Profanity and Gender: A Sociolinguistic Analysis on Swear Words Usage between Male and Female Senior High School (SHS) Students as Basis for (Re)vitalizing Values formation Program for SHS

Abstract

INTRODUCTION

The study explored the social aspects of swear words usage among teenagers both males and females of Grade 12 Senior High School students. The study aimed to determine how both genders perceive the language as a means of self-expression and how its usage challenge gender norms and values.

METHODS

The study used a mixed method research design. A five-item questionnaire and a semi-structured interview were used to gather data. Frequency count and transcriptions were carried out.

RESULTS

Gender differences are seen in the perception and usage of the swearword language. Males tend to curse when mad and choose the more "vulgar" and "hard". Females generate more varied swearwords as compared to males. Friends and peers are the most influencing factor in the acquisition of the language while school ranked secondary. Swearwords are an outlet of sudden and intense emotion for males while females use it as a habitual expression. Females view swear words as more "taboo" than males. Both genders perceive swear words like "bad' language despite their continuous usage because of its unique ability to express emotion and meaning.

DISCUSSIONS

The themes pulled out from the study are encouraged to be one of the bases for the (re)vitalization of the values formation program for senior high school. Language reflects attitudes and helps to define them. Everyone has the responsibility to use words that do not reinforce offensive or discriminatory attitudes and offense. Since teenagers are the most active generation, the school has the responsibility to mold and filter the use of language. The values program should let learners realize that language is a personal choice and definitions and meaning of words changes over time but with littlethought, ensuring to send a positive image should be maintained. Language is the vehicle of values. The SHS values formation program should advocate language as the “heart” of who we (and the learners) are as a person.