Morphological and syntactic competencies of first year college students of thai nguyen university system bases for integrative learning exercises

  • Số trang: 186 |
  • Loại file: PDF |
  • Lượt xem: 12 |
  • Lượt tải: 0
minhtuan

Đã đăng 15929 tài liệu

Mô tả:

1 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines MORPHOLOGICAL AND SYNTACTIC COMPETENCIES OF FIRST YEAR COLLEGE STUDENTS OF THAI NGUYEN UNIVERSITY SYSTEM: BASES FOR INTEGRATIVE LEARNING EXERCISES A Dissertation Proposal Presented to The Faculty of 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: DUONG THI HOA LU June 2015 2 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 3 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ABSTRACT Title : Author : Degree : Morphological and Syntactic Competencies of First Year College Students of Thai Nguyen University System: Bases for Integrative Learning Exercises Duong Thi Hoa Lu Doctor of Philosophy Major : English Adviser : Dr. Matilda H. Dimaano Year : 2015 _______________________________________________________________ Summary This study aimed to determine the morphological and syntactic competencies of first year college students in English Language at Thai Nguyen University System, Vietnam. The study covered the level of morphological competency of student respondents in terms of meaning of root words, affixes, pre-fixes, suffixes, word derivation, word formation and compounding of words. Part also of this study is the level of syntactic competency of student respondents relative to phrases, clauses, sentences and functions. This also covered the assessment of teachers on the students’ morphological and syntactic competencies, the significant difference on the level of this competency with the integrative language exercise as the output to enhance the students’ English language competencies. 4 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines The study included the 400 first year college students and 70 teachers in Basic English Course in the Academic Year 2014-2015. This study tested the following hypothesis that there are no significant differences on the levels of morpho-syntactic competency of students and the assessment of the English language teachers. It made use of the descriptive method of research with survey questionnaire and teacher-made test as the main data gathering instruments. The data gathered were statistically treated with the use of percentage, weighted mean, standard deviation, independent t-test. Findings of the study revealed that as regards levels of understanding of students in morphology particularly in meaning of root words result indicates that the students’ levels of competencies in this area of morphology is average with a fair number of students’ demonstrating a reasonable degree of competence. In prefixes, affixes and suffixes results showed that the total rating obtained by the students on this area is 59.12 percent which indicates that the students’ competency in this area is average and is at par with the competency in the meaning of the root words. As for word derivation the total rating obtained by the students on this area 63.25 percent which falls under the average level of classification which indicates that the freshman students’ have developed a certain level of adeptness in word derivation. 5 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines In word formation, the total rating obtained by students in this morphology skill component which is 52.85 percent with the verbal equivalent rating of average indicates that the students are finding some difficulties along this area. In relation to compounding of words, findings revealed that the students’ obtained a total rating of 61.15 percent with a verbal equivalent rating of average in this morphology skill component which indicates that the freshman students has developed skills in compounding. Relative to the levels of students’ competencies in the use of syntax particularly in phrases, the total rating obtained for this component area is 51.95 percent or verbally equivalent to average which means that the students demonstrate a certain degree of proficiency in this syntax skill. As for clauses, results showed that the total rating obtained by students is 47.30 percent or its equivalent of average which implies that the student competency on clauses are average but below the 50 percent cut-off value. For sentences, the total rating students obtained is 60.50 percent or average which implies that the students find the test easier and have demonstrated more advanced skill and competency in sentences. As regards functions the total rating of the students’ competency is 49.95 percent or average which implies that the students demonstrated some degree of proficiency on syntactic functions. 6 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines In relation to comparison of the levels of competencies in morphology and syntax, results show that in 22 out of 28 mean comparisons, the p-values are less than 0.05 which means that the morphology and syntax competencies corresponding to this means are significantly different and are therefore not related. In six out of 28 mean comparisons, the p-values were greater than 0.05 which means that the morphology and syntax competencies corresponding to this means are not significantly different and so they are related to each other which means that in general, no relationship exist among these linguistic skills. With regards to teachers assessment of the morphological and syntactic competencies of students all the items obtained an agree score of 100 percent which means that the teacher respondents unanimously agree that the items raised can be used for the assessment of the students’ morphological and syntactic competencies. According to the frequency of use of students’ skills, 11 out of 12 items had mean scores close to 3.0 or equivalent to sometimes and only one had mean scores close to 4.0 or equivalent to often which means that the teachers observed the students do not practice and use these skills as often in the class. For the assessment according to their degree of importance, result of assessment showed that all the 12 items had mean scores close to 7 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 4.0 or equivalent to moderately important which means that the teachers regarded the 12 items as only moderately important skills to be developed by the students. In terms of the difference on the levels of morpho-syntactic competencies of the students and their performance as assessed by English teachers, results showed that eight out of 11 component items had a p-value that is below 0.05 which means that the teacher’s assessment and students’ morpho-syntactic competencies along these areas are significantly different which suggests that no relationship exist between the treatment means being compared. Moreover, the integrative learning exercises on morpho-syntactic competencies designed are based on some criteria that are considered and used as concrete basis for the exercises to be included to address the needs of the students. The study recommended that teachers may be encouraged to attend more trainings, seminars and workshops along the areas of morphology and syntax to further enhance their teaching techniques; that output must be reviewed and evaluated, and similar studies be conducted by future researchers. 