Language Activities for Improving Linguistic Competence of the First Year Students in Thai Nguyen University

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THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY

Socialist Republic of Vietnam Republic of the Philippines

LANGUAGE ACTIVITIES FOR IMPROVING THE LINGUISTIC

COMPETENCE OF FIRST YEAR STUDENTS

IN THAI NGUYEN UNIVERSITY

A Dissertation

Presented to

The Faculty of the Graduate School

Batangas State University

Batangas City, Philippines

In Partial Fulfillment

Of the Requirements for the Degree

Of Doctor of Philosophy

Major in English

By:

NGO THI BICH NGOC

April 2015

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ABSTRACT

Title : Language Activities for Improving Linguistic

Competence of the First Year Students in Thai

Nguyen University

Author : Ngo Thi Bich Ngoc

Degree : Doctor of Philosophy

Major : English

Year : 2015

Adviser : Dr. Matilda H. Dimaano

Summary

Language is essential in interaction in everyday lives. It is used to give

information to people around us, expressing feelings, desires and questions as

well as understanding the world. Through the use of language, people are able

to communicate with one another, form bonds and teamwork. Without

language a person would not be able to communicate verbally or written, not

be able to read, write or communicate with each other thoroughly orally, written

and electronically. At present, the importance of language is recognized by

many institutions. In learning the complexities of language, creation of a warm

and comfortable environment for the learner is a must.

The purpose of the study is to determine the linguistic competence of

First Year Students of Thai Nguyen University. The study used descriptive

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research. The respondents of the study comprised of 382 freshman students

and 66 college teachers. The data gathering instruments utilized includesurvey

questionnaires for the teacher respondents and the teacher made test for the

student respondents. Statistical tools used were frequency, percentage and

rank, linear regression, coefficient of correlation, weighted mean, standard

deviation, and t-test.

The following were the findings of the study: students got an average

level or above 50 percent performance in their linguistic competence along the

areas of connotation, denotation, antonyms, synonyms, ambiguities and

vocabulary as well as in word-formation in the areas of acronym, clipping,

blending and compounding. Relative to the items in the different clusters which

students find most difficult, it was observed that for connotation, the most

difficult item is item 8, for denotation is item 20.

The most difficult item in the test area of antonyms is item 28; for

synonyms, is item 34; in the case of ambiguities, it is item 44; and for the

vocabulary test, it is item 55. In word formation, it can be observed that for

acronym, the most difficult item is item 69, for clipping is item 74 while for

blending, it is item 87. For compounding, the most difficult item is item 93.

In the teachers‟ assessments of the linguistic and word- formation

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competencies, six skills which included four skills in linguistic area and two

skills in the word- formation area showed rank differences of 10 or less,

indicating that these were the skills where the perception of the teachers were

relatively congruent which revealed that they had unclear understanding of the

abstract concepts of linguistic and word formation areas and their test

application.

In the relationship between the teachers‟ assessment and the level of

students‟ linguistic and word formation competencies it was observed that

among the 11 mean combinations being compared, all showed significant p￾values at 0.05 significant level. This tend to the rejection of the null hypothesis

of no significant relationships.

Language activities were designed based on the four indicated skill

areas and belong to linguistic skills and none from word formation skills. It was

only in the four areas of linguistic skills that the students need language

activities for them to cope with their skills requirement. Recommendations of

the study include providing students with exposures on varied learning

activities to enhance further their linguistic competencies; presenting the

developed language activities to language teachers for further suggestions;

and conducting further study on other components of communicative

competence maybe done.

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ACKNOWLEDGMENT

The researcher would like to convey her deepest gratitude and sincerest

appreciation to the following persons whose valuable contributions have

helped much to make this academic work a reality:

To Dr. Matilda H. Dimaano, dissertation adviser, who tirelessly worked on

reading version after version of this manuscripts, and for providing valuable

inputs and insightful comments that improved this study as well as for the

encouragement and assistance that facilitated its completion;

Dr. Nguyen The Hung, director of International Training and Consultancy

Center for his encouragement;

To the panel members: Dr. Ma. Luisa Valdez, Dr. Amada Banaag, Dr. Felix

Panopio, Dr. Myrna G. Sulit, Dr. Remedios P. Magnaye for their valuable insights

which greatly improved this work;

The teachers and the student respondents of the study for their active

involvement and cooperation;

To her friends for their encouragement and support; and

To her parents and siblings for their love, concern and understanding and

for being an inspiration in pursuing this academic endeavor.

