence of certain words, themes, and concepts within the show. According to Luo
(2022), content analysis is a research method that examines and quantifies the
presence of specific words, themes, or concepts in qualitative data such as text,
images, audio, or video.
Sources of Data
The data in this study is divided into two categories: primary data and secondary
data. Primary data from the Netflix series "Anne with an E" are the characters'
utterances, dialogues, behaviors, and all the intrinsic aspects of the series that the
researcher collects while watching and taking notes. Primary data collection is the
process of collecting data from a live source, such as a human being. The goal of
primary data collection is to collect as much accurate and complete information as
possible. This information can be used to improve people's and the environment's
quality of life (Maione, 2022). Moreover, secondary data are documents and information
that support the study, such as a series of scripts, articles, books, websites, and
journals.
Instrumentation
The research instrument is what the researcher used to gather data for the
study. In this research, the primary data collection instrument was the researcher
himself. He collected the data, analyzed the data, described the data, and made a
conclusion from the result of this study by himself. The researcher also used some
supporting tools, such as a computer, a pen, books, and a notepad.

Moreover, planning the research, collecting the data, selecting the data,
analyzing the data, making interpretations, drawing conclusions, and reporting the
results are all steps in gathering data.
Ethical Consideration
The researcher ensures that he adheres to ethical principles in conducting the
research study. The researcher ensured that the Republic Act No. 8293, also known
as the "Intellectual Property Code of the Philippines," was respected throughout this
study. Intellectual property is a term used to encompass a range of legal rights that
protect ideas and creative works, such as patents, trademarks, and copyrights.
Moreover, the results and interpretations of the data were interpreted with all honesty
and accuracy; thus, the study is free from any kind of falsification and manipulation.
Chapter 4
RESULTS AND DISCUSSION
This chapter discusses the analysis and interpretation of the study on how the
Netflix series Anne with an E represented a sesquipedalian following the qualitative
methodology. Furthermore, it provides an in-depth discussion that answers each of the
research questions posed in the problem statement.
1. Anne Shirley acquired an extensive vocabulary in English.
The following discussions present and interpret the different ways in which Anne
Shirley acquired her extensive knowledge of the English language, particularly her wide
English vocabulary guided by the table below.
Table 1
Themes Emerged from the Series
Theme Lines/Dialogues of Anne Shirley in Anne with an E (Season:
Episode)
Love for
Anne: I like to read. When I can (S1E1).
Reading Anne: The Fire Manual in the orphanage. There wasn't much else to
read (S1E4).
Anne: Reading is in my life's blood. I mean, look! Look at this

sentence! Isn't it glorious? (S2E3)
Anne: Of course, you need to know how to read! Reading is-is

everything. Every book has a whole world inside it (S2E3).
Anne: Reading can save your life (S2E3).
Imagination
Anne: I make up stories all the time (S1E1).
and Creativity
Anne: I like to imagine that I am a princess in a tower. Or Joan of Arc
riding into battle! Or a forlorn bride who lives by the sea but never
speaks to anyone, because her one true love was lost when his ship
went down and disappeared beneath the waves! (S1E1)
Anne: I like imagining better than remembering. Why are the worst
memories the most insistent? (S1E1)
Anne: And Diana didn't mind my stories at all. In fact, I told her two,
and we promised to make up another the next time we're together.
Diana says she doesn't have much imagination, but I don't think it
matters since I have enough for both of us. They're hosting a church
picnic next week at the Lake of Shining Waters. I've never been to a
picnic. Can we go, Miss Cuthbert? (S1E1)
Anne: Thank you. Now, before we begin cultivating our imaginations,

each of us should pick our nom de plume (S1E4).
Anne: Why, a bride, of course! A bride all in white with a misty veil.
I've never seen one, but I imagine what she would look like. I never
expect to be a bride myself. I'm so homely, nobody would ever want
to marry me. Unless he was a foreign missionary. I suppose a foreign
missionary mightn't be very particular. But I do hope someday I shall
have a white dress, with beautiful puff sleeves. That is my highest
ideal of earthly bliss (S1E1).
Anne: I'm pretty hungry this morning. The world doesn't seem such
a howling wilderness as it did last night. I'm glad it's a pretty morning
so we won't be driving back in the rain. That would be extremely
difficult to bear. It's all very well to... read sorrowful stories and
imagine yourself living through them heroically, but... it's not so easy
when you're actually woeful, is it? (S1E1)
Curious Anne: "If all the world hated you and believed you wicked, but your
own conscience approved of you and absolved you from guilt, you
Nature would not be without friends." I love Jane Eyre, don't you? (S1E1)
Anne: I'm glad you've woken. I have so many more questions for you
about Green Gables (S1E1).
Anne: Why do you suppose neither of the Cuthberts ever married?

Did either of them have a tragical romance? (S1E1)
Anne: But I'm bursting with curiosity! (S1E1)

Anne: I can't. I'm sorry. I'm in the depths of despair. Can you eat
when you're in the depths of despair? (S1E1)
Anne: Well, did you ever imagine that you were in the depths of
despair? (S1E1)
Anne: That cherry tree is my first friend here on the Island. What did
that cherry tree, all white and lacy, make you think of? (S1E1)
Anne: But couldn't I? I'm as strong as a boy, and I prefer to be

outdoors instead of cooped up in a kitchen. I don't understand the
conundrum. For example, what if, suddenly, there were no boys in
the world, none at all (S1E1)?
Anne: It doesn't make sense that girls aren't allowed to do farm work
when girls can do anything a boy can do and more! Do you consider
yourself to be delicate and incapable? Because I certainly don't.
Anyway, since I'm here now, couldn't you consider it? (S1E1)
Anne: Why must people kneel down to pray? If I really wanted to

