Sociolinguistic competengcies of first year college students of Thai Nguyen University system: basis for creativity enhancement activities

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

ơ

Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn

i

SOCIOLINGUISTIC COMPETENCIES OF FIRST YEAR COLLEGE

STUDENTS OF THAI NGUYEN UNIVERSITY SYSTEM: BASIS FOR

CREATIVITY ENHANCEMENT ACTIVITIES

A Dissertation

Presented to

The Faculty of Graduate School

Batangas State University

Batangas City, Philippines

In Partial Fulfillment

Of the Requirements for the Degree

Doctor of Philosophy

Major in English

By:

NGUYEN LAN HUONG ( PERFUME)

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

ơ

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i

APPROVAL SHEET

This dissertation entitled SOCIOLINGUISTIC COMPETENCIES OF

FIRST YEAR COLLEGE STUDENTS OF THAI NGUYEN UNIVERSITY

SYSTEM: BASIS FOR CREATIVITY ENHANCEMENT ACTIVITIES

prepared and submitted by NGUYEN LAN HUONG in partial

fulfillment of the requirements for the degree of Doctor of Philosophy

major in English has been examined and is recommended for Oral

Examination.

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

ơ

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ii

ABSTRACT

Title : Sociolinguistics Competencies of First Year College

Students of Thai Nguyen University System: Basic for

Creativity Ehancement Activities

Author : Nguyen Lan Huong (Perfume)

Course : Doctor of Philosophy

Major : English

Year : 2015

Adviser : Dr. Amada Bannag

SUMMARY

This study was undertaken to determine the sociolinguistic

competencies of first-year college students of Thai Nguyen University to

propose creativity enhancement activities.

A descriptive method was employed in this study which includes

a total of 400 students and 57 English teachers who serve as the

respondents. In this study, a survey questionnaire and researcher --

made test were used.

The data were analyzed using frequency distribution, weighted

mean, regression analysis, One Way Analysis of Variance (ANOVA)

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Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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and Pearson-product Moment Correlation using 0.05 level of

significance.

The study seeks to answers to the following questions:

1. What is the profile of the students in terms of:

1.1. Age

1.2. Gender

1.3. Educational attainment of parents

1.4. Exposure to the English language

1.5. Family income

1.6. Type of high school graduated from?

2. What is the level of students‘ sociolinguistic performance?

3. How do teachers assess the level of students‘ sociolinguistic

competencies with reference to?

3.1. Respect

3.2. Friendliness

3.3. Confidence

3.4. Resourcefulness

3.5. Emotional maturity?

4. Are there significant differences on the students‘ level of

sociolinguistic competencies as assessed by the teachers when

grouped according to their profile variables?

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

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5. Are there significant relationships between the students‘

performance and teachers‘ assessments on sociolinguistic

competencies?

6. Which among the parameters of sociolinguistic competencies as

assessed by the teachers‘ respondents are strongly manifested by

students?

7. What creativity enhancement activities may be prepared towards

improved sociolinguistic competencies?

The study found out that most of the respondents belong to age bracket

of 16 to 20 years old, females who graduated from public schools and

exposed to English language on university level. They mostly come

from low to average income earners with both parents are only high

school diploma holders.

The level of sociolinguistics performance of the respondents‘ was

on the normal range, not so fluent but not pitiable. The respondents‘

were able to obtain this level of performance since they have the ability

to know how to speak to different people in different situations Teachers

positively assessed that students‘ possessed a good competence in

terms of sociolinguistic aspect. There is no significant difference on the

students‘ level of sociolinguistic competencies as assessed by the

teachers when grouped according to profile variables. There is no

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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statistically significant relationship between the students‘ performance

and the teachers‘ assessment on sociolinguistic competencies. The five

independent variables (respect, friendliness, confidence,

resourcefulness and emotional maturity) was not considered the best

predictor of the students sociolinguistic competencies. Creativity

enhancement activity is planned for implementation and evaluation to

improve the students‘ sociolinguistic competence.

It is therefore recommened that language students‘ may need to

understand pragmatic aspects of the target culture better in order not

only to speak grammatically but also to interpret appropriately what they

hear and to interact effectively in the class. Students‘ may learn how to

use and interpret the sociolinguistic rules of English in various

contexts by developing awareness on areas in which sociolinguistic

system of his/her own culture from those of other cultures. Students

may develop common speech pattern to bond quickly and establish

friendship to other students with different cultures. Teachers may need

to incorporate many cross-cultural analyses in their teaching in order to

address learners‘ possible communicative problems. Teachers may use

the creativity enhancement exercises to imrove the sociolinguistics

performance. Follow-up study may be conducted to focus on the

effectiveness of the proposed creativity enhancement activity.

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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ACKNOWLEDGMENT

The writer extends her sincerest thanks and appreciations to those

people who in one way or another have helped make this piece of work

a reality.

Dr.Dang Kim Vui, President of Thai Nguyen University, for

establishing the international cooperation relationship between BSU and

TNU.

Dr. Hoang Bich Thao, Director for International Training Center, for

her assistance and for supporting the researcher a chance to gain

professional growth through completion of this study.

