Tài liệu Sociolinguistic competengcies of first year college students of thai nguyen university system basis for creativity enhancement activities

i BATANGAS STATE UNIVERSITY Republic of the Philippines THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam ơ 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) Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn i THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ 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. Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn ii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ 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) Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn iii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ 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? Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn iv BATANGAS STATE UNIVERSITY Republic of the Philippines THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam ơ 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 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn v THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ 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. Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn vi THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ 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. Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn vii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ 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 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn viii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ 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 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn ix THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ 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 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn x THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ 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 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn xi THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ 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 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn xii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ 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 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn xiii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ 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 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn xiv THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ LIST OF FIGURES Figure 1 Page The Reasearch Paradigm……….`…………………... Số hóa bởi Trung tâm Học liệu – ĐHTN 48 http://www.lrc.tnu.edu.vn 1 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ CHAPTER I THE PROBLEM Introduction It is apparent that in the 21st century, the trend of globalization is leading to closer relationships between countries. Of all the different languages, English, as an international language is widely used in communication between people and countries. The English language has spread and developed globally, which is a fact that cannot be ignored. The ability to speak a language that is not one's own such as English has become a vital skill, and the world's politics and economy ride on the ability of individuals to effectively communicate across cultural boundaries. The key to communication lies in successful expression of one's intended meaning, which is not always as easy as one would hope. All too often, students who have studied English for years will go to the country where the language is spoken only to find that despite years of study, they are still unable to express their meaning to native speakers. To make matters worse, the language learner may say a perfectly grammatical utterance that the native listener can understand, but the speaker might not know the normal social meaning communicated by such an utterance in the circumstance at hand in the target language culture. 2 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ Sociolinguistics is a word used to describe the study of the appropriateness of language in different contexts. In other words, sociolinguistics is the study of how situational factors such as the cultural context and setting of a speech event affect the choice of what should be said. When language learners learn how to manipulate their utterances to make them appropriate to the situation in which they are speaking, it is said that they have achieved sociolinguistic competence in that language. Along these lines, linguistic competence is the term used to describe a learner's abilities in the grammatical aspects of language, including grammar, pronunciation and vocabulary. Good sociolinguistic skills in a second language are important because if one makes serious mistakes in this type of competence, people will not simply think that the person is ignorant but rather, they will think that he is ill-mannered, dishonest, insincere, rude and pushy. If the grammar is excellent, the person will be judged all the more severely for sociolinguistic gaffes. Misunderstandings result in amusement, contempt, disappointment, shock, bewilderment, serious insult, or ethnic stereotypes. Improving sociolinguistic competence needs to be a part of the language learning process from the beginning. Many language schools and language learning programs focus almost exclusively on language 3 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ components such grammar, vocabulary, and pronunciation, and very little attention is paid to helping students understand how to be appropriate in a new cultural context. An assumption is often made that language learners will pick up sociolinguistic competence simply by being exposed to the culture. Unfortunately, this is not often the case. The importance of English as a second language in Vietnam cannot be over-emphasized. English is given high prominence in the country as it serves as its unifying factor. It is a language of prestige and it is associated with the elite. English is used in performing several social functions. It is a means of imparting knowledge across all levels of education in the country. It is the language of religion, business transactions, technological advancement as well as the language of other social and secular transactions in Vietnam. In Vietnam, English has been considered an ideal choice of majority of the Vietnamese and has become compulsory subject in many schools from primary to college. Especially, since 2006 when Vietnam joined World Trade Organization, which remarked the turning point of the country in the globalization process, English has considerably confirmed its prime role in the association trend. Studying English is not only an opportunity but also the duty of almost Vietnamese students in order to adjust themselves to the changes of the world, the area in general and the country in particular. 4 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ Whether Vietnamese students like English or not, they who aspires to make it in this world should master English as their second language. Mastery of English, a communication tool of wider domain, does not make them less of Vietnamese. Students will be able to write scientific economic research proposals and report findings. Students can write and defend budget proposals and technical papers or prepare lectures or sermons that could move the hearts of men. Indeed, they could be able to produce documents that could spell progress and development. The number of Vietnamese students studying English has increased steadily over the past few years. However, to master this language is not as straightforward as it appears to be. Vietnamese learners certainly face numerous unavoidable difficulties such as lack of qualified teachers, learning and teaching materials, and so on. It cannot be denied that there is poor quality of teaching and learning English in Vietnam, especially in rural areas although English learners are of great quantity. This seems to be the consequence of the traditional methods of teaching and learning existing for long in the country. The ultimate goal of language acquisition is to have ―meaningful interaction in the target language—natural communication—in which speakers are concerned not with the form of their utterances but with the message they are conveying and understanding‖ (Krashen, 2007). Hence, 5 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ơ developing English language learners‘ communicative competence is the focal point of language teaching, and it is critical to learners‘ future development. Thai Nguyen University (TNU) is an educational community of vibrant and learned scholars, professionals, friends, and students. Since its establishment in 1994, TNU has become one of Vietnam‘s leading regional Universities. It is a conglomeration of colleges which were established earlier as separate institutions of learning. However, Thai Nguyen University, being a mountainous university, receives students mainly from the mountainous and rural areas where English is not improved considerably. Entering university, these students have to study English as a compulsory subject right from the first semester and they are evaluated with both communication skill and grammar knowledge. High school graduates come into university with fairly high levels of grammatical competence, but often with correspondingly low levels of sociolinguistic competence in terms of foreign language proficiency. For many, English appears to be learned as a school subject rather than as a language that is a strong part of many cultures. An emphasis on learning language as decontextualized knowledge, as a formal system, seems to takes academic precedence.