pray, I'll tell you what I'd do. I'd go into a great big field, all alone, or
into the deep, deep woods, and I'd look up into the sky, up-up-up,
into that lovely blue sky without end, and I would just feel a prayer.
Well, I'm ready. What am I to say? (S1E1)
Anne: I would! Please? I never get to see what you're doing, and I
think that the science of rocks and such is positively fascinating.
When I first came to Prince Edward Island, I marveled at the red
roads, I truly did. If you hadn't come to stay, I would've never known
why they're red. The words iron oxide give me such a thrill! They
sound so scientific!
Oh! It's a whole universe! And to think that your employer, far away
in America, might want this very soil more than anything. Isn't the
world a remarkable place? (S2E1)
Table 1 establishes the themes that were noticeably prevalent across the series
of the show, “Anne with an E.” The first theme to be recognized is the love for reading.
Specific discourses were found in Season 1 Episodes 1 and 4, and Season 2 Episode
3, as noted in the table. The second theme is about imagination and creativity, which
was repeatedly expressed in Season 1 Episodes 1 and 4. The third theme is about
one’s curious nature. This was very evident in Season 1 Episode 1 and Season 2
Episode 1.
Transcript 1: S1 E1: “Your Will Shall Decide Your Destiny” (7:00-8:12)
Mr. and Mrs. Barry, who is a respectable family in the town, invited Marilla,
especially Anne, to have a social visit at their house to meet her personally and to make
sure that Anne would not be a bad influence on their daughters Diana and Minnie May.
Anne and Diana spent the visit getting to know one another in Barry's garden. Anne
was hesitant to speak at first, but as soon as she felt at ease around Diana, she began
to talk extensively about herself and her vivid imagination. The conversation transcript
is as follows:
Anne: I like to read. When I can.

Diana: I like reading, too, but Mother prefers that I do needlepoint.
Anne: Does needlepoint provide much scope for the imagination?
Diana: I don't think imagination is my strong suit.
Anne: Really? I don't know what I'd do without mine. Life would be an agony.
An utter... agony.
Diana: Agony.
Anne: I make up stories all the time.
Diana: I could never do that.
Anne: I like to imagine that I am a princess in a tower. Or Joan of Arc riding
into battle! Or a forlorn bride who lives by the sea but never speaks to
anyone, because her one true love was lost when his ship went down and
disappeared beneath the waves!
Based on the transcript above, it shows that Anne Shirley acquired her in-depth
knowledge of the English language mainly because of her passion for reading, which
resulted in her having a wide imagination as well. This analysis supports the claim of
Enoch (2019), which states that people who read more have a larger vocabulary and a
better understanding of how to use those words. On the other hand, reading also affects
Anne’s imagination, which adds to Anne’s knowledge of English vocabulary because a
strong imagination encourages someone to use more descriptive language, which also
supports the claim of Basmo (2023) that a child's developing brain will greatly benefit
from the imagination training associated with reading, which "flexes their brain
muscles," assisting them in becoming more creative and imaginative.
Transcript 2: S1 E1: “Your Will Shall Decide Your Destiny” (05:00--06:24)
Mrs. Spencer and Anne are heading to Avonlea to meet her adoptive parent,
Matthew Cuthbert. While on the train, Anne saw a child crying, resulting in flashbacks
of her traumatic experience at the hands of Mrs. Hammond. Mrs. Spencer asked Anne
if she was alright, then Anne told her that she likes imagining better than remembering
and proceeded to ask questions about Avonlea and the siblings Matthew and Marilla
Cuthbert. The conversation transcript is as follows:
Mrs. Spencer: Are you quite all right, dear?

Anne: I like imagining better than remembering. Why are the worst
memories the most insistent?
Mrs. Spencer: I wouldn't know. Try to rest.
Anne: "If all the world hated you and believed you wicked, but your own
conscience approved of you and absolved you from guilt, you would not be
without friends." I love Jane Eyre, don't you?
Mrs. Spencer: I never met her.
Anne: I'm glad you've woken. I have so many more questions for you about
Green Gables.
Mrs. Spencer: I'm sure you do.
Anne: Why do you suppose neither of the Cuthberts ever married? Did
either of them have a tragical romance?
Mrs. Spencer: It's none of our business.
Anne: But I'm bursting with curiosity!
Mrs. Spencer: Uh... Shhh.
Based on the above transcript, Anne told Mrs. Spencer that she likes imagining
better than remembering, which also supports transcript 1 about her having a wide
imagination. Moreover, the above conversation also indicates that Anne’s curiosity and
her tendency to ask questions caused her to be knowledgeable of things around her,
which also strengthened her command of the English language. The results support
the claim of Balani (2020) that children instinctively seek out knowledge and pose
questions when they are fascinated by the world. This interest motivates them to
investigate and acquire new knowledge. Furthermore, children participate in
conversations and interactions by asking questions, which exposes them to a variety
of vocabulary words.
Transcript 3: S1 E4: “An Inward Treasure Born” (27:18-29:11)
A fire threatens the Gillis farmhouse, and a level-headed Anne saves their
house with her quick thinking by entering the Gillis house while it is burning. Anne
closed all the doors to prevent the fire from spreading. Anne told everyone that fire
needs oxygen, and closing the doors deprives it. She acquired this knowledge by
reading the fire manual in the orphanage because there was nothing else to read. The
conversation transcript is as follows:
Anne: I'm sorry. I'm alright.