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DEDICATION

This dissertation is dedicated to my loving and ever supportive husband,

Mr. Le Huy and my loving son, Le Minh, to my family, and to my dear Thai

Nguyen University community

Ngo Thi Bich Ngoc

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TABLE OF CONTENTS

Page

TITLE PAGE ............................................................................................ i

APPROVAL SHEET ................................................................................ii

ABSTRACT.............................................................................................iii

ACKNOWLEDGMENT............................................................................ vi

DEDICATION.........................................................................................vii

TABLE OF CONTENTS……………………………………………………viii

LIST OF TABLES…………………………………………………………… xi

LIST OF FIGURES.................................................................................xiii

CHAPTER

I. THE PROBLEM

Introduction ............................................................................ 1

Statement of the Problem ...................................................... 7

Scope, Delimitation and Limitation of the Study .................... 8

Significance of the Study ....................................................... 9

II. REVIEW OF LITERATURE

Conceptual Literature .......................................................... 11

Research Literature ............................................................. 52

Synthesis.............................................................................. 59

Theoretical Framework ....................................................... 63

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Conceptual Framework ....................................................... 65

Hypothesis ........................................................................... 68

Definition of Terms............................................................... 68

III. RESEARCH METHOD AND PROCEDURE

Research Environmen………………………………………...71

Research Design ................................................................ 73

Subjects of the Study .......................................................... 74

Data Gathering Instrument .................................................. 76

Data Gathering Procedure................................................... 78

Statistical Treatment of Data ............................................... 80

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA................................................................................... 81

V. SUMMARY, CONCLUSION AND RECOMMENDATION

Summary of Findings......................................................... 139

Conclusions ....................................................................... 155

Recommendations............................................................. 157

BIBLIOGRAPHY ................................................................................... 158

APPENDICES

A. Test for Students.................................................................... 167

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B. Questionnaire for Teachers .................................................. 187

C. Validation Letter 1 on the Test for Students & Teachers

Questionnaire ......................................................................... 193

D. Validation Letter 2 on the Test for Students & Teachers

Questionnaire ........................................................................ 194

E. Validation Letter 3 on the Test for Students & Teachers

Questionnaire ......................................................................... 195

F. Letter of Request to the Heads of Institutions........................ 196

G. Response Letter of the Heads of Institutions......................... 201

H. Photographs of the Study Sites ............................................. 202

I. Photographs of Students Respondents ................................. 203

J. Photographs of Teacher Respondents .................................. 206

K. Photographs of Teacher-Made Test and Survey Questionnaire

Validation ................................................................................ 207

L. Psychrometric Conversion Table……………………………...208

CURRICULUM VITAE

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LIST OF TABLES

Table Title Page

1 Distribution of Sample Respondents..................................75

2 Performance of Students‟ Linguistics Test....................................82

3 Performance of Students‟ Word- Formation Test...............93

4a Most Difficult Items in Linguistic Test.................................100

4b Most Difficult Items in Linguistic Test.................................101

5 Most Difficult Items in Word- Formation Test....................105

6a Students‟ Skills Perceived as Linguistic/

Word-Formation Competencies.........................................110

6b Students‟ Skills Perceived as Linguistic/

Word- Formation Competencies........................................111

7 Students‟ Linguistic Skills According to

the Frequency of Use.............................................................112

8 Students‟ Linguistic Skills According to

the Degree Importance......................................................114

9 Comparison of the Teachers‟ Perception

and Students‟ Performance in Linguistics

and Word- Formation.........................................................116

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10 Areas in Linguistic Competencies as

Bases for the Design of Language

Activities..............................................................................119

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LIST OF FIGURES

Figure Title Page

1 Research Paradigm on the Linguistic

Competence of First Year Students in

Thai Nguyen University...........................................67

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CHAPTER I

THE PROBLEM

Introduction

In our world today, language is our means of communication and

learning. It is one‟s knowledge and a tool of expression of thoughts,

perceptions and sentiments. Thoughts and ideas can never be expressed and

can‟t be understood by one another without good language.

Language is considered important because it is the vehicle for

communication between countries, cultural groups, various companies,

organization, communities and friends. It also represents a fundamental

expression of social identity. As a mirror that allows a person to understand

what one is thinking, language is considered complex and constantly evolving.

It allows cultures with their shared set of values, customs and history to exist

and as a part of speech language is important for one‟s survival for it forges

friendship, cultural ties and economic relationship.

Thoughts and emotions are shaped by language and it also determines

one‟s perceptions and reality. It is considered the light of the mind and its

retention helps maintain feeling of cultural kinship. Knowledge of the English

language is one of most important aspect for the learners for it is considered

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the key factor to competitiveness. Because language enables people to

communicate and express themselves, it becomes an important part of any

society.

As a currency used in exchanging ideas, language is considered the

simple greatest skill an individual should possess and master. It holds

societies together and mankind evolves, grows and prospers through

language. It is the key that unlocks minds.

In everyday lives, language is essential in interaction. Language is use

to give information to people around us, expressing feelings, desires and

questions as well as understanding the world. In varied situations

communication is done effectively through words, gestures and tone of voice.

Through the use of language, people are able to communicate with one

another, form bonds and teamwork. Without language a person would not be

able to communicate verbally or written, not be able to read, write or

communicate with each other thoroughly. With language, one would have the

ability to transmit and transport ideas orally, written and electronically.

At present, the importance of language is recognized by many

institutions. Second language teaching is being offered by some schools as

early as middle school and they are requiring specific language requirements

for those who would like to study in the schools.