The Panel of Examiners, for their honest and meaningful

comments and recommendation to go on with this research work.

Dr. Amada Banaag, her adviser and mentor, who drained all her

effort and her best during the entire preparation and revision of this study.

To the Rectors of universities, for their permission to conduct the

research at Thai Nguyen Universities.

To the teachers - respondents of the study, for their active

involvement and cooperation.

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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To the students who served as her respondents for their

assistance and collaboration in providing information necessary for the

completion of the study.

To her husband and her children, for inspiring her fulfill her dream.

To her ever dearest friends, and relatives who in one way or

another, gave her encouragement and remarkable support.

N.L.H

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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DEDICATION

With pride and honor,

This piece of work is lovingly dedicated

To her beloved parents, her loving husband

and to her children

N. L. H

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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TABLE OF CONTENTS

Page

ABSTRACT..............................................................................................i

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

DEDICATION ...................................................................................... viii

TABLE OF CONTENTS.........................................................................ix

LIST OF TABLES .................................................................................xii

CHAPTER

I. THE PROBLEM

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

Statement of the Problem .................................................6

Scope, Delimitation and Limitation of the Study ...............7

Significance of the Study ..................................................8

II. REVIEW OF LITERATURE

Conceptual Literature .................................................... 10

Theoretical Framework .................................................. 44

Conceptual Framework.................................................. 47

Hypotheses of the Study................................................ 48

Definition of Terms......................................................... 49

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III. RESEARCH METHODOLOGY AND PROCEDURE

Research Environment .................................................. 51

Research Design ........................................................... 53

Subjects of the Study..................................................... 53

Data Gathering Instrument ............................................ 56

Data Gathering Procedure............................................. 58

Statistical Treatment of Data ......................................... 59

IV. PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

V. SUMMARY, CONCLUSIONS ANRECOMMENDATIONS

Summary of Finding..................................................... 118

Findings ....................................................................... 120

Conclusions ................................................................. 126

Recommendations....................................................... 127

BIBLIOGRAPHY

APPENDICES

A. Questionnaires For Students.................................. 135

B. Questionaire for Teacher........................................ 139

C. Test on Socioliguistics Competence ....................... 141

D. Letters of Request to the Head of Institution........... 146

E. Documents for Validation of Questionaires .......... 149

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BATANGAS STATE UNIVERSITY

Republic of the Philippines

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G: Photographs of the Study Sites ............................. 150

H: Photographs of the Approval Test Administration of

the Head of Institutions ........................................... 151

K. Photographs of the Teachers-Respondents........... 152

L. Photographs of the Students Respondents ............. 153

CURRICULUM VITAE

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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LIST OF TABLES

Page

1. Distribution of Population and Sample ........................................... 54

2. Percentage Distribution of the Students‘ Profile in terms of Age ... 60

3. Percentage Distribution of the Students‘ Profile in terms of

Gender .................................................................................. 61

4. Percentage Distribution of the Students‘ Profile in terms of

Educational Attainment of Parents........................................ 62

5. Percentage Distribution of the Students‘ Profile in terms

Exposure to English Language ............................................. 64

6. Percentage Distribution of the Students‘ Profile in terms

Monthly Family Income ......................................................... 65

7. Percentage Distribution of the Students‘ Profile in terms of

Type of High School Graduated............................................ 66

8. Level of Students‘ Sociolinguistic Performance ............................. 68

9. Sociolinguistics Competence in terms of Respect as Perceived

by the Teachers..................................................................... 71

10. Sociolinguistics Competence in terms of Friendliness as

Perceived by the Teachers.................................................... 73

11. Sociolinguistics Competence in terms of Confidence as

Perceived by the Teachers.................................................... 75

12. Sociolinguistics Competence in terms of Resourcefulness as

Perceived by the Teachers.................................................... 77

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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13. Sociolinguistics Competence in terms of Emotional Maturity as

Perceived by the Teachers.................................................... 79

14. Summary Table on Sociolinguistics Competence as Perceived

by the Teachers..................................................................... 81

15. Difference of Responses on Sociolinguistics Competence in

terms of Respect When Grouped According to Profile

Variables ............................................................................... 83

16. Difference of Responses on Sociolinguistics Competence in

terms of Friendliness When Grouped According to Profile

Variables ............................................................................... 86

17. Difference of Responses on Sociolinguistics Competence in

terms of Confidence When Grouped According to Profile

Variables ............................................................................... 88

18. Difference of Responses on Sociolinguistics Competence in

terms of Resourcefulness When Grouped According to

Profile Variables .................................................................... 90

19. Difference of Responses on Sociolinguistics Competence in

terms of Emotional Maturity When Grouped According to

Profile Variables .................................................................... 92

20. Relationship Between the Students‘ Performance and

Teachers‘ Assessment on Sociolinguistic Competencies ..... 94

21. Sociolinguistic Parameters of Sociolinguistic Competencies

that Manifest to Students....................................................... 96

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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LIST OF FIGURES

Figure

1 The Reasearch Paradigm……….`…………………...

Page

48