Jerry: She's alright!
Marilla: What were you thinking?!
Anne: Did it help?
Diana: Why ever did you run inside?!
Jerry (?): [off-screen] She ran inside!
Anne: Did it slow it down?
Marilla: What were you thinking?
Anne: Fire-fire needs oxygen. Closing windows and doors
deprives it Marilla: Oh, my word!
Jerry: [off-screen] Anne slowed down the fire!
Marilla: However, do you know that?
Jerry: It was Anne! She did it!
Anne: The Fire Manual in the orphanage. There wasn't much else to read.
Anne Shirley has a great passion for learning and her love for reading has saved
lives by preventing the fire from spreading, which also lessened the possible damage
to Gillis’s farmhouse. There was not much else to read, even Anne Shirley had read
the fire manual. Throughout the series, Anne is shown reading a variety of books, from
classic novels to poetry, scientific publications, and even the fire manual at the
orphanage. This voracious reading habit of Anne exposed her to a vast vocabulary, a
strong understanding of the English language, and an extensive array of knowledge,
which she applied throughout the series. This finding supports Burgess, Kleiji, Ricketts,
and Shapiro's (2022) claim that intellectual heroes are frequently portrayed as
bibliophiles and sesquipedalian (avid readers who use unusual words), emphasizing
the importance of reading in modern society and its inextricable link to education
and learning.
2. The challenges that Anne encountered in interacting with her friends and
family as a sesquipedalian.
The following discussions present and interpret the difficulties faced by Anne
Shirley as someone who has a lot to say and who uses big words to describe her
thoughts and feelings when talking to people around her.
Table 2
The Challenges Encountered by Anne Shirley as a Sesquipedalian
Participants Season, Conversation Transcript Challenge
Episode
Anne and Jerry Season 1, Anne: Today will be better. I'm Annoyance
Episode 3 not going to say anything weird
or... do anything wrong. and
You're my friend, right, Belle?
You'll always be my friend, won't misunderstandi
you?
Jerry Baynard: You bet. I'm so ng
flattered.
Anne: You shouldn't eavesdrop,

Jerry. Jery: E-what?
Anne and Season 1, Marilla: There, there, child. I Teasing and
Episode 3 know. I know just how you
Marilla feel. You've been judged bullying
harshly.
Anne: I am never going back

to school! Never!
Anne and Jerry Season 1, Jerry: It's not so bad to ask for Irritation and
Episode 7 help sometimes, you know.
Anne: If I needed help, I would misunderstand
say so.
Jerry: No, you wouldn't. -ing
Anne: Yes, I would.
Jerry: Wouldn't.
Anne: Would. Times infinity.
Jerry: What?
Anne: Never mind. Let's not
talk.
Table 2 reveals the challenges that Anne encountered as a sesquipedalian.

First on the list is annoyance and misunderstanding that were observed between Anne
and Jerry in Season 1 Episode 3. Another challenge faced by Anne, this time with
Marilla, is teasing and bullying that can be witnessed in Season 1, Episode. The last
challenge faced by Anne is irritation and misunderstanding. This happened again with
Jerry in Season 1 Episode 7.
Transcript 4: S1 E3: “But What Is So Headstrong as Youth” (26:05-26:15).
Anne started school in Avonlea, but the impression of her classmates did not
end well because she told weird things about her experiences at the hands of Mr. and
Mrs. Hammond, causing her classmates to leave her. In the morning, Anne was talking
to her horse friend Belle when suddenly Jerry heard the two, making Anne irritated and
telling Jerry unfamiliar words, leaving him confused. The conversation transcript is as
follows:
Anne: Today will be better. I'm not going to say anything weird or... do
anything wrong.
You're my friend, right, Belle? You'll always be my friend, won't you?
Jerry Baynard: You bet. I'm so flattered.
Anne: You shouldn't eavesdrop, Jerry.
Jerry: E-what?
Jerry Baynard is a young French-Canadian farmhand hired by Matthew
Cuthbert in exchange for Anne Shirley. In the show, Jerry is portrayed as someone who
initially struggles with reading, which is why he has limited knowledge in terms of
English vocabulary. In the above conversation, Anne Shirley was annoyed because
Jerry eavesdropped on her conversation with Belle, and this word (eavesdrop) made
Jerry confused. This analysis supports the claim of Adhikary (2019) that in
communication, difficult or inappropriate words can prevent people from understanding
the message. As a result, the message will be misinterpreted. Furthermore, Anne
violated the maxims of quality and manner, and this supports the theory of cooperative
principles by Paul H.P. Grice, which states that every speaker should be informative in
a discourse by saying the right amount of what is required and avoiding obscurity,
ambiguity, and unnecessarily complex language. Such violations can impact the
effectiveness of communication and may lead to misunderstandings or confusion.
Transcript 5: S1 E3: “But What Is So Headstrong as Youth” (43:06-43:63).
Anne has been subjected to bullying, laughter, and judgments among her
classmates and teacher, and these overflowing judgments caused her to leave the
school in the middle of the class. Anne went home to Green Gables crying, and Marilla
embraced her open arms, comforting her while she cried. The conversation transcript
is as follows:
Marilla: There, there, child. I know. I know just how you feel. You've been
judged harshly.
Anne: I am never going back to school! Never!
As an imaginative and free-spirited orphan who has experienced a challenging
and lonely upbringing. Anne had been subjected to bullying when she first arrived at
Avonlea; some of her classmates treated her harshly and criticized her due to her
unconventional personality, including her love for literature and her tendency to speak
her mind. Initially, some of Anne's classmates, especially a group of girls, made fun of
her and judged her based on her appearance and upbringing. With these judgments
overflowing, Anne ran home crying, and Marilla embraced her. These experiences of
Anne among her classmates made her hate going to school, which she did in the
upcoming episode. The results demonstrate a correlation between Desser (2019) and
Erkic (2018) that being intelligent can make it difficult for an individual to engage in
small talk about ordinary things because their mind is flooded with tons of great ideas
and topics that interest them. The people around them are unfamiliar with their thought
process, and they may become confused or criticize them as strange. Furthermore,
these instances of bullying faced by Anne Shirley made her stop attending school,
which also supports the idea of Del Valle (2022) that smart shaming can put an end to
meaningful conversations and discourage people from pursuing intellectual interests.