8 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ACKNOWLEDGMENT The researcher acknowledges the following persons whose respective skills and competence contributed much to the completion of this study. Dr. Dang Kim Vui, President of Thai Nguyen University,Vietnam for giving me the opportunity to be included in the Ph.D. English Program in cooperation with Batangas State University, Philippines. Dr. Matilda H. Dimaano, Dissertation adviser for the whole hearted assistance in providing useful materials for references, and for her encouragement and precious time reading, reviewing, and checking the manuscript. Her guidance and expertise in research made this dissertation possible. The Panel of Examiners Dr. Myrna G. Sulit, Dr. Amada G. Banaag, Dr. Maria Luisa A. Valdez, Dr. Felix M. Panopio, for their commendable suggestions and ideas; Dr. Remedios P. Magnaye, Recording Secretary, for her commitment in preparing and encoding the minutes of defense proceedings; Dr. Nguyen The Hung, Director of the International Training Center Thai Nguyen University, for his moral support and encouragement; The English teachers and the student-respondents of the study, for their active involvement and cooperation; 9 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines All friends who in one way or another provide support; and Her parents and family, who serves as inspiration in this academic endeavor. Duong Thi Hoa Lu 10 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines DEDICATION This work is dedicated to my parents, family, and friends. Duong Thi Hoa Lu 11 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines TABLE OF CONTENTS Page TITLE PAGE........................................................................................ i APPROVAL SHEET............................................................................ ii ABSTRACT......................................................................................... iii ACKNOWLEDGMENT...................................................................... viii DEDICATION....................................................................................... x TABLE OF CONTENTS...................................................................... xi LIST OF TABLES................................................................................ xiv LIST OF FIGURES............................................................................. xvi CHAPTER I. THE PROBLEM Introduction............................................................ 1 Statement of the Problem ..................................... 6 Scope, Delimitation and Limitation of the Study..... 8 Significance of the Study ....................................... 9 II. REVIEW OF LITERATURE Conceptual Literature............................................. 11 Research Literature................................................ 46 12 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Synthesis ............................................................... 52 Theoretical Framework ......................................... 54 Conceptual Framework ......................................... 56 Hypothesis............................................................. 58 Definition of Terms................................................. 58 III. RESEARCH METHOD AND PROCEDURE Research Environment .......................................... 61 Research Design .................................................. 62 Subjects of the Study ............................................ 63 Data Gathering Instrument..................................... 65 Data Gathering Procedure..................................... 67 Statistical Treatment of Data ................................ 68 IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA .................................................................... 69 V. SUMMARY, CONCLUSION AND RECOMMENDATION Summary of Findings............................................. 127 Conclusions ........................................................... 137 Recommendation .................................................. 138 BIBLIOGRAPHY.............................................................................139 13 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines APPENDICES………………………………………………………….. 146 A. Questionnaires........................................................... 147 B. Letters of Request....................................................... 156 C. Documentations......................................................... 163 D. Psychrometric Conversion Table............................... 168 CURRICULUM VITAE………………………………………………… 170 14 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines LIST OF TABLES Table Title Page 1 Distribution of Population and Sample ………………........... 64 2 Levels of Students’ Performance in Meaning of Root Words........................................................................ 70 3 Levels of Students’ Performance in Prefixes, Affixes and Suffixes..................................................................... 72 4 Levels of Students’ Performance in Word Derivation.............74 5 Levels of Students’ Performance in Word Formation..............75 6 Levels of Students’ Performance in Compounding Words...................................................................................... 77 7 Levels of Students’ Performance in Phrases.......................... 80 8 Levels of Students’ Performance in Clauses.......................... 82 9 Levels of Students’ Performance in Sentences...................... 84 10 Levels of Students’ Performance in Functions........................ 