Transcript 6: S1 E7: “Wherever You Are Is My Home” (15:06-15:17)
Due to the Cuthberts’ difficult financial situation, Anne Shirley and Jerry Baynard
traveled to Charlottetown to sell some of their belongings. Anne recommended the idea
of selling some of their stuff, including furniture, antiques, and other precious things, in
Charlottetown, where they hope to secure a better price for their assets to get them out
of their financial problems. While on the ride, the two had a little conversation, but Anne
got irritated with Jerry because of their misunderstanding. The conversation transcript
is as follows:
Jerry: It's not so bad to ask for help sometimes, you know.
Anne: If I needed help, I would say so.
Jerry: No, you wouldn't.
Anne: Yes, I would.
Jerry: Wouldn't.
Anne: Would. Times infinity.
Jerry: What?
Anne: Never mind. Let's not talk.
Anne and Jerry are heading towards Charlottetown to sell some of their
belongings, and while on the ride, Jerry brings up the idea to Anne that it is not bad to
ask for help. As the conversation progresses, Anne Shirley gets irritated with Jerry
Baynard because of a misunderstanding related to the concept of "infinity." Anne, who
frequently engages in literary and philosophical conversations, was frustrated by what
she perceived to be a lack of understanding or interest in her passionate explanation.
Furthermore, Anne's reaction to her conversation with Jerry supports the claim
of Desser (2019) and Erkic (2018) that being intelligent can make it difficult for an
individual to engage in small talk about ordinary things. Their mind is flooded with tons
of great ideas and topics that interest them, and the people around them are unfamiliar
with their thought process, often leading to confusion or criticism, perceiving them as
strange.
Lastly, this scene also highlights the difference in personalities between Anne,
who is imaginative and prone to complex explanations, and Jerry, who is a quiet and
reserved boy who tends to keep to himself and is not as outspoken or expressive as
Anne.
3. The way people in Avonlea respond to Anne’s extensive English vocabulary.
The following discussions present and interpret the way people in Avonlea
perceive someone who has an unconventional personality and has in-depth knowledge
of the English language.
Table 3
The Responses of the Characters to Anne Shirley’s Extensive Usage of
English Language
Participants Conversation Transcript Response
(Season, Episode)
Anne and Anne: Am I talking too much? People are always telling Tolerance
me that I do, and it seems to cause no end of aggravation.
Matthew Would you rather I didn't talk? If you say so, I'll stop. I can (Neutral)
stop when I make up my mind to it, although it's difficult.
Matthew: I don't mind.
Anne: I'm so glad. I know you and I are going to get along
together just fine. It's such a relief to talk when one wants
to and not be told that children should be seen and not
heard. I've had that said to me a million times if I have
once. People would laugh at me because I use big words.
But they're exciting and descriptive words, like... like
"enraptured" and "glorious"! If you have big ideas, you
have to use big words to express them, haven't you?
Matthew: Well, uh... I suppose so.
Anne: For example, I am enraptured by this glorious
landscape!
Matthew: Careful now. Careful. (S1:E1)

Anne and her Diana: This is Jane Andrews and Josie Pye and Ruby Confused
Gillis and Tillie Boulter. Everybody, this is Anne.
classmates Jane Andrews: Hello, Anne. (Negative)
Ruby Gillis: Hello.
Tillie Boulter: Nice to meet you.
Anne: It is a scrumptious pleasure to make your
acquaintances. And I shall do my utmost to prove myself
worthy of your friendship.
Jane Andrews, Ruby Gillis, Josie Pye, Tillie:
*speechless and confused.
Diana: Uh, Anne loves to read. And she knows ever so
many big words.
Josie Pye: Does she use them all in every sentence?
Tillie: I like to read, too.
Ruby: No, you don't.
Tillie: No, I don't. (S1:E3)
Anne, Diana, Anne: The inaugural meeting of the Avonlea Story Club is Admiration
now in session.
and Ruby Diana: Oh, Anne, this is so, so... and
Anne: Deliciously secret and scrumptiously exciting?
Diana: You have such a way with words! Surprise
Ruby: I hardly know what you're saying half the time.
(Positive)
Anne: Thank you. Now, before we begin cultivating our
imaginations, each of us should pick our nom de plume.
Ruby: See? It's happened again. (S1:E4)
Table 3 exhibits the varied responses Anne received from the other characters
because of her extensive use of the English language. In Season 1, Episode 1, Matthew
was tolerant (neutral) of Anne’s ability to use English. Anne’s classmates on the other
hand were confused (negative) when she used “big words” while introducing herself to
the class in Season 1, Episode 3. Nevertheless, Diana and Ruby expressed their
admiration and surprise (positive) when Anne displayed her way with words in Season
1, Episode 4.
Transcript 7: S1 E1: “Your Will Shall Decide Your Destiny” (11:42-12:41).
After picking up Anne at the train station, Matthew and Anne were heading
towards Green Gables. While on the ride, the two had a conversation. As a very
outspoken little girl, Anne was telling a lot of things, including how people react to her
talkativeness, and then proceeded to ask questions to Matthew. The conversation
transcript is as follows:
Anne: Am I talking too much? People are always telling me that I do, and it
seems to cause no end of aggravation. Would you rather I didn't talk? If you
say so, I'll stop. I can stop when I make up my mind to it, although it's difficult.
Matthew: I don't mind.
Anne: I'm so glad. I know you and I are going to get along together just fine.
It's such a relief to talk when one wants to and not be told that children should
be seen and not heard. I've had that said to me a million times if I have once.
People would laugh at me because I use big words. But they're exciting and
descriptive words, like... like "enraptured" and "glorious"! If you have big
ideas, you have to use big words to express them, haven't you?
Matthew: Well, uh... I suppose so.
Anne: For example, I am enraptured by this glorious landscape!
Matthew: Careful now. Careful.
As Matthew and Anne embark on their journey to Green Gables, Anne talks
descriptively throughout the ride, revealing her love for nature, her rich imagination, and
her dreams of the wonderful home she anticipates at Green Gables. Without knowing
that she was not the one they were expecting to adopt, this idea was not brought up by
Matthew to avoid hurting Anne’s feelings, which also reveals Matthew's kind nature.
Based on Anne’s first statement, she told Matthew that people always laugh at
her because she uses big words, and her talkativeness causes annoyance. Anne
violated the maxims of quality and manner. This supports the theory of cooperative
principles by Paul H.P. Grice, which states that every speaker should be informative by
speaking the appropriate amount of what is required and avoiding obscurity, ambiguity,
and unnecessarily complex language. These violations can reduce the effectiveness of
communication and may lead to misunderstandings or confusion.
However, Matthew, who is a man of few words, listens attentively and does not
mind Anne's spirited and heartfelt monologues. Instead of telling Anne to shut her
mouth and getting irritated by Anne’s talkativeness, Matthew saw Anne as one of a
kind, which also made him enjoy the trip. Therefore, this result challenges the claim of
Paul H.P. Grice, as well as the claim of Boone (2020) that using big words makes it
hard for our audience to process the information and drains their energy resources.
And being verbose damages our credibility and creates negative impressions.
Lastly, Matthew, who is known for his quiet and reserved nature, listens
attentively to Anne's enthusiastic and poetic descriptions of the landscape. Matthew
was charmed by her spirited personality and her ability to find beauty and wonder in
the world around her. Throughout the journey, Anne's bright optimism and storytelling
captivated Matthew, and it was clear that Anne had already left a deep impression on
him. This journey not only marks the start of Anne's life at Green Gables but also the
beginning of a special bond between Anne and Matthew.
Transcript 8: S1 E3: “But What Is So Headstrong as Youth” (7:00-8:12)
Anne started school in Avonlea, and her best friend Diana let her meet her
classmates. Anne introduced herself among these young girls, but her verbose
statement left her classmates confused. The conversation transcript is as follows:
Diana: This is Jane Andrews and Josie Pye and Ruby Gillis and Tillie
Boulter. Everybody, this is Anne.
Jane Andrews: Hello, Anne.
Ruby Gillis: Hello.
Tillie Boulter: Nice to meet you.
Anne: It is a scrumptious pleasure to make your acquaintances. And I shall

do my utmost to prove myself worthy of your friendship.
Jane Andrews, Ruby Gillis, Josie Pye, Tillie: *speechless and confused.
Diana: Uh, Anne loves to read. And she knows ever so many big words.
Josie Pye: Does she use them all in every sentence?
Tillie: I like to read, too.
Ruby: No, you don't.
Tillie: No, I don't.
When Anne introduced herself on her first day of school in Avonlea, she was
eager to make friends and started talking enthusiastically. On the other hand, Ruby,
Josie, Jane, and Tillie are somewhat taken aback by Anne's verbosity, and then Diana
explains to them that Anne loves to read to help them understand why she acts that
way. And Josie Pye was curious if Anne always used them in every sentence.
Moreover, out of pure excitement to have friends, Anne violated the maxims of quality
and manner. This supports the theory of cooperative principles by Paul H.P. Grice,
which states that every speaker should be informative by speaking the appropriate
amount of what is required and avoiding obscurity, ambiguity, and unnecessarily
complex language. These violations can reduce the effectiveness of communication
and may lead to misunderstandings or confusion.
Furthermore, the result also supports the claim of Boone (2020) and Mishra
(2022), which states that when someone wants to communicate effectively, the purpose
must be clear, and they should avoid using big words. Because being verbose or using
difficult words and sentences defeats the purpose of effective communication,
damages one’s credibility, and creates negative impressions.

Anne Shirley, Diana Barry, and Ruby Gillis often meet at a place called "The
Avenue," where the Story Club sessions happen. It is a sacred place exclusively by
Anne, Diana, and Ruby. It is a beautiful tree-lined path that runs through the woods
near Green Gables. The Avenue is a significant location in the series and serves as a
backdrop for many of their adventures and conversations. The conversation transcript
is as follows:
Anne: The inaugural meeting of the Avonlea Story Club is now in session.
Diana: Oh, Anne, this is so, so...
Diana: You have such a way with
words!
Anne: Thank you. Now, before we begin cultivating our imaginations, each
of us should pick our nom de plume.
Ruby: See? It's happened again.
During her stay at Avonlea School, Anne Shirley founded a club called the
Avonlea Story Club. It is an informal group of Anne's friends who come together to
share and discuss their original writings, poetry, and other artistic works. The Avonlea
Story Club was founded by Anne, inspired by her love of writing and storytelling and
her desire to foster creativity and self-expression among her friends. During their first
meeting, Anne used deep and poetic words to describe her emotions, which Diana
commended by saying to Anne that she has such a way with words. On the other hand,
Ruby told Anne that she hardly knew what she was saying half the time. This result
supports the claim of Adhikary (2019) that difficult or inappropriate words can prevent
people from understanding the message. In addition, the result supports the theory of
cooperative principles by Paul H.P. Grice, which argues that each speaker should be
informative by expressing only as much as is necessary and avoiding obscurity,
ambiguity, and excessively complex language. Such violations can reduce the
effectiveness of communication and may lead to misunderstandings or confusion.
However, it is important to note that Diana and Ruby’s reaction towards Anne’s
unconventional usage of the English language is not a way to dishearten her because
they could not understand some of her utterances; rather, Diana and Ruby’s reaction
is out of pure astonishment and admiration towards Anne’s expressive way of using the
language. This result also challenges the claim of Boone (2020) that being verbose
damages our credibility and creates negative impressions.
4. The implications of Anne with an E for vocabulary development.
The following discussions present and interpret the way people in Avonlea
perceive someone who has an unconventional personality and has in-depth knowledge
of the English language.
Table 3
The Responses of the Characters to Anne Shirley’s Extensive Usage of
English Language
Conversation Transcript English Words/Phrases Implication
(Season, Episode) Used
Marilla: You're not eating “Depths of despair” Exploration of imaginative

at all.
Anne: I can't. I'm sorry. I'm language
in the depths of despair.
Can you eat when you're in
the depths of despair?
Marilla: I've never been in
the depths of despair, so I
can't say.
Anne: Well, did you ever