86 15 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam 11 BATANGAS STATE UNIVERSITY Republic of the Philippines Comparison of the Students’ Levels of Morphological and Syntactic Competencies............................................... 88 12 Students’ Morphological and Syntactic Competencies Employed in Teaching the Basic English Course................ 91 13 Students’ Morphological and Syntactic Competencies and their Frequency of Use.................................................. 92 14 Students’ Morphological and Syntactic Competencies and their Degree of Importance............................................ 94 15 Differences of the Students’ Levels of Performance in Morpho-Syntactic Competencies and their Performance as Assessed by English Teachers.............................................. 96 16 Bases in the Design of Integrative Learning Exercises on Morpho-Syntactic Competencies....................................... 98 16 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines LIST OF FIGURES Figure 1 Title Page Research Paradigm of the Study ……………........................57 1 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines CHAPTER I THE PROBLEM Introduction Nowadays English is considered as the international language of communication, especially in the area of commerce, trade, media, culture, arts and education. It is known as a key to open the door into the bustling word of rapid changes and development. Teaching and learning English in Vietnam has received special attention since the country implemented the “open-door” policy. That is the reason why learning English is not only interesting but is also in a great and practical demand for many people especially for those who want to advance in their careers and to achieve their long term study goals. English is a compulsory subject from the elementary school up to senior school in today’s Vietnam education system. It is considered a difficult subject for the Vietnamese students because English is completely different from Vietnamese language being looked at from the system of structure, pronunciation and vocabulary. In the study of the English language, it involves the four language skills namely listening, speaking, reading and writing. Aspects such as grammar, structure, vocabulary, spelling and pronunciation are the focus in English teaching and learning process. For pedagogical reasons, specific skills may be focused on separately but there are two 2 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines elements that are important to the process of acquiring and using a language and that is grammar and vocabulary. The element of understanding the English language consists of vocabulary items which makes it a very important segment in language teaching and learning aside from language structures and forms. So that grammatical and lexical aspects have a place in language teaching. According to Tikunoff (1983) students with limited English proficiency need these three kinds of competences which include participative competence which is the ability to respond appropriately to class demands and the procedural rules for accomplishing them; interactional competence, the ability to respond both to classroom rules of discourse and social rules of discourse interacting appropriately with peers and adults while accomplishing class tasks; and academic competence, the ability to acquire new skills, assimilate new information, and construct new concepts. Further, for students to be functionally proficient in the classroom, they must to be able to utilize these competences to perform these three major functions such as to decode and understand both task expectations and new information, to engage appropriately in completing tasks, with high accuracy; and to obtain accurate feedback with relation to completing tasks accurately. 3 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines In the study of English language, there are problems or difficulties encountered by students. Among the four skills, speaking is the most challenging as it involves a complex process of constructing meaning. The development of English learning on the other hand involves the use of real or authentic material which reflect social and cultural context of language. Students therefore must have exposure to English resource material for them to improve their communicative skills. They can also engage in some activities like filling forms, writing letters or engage in discussion as to the content of the reading material to enhance their comprehension. Failure of students to understand the language they hear leads to complete breakdown of communication so that students are challenged to make some attempts to understand language as native speaker does. Mastering the learning of language is crucial to most students. But there are methods, techniques and activities that would aid them to become proficient in the use of the language. Students who wish to learn English language must be able to make use of the four language components. Morphology plays an important role in language learning. It focus on the understanding of language speakers to complex words and create new lexical items. Morphology knowledge about word as the smallest element that may be 4 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines uttered in isolation and pragmatic content as well as morpheme which is the smallest unit of meaning and the composition of word which include single morpheme is very important to students who are learning the language. In morphology, students encountered difficulty in forming compound word where they are going to add affixes to the root. Similarly, they can’t put together words in order to build larger elements of language such as phrases, clauses and sentences. Further, there are also difficulties in developing definition, giving of synonyms, and antonyms of certain words. So language teachers must look for a way to help students improve their language proficiency like utilizing instruction material fitted for the lesson that would make conversation of students prior knowledge to the new words so that students can make modifications of their existing framework of knowledge and whenever they meet these words in their readings they effectively construct meaning. Syntax on the other hand according to Chomsky (2002) is the set of rules, principles and processes that govern the structure of sentences in a given language. As a form of grammar, syntax is the study of rules that must be followed to have well-formed phrases, clauses and sentences and is concerned with the grammatical arrangement of words in sentences with
- Xem thêm -