imagine that you were in
the depths of despair?
Marilla: No, I didn't.
(S1E1)
Anne: I solemnly swear... “Bosom friend” and Unconventional usage of
to be faithful to my bosom
friend, Diana Barry, for as “kindred spirits” expressive and figurative
long as the sun and moon
shall endure. And then she terms
said it and put my name in.
And then we sent our oath
into the world (blew the
dandelion).
Marilla: Not in the...
Anne: Sorry. I'll collect
them. It was a wonderful
afternoon! I'm so relieved!
Marilla: It seems you
made a favorable
impression with the
Barrys.
Anne: And Diana didn't
mind my stories at all. In
fact, I told her two, and we
promised to make up
another the next time
we're together. Diana says
she doesn't have much
imagination, but I don't
think it matters since I
have enough for both of
us. They're hosting a
church picnic next week at
the Lake of Shining
Waters. I've never been to
a picnic. Can we go, Miss
Cuthbert?
Marilla: We'll see.
Anne: Diana and I are
kindred spirits. And I think
she'd be struck quite sad if
I were to be sent away.
(S1E1)
Anne: The inaugural “Deliciously secret” and Encouragement to explore

meeting of the Avonlea
Story Club is now in “scrumptiously exciting” the English language
session.
Diana: Oh, Anne, this is

so, so...
Anne: Deliciously secret
and scrumptiously
exciting?
Diana: You have such a
way with words!
Ruby: I hardly know what
you're saying half the time.
Anne: Thank you. Now,
before we begin cultivating
our imaginations, each of
us should pick our nom de
plume.
Ruby: See? It's happened
again. (S1E4)
Table 4 demonstrates how other characters responded to Anne given her ability
to extensively use the English language. In Season 1, Episode 1, Marilla performed an
exploration of imaginative language through Anne’s utterance of, “Depths of despair”.
In the same season and episode, Marilla discovered unconventional usage of
expressive and figurative terms, with the phrases, “Bosom friend” and “kindred spirits.”
And, in Season 1 Episode 4, Anne’s classmates, Ruby and Diana, were encouraged to
explore the English language through the utterances, “deliciously secret” and
“scrumptiously exciting”.
Transcript 10: S1 E1: “Your Will Shall Decide Your Destiny” (26:16-28:20)
After arriving at Green Gables, the Cuthberts and Anne were having dinner;
however, Anne was not eating her food due to deep sadness and disappointment
because, after all, she was not the one they were expecting to adopt. The conversation
transcript is as follows:
Marilla: You're not eating at all.

Anne: I can't. I'm sorry. I'm in the depths of despair. Can you eat when you're
in the depths of despair?
Marilla: I've never been in the depths of despair, so I can't say.
Anne: Well, did you ever imagine that you were in the
depths of despair?
Marilla: No, I didn't.
In the transcript above, Anne expressed her sadness by using the English
phrase "depths of despair" when describing her emotional state instead of saying it
plainly. Furthermore, the English phrase "depths of despair" is Anne's dramatic way of
expressing her deep sadness or hopelessness. Moreover, "Anne with an E" explores a
variety of emotions as well as complex issues. Listening to how Anne communicates
her emotions might help the viewers to broaden their emotional vocabulary. This
supports the study conducted by Murshidi (2020), which found that English movies
have a positive impact on students' listening and speaking skills.
Transcript 11: S1 E1: “Your Will Shall Decide Your Destiny” (1:20:05-1:21:35)
After having a social visit at Barry's house, Marilla and Anne went home to Green
Gables. While holding a dandelion that she blew afterward, Anne told Marilla everything
about her conversation with her new bosom friend Diana. The conversation transcript
is as follows:
Anne: I solemnly swear... to be faithful to my bosom friend, Diana Barry, for

as long as the sun and moon shall endure. And then she said it and put my
name in. And then we sent our oath into the world (blew the dandelion).
Marilla: Not in the...
Anne: Sorry. I'll collect them. It was a wonderful afternoon! I'm so relieved!
Marilla: It seems you made a favorable impression with the Barrys.
Anne: And Diana didn't mind my stories at all. In fact, I told her two, and we
promised to make up another the next time we're together. Diana says she
doesn't have much imagination, but I don't think it matters since I have
enough for both of us. They're hosting a church picnic next week at the Lake
of Shining Waters. I've never been to a picnic. Can we go, Miss Cuthbert?
Marilla: We'll see.
Anne: Diana and I are kindred spirits. And I think she'd be struck quite sad
if I were to be sent away.
In the transcript above, Anne used the English term "bosom friend," which
reflects her poetic and expressive way of speaking about her close and cherished
friendship with Diana Barry. The English term "bosom friend" refers to a close friend
and someone with whom an individual can share their deepest thoughts, feelings, and
secrets.
Furthermore, Anne also uses the term "kindred spirits" to describe those with
whom she has an immediate and profound connection. She uses this phrase to
communicate the idea that certain people are like-minded, share similar ideals, and
understand each other on a deep and spiritual level, like her friendship with Diana.
Lastly, Anne with an E is a valuable supplement to your language learning
because Anne herself uses a wide range of English vocabulary, including archaic and
poetic language. This supports the study conducted by Sadiku (2017), which found that
subtitled movies are beneficial for vocabulary development.

During the inaugural meeting of the Avonlea Story Club, Anne described her
emotions with deep and poetic words, which Diana commended by saying to Anne that
she has such a way with words. On the other hand, Ruby admitted to Anne that she
hardly knew what she was saying half the time. The conversation transcript is as
follows:
Anne: The inaugural meeting of the Avonlea Story Club is now in session.
Diana: Oh, Anne, this is so, so...
Diana: You have such a way with words!
Anne: Thank you. Now, before we begin cultivating our imaginations, each
of us should pick our nom de plume.
Ruby: See? It's happened again.
In this conversation, Anne used different deep English vocabulary to describe
her thoughts. In this specific English term, "deliciously secret," Anne conveys the idea
that their inaugural meeting is both delightful and mysterious, like a hidden treasure
waiting to be discovered. Furthermore, Anne used the phrase "scrumptiously exciting"
to highlight her idea that their inaugural meeting was not just exciting but also
exceptionally enjoyable and pleasurable. In addition, Anne used the French term “nom
de plume,” which translates to "pen name" in English.
This only shows that Anne’s character has unique ways of expressing herself
by utilizing the English language poetically and descriptively, which is also a great way
to learn English. This supports the study conducted by Sujit and Uzzaman (2017) that
shows that watching English movies improves both listening and speaking skills.
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter summarizes the overall findings of the analyzed qualitative data,
which underwent a series of investigations and interpretations, resulting in conclusions
on the answers to general and specific problems and recommendations based on the
study's key findings.
Summary of Findings
1. Anne Shirley acquired an extensive vocabulary in English.
Through watching, re-watching, and having an in-depth analysis of the series,
several salient themes emerged from the data. These themes provide a comprehensive
understanding of how Anne Shirley acquired her huge knowledge of the English
language.
One of the prominent themes that emerged from the analysis is the "Love for
Reading" theme. This theme is a recurring theme throughout the data, demonstrating
that Anne Shirley is portrayed as someone who loves to read, exposing her to a wide
range of vocabularies and phrases. The "Imagination and Creativity" theme emerged
as the second theme from the study. This subject demonstrates how Anne Shirley's
rich imagination and imaginative storytelling abilities drove her to explore the English
language by descriptively explaining her ideas. Finally, the last theme that emerged is
Anne Shirley's "Curious Nature" theme. This theme demonstrates Anne Shirley's
inquisitive nature and eagerness to learn about the world around her, which led her to
ponder about words, their meanings, and the world in general.
2. The challenges that Anne encountered in interacting with her friends and
family as a sesquipedalian.
Due to Anne’s natural tendency to use complex words and sentences, her
conversations with her family and friends led to misunderstandings, as not everyone in
Avonlea is familiar with her vocabulary and unique usage of the English language. One
of the best examples of this is Jerry Baynard, who is the young French-Canadian
farmhand of Matthew Cuthbert. Jerry is not portrayed as a student nor someone who
attends school in the series; instead, he is portrayed as someone who initially struggles
with reading, which is why he has limited knowledge in terms of English vocabulary. It
resulted in him having difficulties talking to Anne, and Anne got irritated with Jerry
whenever the misunderstandings happened.
Furthermore, Anne Shirley's verbose thoughts made her a target of teasing and
bullying from her friends and classmates. This complex and extensive English usage
of Anne made her different from other children in Avonlea, which resulted in her being
seen as weird.
3. The way people in Avonlea respond to Anne’s extensive English Vocabulary.
The people of Avonlea had mixed reactions to Anne Shirley’s extensive English
vocabulary. Some of the people in Avonlea, particularly those who recognize Anne
Shirley’s intelligence and passion for learning, were amazed by her unique usage of
the English language. These people, primarily Matthew Cuthbert, Diana, and Ruby,
admired her huge knowledge of the language as well as her imaginative expressions.
However, most people in Avonlea find her vocabulary confusing, and these vocabulary
words that are not commonly used in everyday conversations create confusion and
awkward situations among her family and friends.
4. The implications of Anne with an E for vocabulary development.
Anne Shirley is known for her eloquence and extensive English vocabulary.
The following English phrases are some of the most impactful phrases that were uttered
by Anne throughout the series: "depths of despair," which is Anne's dramatic way of
expressing her deep sadness or hopelessness; "bosom friend," when referring to her
deep friendship with Diana; "kindred spirits," to describe those with whom she has an
immediate and profound connection; "deliciously secret," which conveys the idea that
something is both delightful and mysterious, like a hidden treasure waiting to be
discovered; and "scrumptiously exciting," to highlight the idea that something was not
just exciting but also exceptionally enjoyable and pleasurable. Lastly, the following
English phrases reflect Anne Shirley's distinct and imaginative style of expressing
herself, which can also help the viewers expand their vocabulary and language use by
watching the series.
Conclusions
The study's findings led to the following conclusions:
1. How does Anne Shirley acquire such a large English vocabulary?

The findings revealed that Anne Shirley's extensive English language acquisition
is the result of a complex interaction of various hobbies, such as her love of reading,
large imaginative expression, and innate curiosity. Furthermore, Anne Shirley's
linguistic journey also exemplifies the transformational power of education and the
never-ending pursuit of knowledge.
2. What are the difficulties faced by Anne when communicating with her friends
and family as a sesquipedalian?
Anne Shirley's difficulties communicating with those around her resulted in
misunderstandings and bullying that had a significant impact on her. It also showed
how her society considers people with unique upbringings to be weird and that being
normal is the norm. These instances reflect the real-life experiences of those with
exceptional linguistic ability and those who are considered "different or weird" in today's
era. In addition, Anne Shirley's experiences serve as a reminder of the power of
language, which functions as both a bridge and a barrier to effective communication.
3. How do the people of Avonlea respond to Anne’s extensive English
vocabulary?
In her interactions with friends and family, Anne Shirley's sesquipedalian
tendencies and rich language provide both wonder and challenge. These challenges
highlight the complicated nature of communication and the unique characteristics of
language and its users. It also emphasizes the significance of acceptance,
understanding, and the desire to embrace one's individuality in the area of language
and communication. Lastly, Anne Shirley’s linguistic journey teaches us that even
though language sometimes divides us, it also has the power to bring people closer
when they start to appreciate and accept their individuality.
4. What are the implications of Anne with an E in vocabulary building?
The vocabulary terms derived from Anne's expressions can help viewers in
improving their English language skills. They also show the beauty of the English
language and can serve as motivation for expanding the viewers’ English vocabulary
so they can express themselves more creatively. Lastly, "Anne with an E" is more than
just a drama series; it also promotes the beauty of reading and the never-ending pursuit
of knowledge through an interesting storyline and relatable characters.
Recommendations
The researcher developed the following recommendations based on the
findings and conclusions presented above.
1. Educators are encouraged to include various pedagogies into language learning
by engaging learners in activities such as reading programs that correspond with
their interests, creative writing exercises, and curiosity-driven investigation that
will engage learners in a holistic language learning experience.
2. Future researchers could examine the portrayal of other individuals possessing
exceptional linguistic ability in media and popular culture. This study may explore
the impact of media representation in shaping societal attitudes and perceptions
of other people towards such individuals.
3. Future researchers could conduct a study identifying how viewers of Anne with
an E perceive Ann Shirley’s sesquipedalian tendencies.

4. Future researchers could create and employ methodologies to evaluate the
creative expression of viewers who watched Anne with an E. This could include
assessing the written or spoken expressions of the viewers, allowing for a more
in-depth assessment of the series' influence on creative language use.

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Appendix 1
ETHICS CLEARANCE
Appendix 2
CURRICULUM VITAE

Blk 6, Kenneth Rd., Eusebio Ave.,
Brgy. Pinagbuhatan, Pasig City
+639396605042
tesoreroolliver@gmail.com
EDUCATIONAL BACKGROUND
Tertiary Bachelor of Arts in English Language Studies

Polytechnic University of the Philippines,
Mabini Campus, Sta. Mesa, Manila
2020-Present
Secondary Science, Technology, Engineering, and Mathematics (STEM)

Rizal Technological University,
Pasig Campus, Brgy. Maybunga, Pasig City
2018-2020
Grade 7-Grade 10
Nagpayong High School,
Centennial II, Nagpayong, Brgy. Pinagbuhatan, Pasig City
2014-2018
Primary Preparatory School-Grade 6
Ilugin Elementary School
San Sebastian St, Brgy. Pinagbuhatan, Pasig City
2006-2014
PROFESSIONAL AFFILIATIONS
Pasig City Scholar

Year 2020-Present
SEMINARS AND TRAINING ATTENDED
Writing to Discover Self: When Gender, Sexuality, and Language Intersect in

English Language Classrooms
Department of English, Foreign Language, and Linguistics
College of Arts and Letters
July 01, 2023
Carving Safe Spaces Toward Queering ELT in the Philippines: Promises,

Practices, and Predicaments
Department of English, Foreign Language, and Linguistics
College of Arts and Letters
May 20, 2023
Write Up: Writeshop on Research and Innovation Towards Excellence
Office of the Vice President for Research, Extension, and Planning
Development-Research Management Office
June 29-July 01, 2022
WORK EXPERIENCE
Concentrix Bridgetown
Customers Support Representative
C5 Eulogio Rodriguez Jr. Ave, Quezon City
September 2022-December 2022
DepED Pasig Division Office

Special Program for Employment of Students (SPES)
Caruncho Ave, Pasig, Metro Manila
April 2017-June 2017
DepED Pasig Division Office

Special Program for Employment of Students (SPES)
Caruncho Ave, Pasig, Metro Manila
April 2018-June 2018
PERSONAL INFORMATION
Age: 22
Date of Birth: March 28, 2001
Place of Birth: Pasig City, Metro Manila
Civil Status: Single
Citizenship: Filipino
Height: 160 cm
Weight: 45 kg
CHARACTER REFERENCES
Dr. Algene Malte de Guzman

Research Adviser
Appendix 3
CERTIFICATE OF EDITING

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P O L Y T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S

ANNE’S VOCABULARY: A DISCOURSE ANALYSIS OF HOW

In Partial Fulfillment of the Requirement for the Degree

OLIVER B. TESORERO JR.

This thesis, ANNE’S VOCABULARY: A DISCOURSE ANALYSIS OF HOW

ALGENE MALTE DE GUZMAN, cPhD

ZURIEL D. AGUILAR, MALLI JOHN HAYROLD C. MALONZO, PhD

ROLANDO P. QUINONES JR., PhD MARISSA L. MAYRENA, PhD

JOHN HAYROLD C. MALONZO, PhD

ZURIEL D. AGUILAR, MALLI ROLANDO P. QUINONES JR., PhD

ROMEO P. PEÑA, PhD

role in the completion of this thesis:

facilitated his research process.

encouragement provided the motivation he needed to persevere. He also wants to

valuable insights that enriched the quality of this research.

of this would have been possible.

loves you forever, his little angel!

Lastly, as a solo researcher, he would like to highlight this EMMY acceptance

speech by Niecy Nash-Betts.

and doing what they said I could not do.”

VOCABULARY: A DISCOURSE ANALYSIS OF HOW THE NETFLIX SERIES “ANNE

WITH AN E” REPRESENTED A SESQUIPEDALIAN for the degree Bachelor of Arts in

English Language Studies at the Polytechnic University of the Philippines embodies

institution, except where proper referencing and acknowledgment were made.

OLIVER B. TESORERO JR.

Title : Anne’s Vocabulary: A Discourse Analysis of How The Netflix

Series “Anne with an E” Represented A Sesquipedalian

Researcher : Oliver B. Tesorero Jr.

Degree : Bachelor of Arts in English Language Studies

Institution : Polytechnic University of the Philippines

Adviser/Co-author: Prof. Algene Malte De Guzman

word can cause communication problems. By documenting Anne's experiences in

emphasizes the significance of acceptance, understanding, and the desire to embrace

findings, educators are encouraged to include various pedagogies into language

learning by engaging learners in activities such as reading programs that correspond

engage learners in a holistic language learning experience. This research contributes

to the existing studies by offering a comprehensive understanding of how people

perceive someone who has in-depth knowledge of the English language.

Keywords: Polytechnic University of the Philippines, Bachelor of Arts in English

Chapter 1 THE PROBLEM AND ITS SETTING

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES

Chapter 4 RESULTS AND DISCUSSION

Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

Number Title Page

1 Themes Emerged from the Series 40

2 The Challenges Encountered by Anne Shirley as a 46

Number Title Page

THE PROBLEM AND ITS SETTING

An understanding of what is considered necessary for a girl to learn to mature

and be understood can be gained by studying Anne's characterization and

or spellings of the same word can cause communication problems. By documenting

Anne's experiences in Avonlea, this research aids in documenting and investigating

Many scholars have conducted extensive research on Anne with an E as well as

feminist media and literature analysis in an investigation of the representation of

negotiation with her identity, advocacy, and her community.

current study seeks to fill that gap as well.

While Anne Shirley’s character is fictional, understanding her communication

language and communication.

blends feminist media and literature analysis in an investigation of the representation