This study examines the influence linguistic competence has in learning a second language.
Language use, be it in reading, writing, speaking, and comprehension, requires knowledge of linguistic competence. This knowledge should be tacit and implicit especially among the second language learners. This means that students should have conscious access to the principles and rules that govern the principles used on this particular language. Such idea is akin to the current study. Hence, the purpose of this study was to find out the First Language Influence on the Linguistic Competence of the respondents.
This was carried out among the one hundred sixty three (163) Grade 10 students. The linguistic competence, acculturation, and cognitive academic language proficiency theories served as the theoretical backbone. Both quantitative and qualitative methods were used. Using the purposive sampling procedure, data was collected via an adopted survey questionnaire on first language influence and an IELTS-based test. Mean and standard deviation were observed. These were carried out further using the Spearman – Rho Correlation to measure the strength of association or correlation between the cited variables. Likewise, this test was used to measure the influence of the first language to the linguistic competence in relation to the sampling population as described by the correlation coefficients.
Results revealed that the respondents’ linguistic competence was slightly correlated to the influence of first language. To address the gap, an instructional module was proposed in order to improve the linguistic competence of the respondents.
Table of Contents
Chapter 1 THE PROBLEM AND ITS SETTING
Introduction
Theoretical Framework
Conceptual Framework
Statement of the Problem
Null Hypothesis
Significance of the Study
Scope and Delimitation
Definition of terms
Chapter 2 REVIEW ON RELATED LITERATURES AND RELATED STUDIES
Related Literature
Related Studies
Chapter 3 RESEARCH METHOD
The Research Method Used
Locale of the Study
Respondents
Sampling Design
Data Gathering Procedure
Instruments Used
Scoring System
STATISTICAL TREATMENT
Statistical Tools
Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
1. What is the profile of the respondents in terms of:
1.3.1 Public
1.3.2 Private
Chapter 5 SUMMARY, CONCLUSION, AND RECOMMENDATIONS
Summary
5.1 Summary of Findings
5.1.1 Respondents’ Profile
5.1.2 Respondents Level of influence of the First Language
5.1.3 Respondents’ significant difference on the respondents’ level of influence of first language when grouped according to their profile
5.1.4 Respondents’ Linguistic Competence
5.1.5 Respondents significant difference on the linguistic competence when grouped according to their profile.
5.1.6 Respondents significant influence of first language to their linguistic competence.
Conclusion
Recommendations
Research Objectives and Core Themes
This study aims to investigate the influence of the first language (mother tongue) on the English linguistic competence of Grade 10 students at Acelo Badelles Sr. Memorial High School, providing a basis for an English language instructional module to enhance proficiency.
- Analysis of First Language (L1) interference in English language learning.
- Evaluation of linguistic competence across the four macro skills (speaking, writing, reading, listening).
- Assessment of the correlation between demographic profiles and language performance.
- Development of an evidence-based English instructional intervention program.
Excerpt from the Book
Introduction
Language competence is a system of linguistic knowledge possessed by the speakers of a specific language. The relationship between how students learn their first language and how they learn their second language and subsequent languages has concerned language researchers all over the world after it became an independent discipline in the late 1960s. Such is the driving force that led to the conceptualization of this study.
A senior official of Gulf News (2018) shared that “The Philippines has 170 languages, considered one of the world’s richest source of ethno linguistic diversity, a surprising heritage despite the growth of English as a dominant second language”. Ricardo Nolasco, current chairman of the National Language Commission (NLC) points out that Philipines celebrated the presence of 170 languages in the country’s 7,100 islands when the month of Filipino languages was launched last August. He stressed out his point about diversity when he said, “that if an Ilokano (resident of Ilocos in northern Luzon) speaks Ilokano (his language) to a Cebuano (resident of Visayas, in central Philippines), they won’t understand each other.” This simply means that Ilokano and Cebuano are two different languages who don’t have mutual intelligibility.
Summary of Chapters
Chapter 1: This chapter defines the problem, providing the context of linguistic diversity in the Philippines and establishing the research framework based on linguistic competence and acculturation theories.
Chapter 2: This chapter reviews international, regional, and local literature regarding the influence of the first language on second language acquisition and the effectiveness of various instructional approaches.
Chapter 3: This chapter details the research methodology, including the descriptive research design, participant selection via purposive sampling, and the use of IELTS-based tests and questionnaires to collect data.
Chapter 4: This chapter presents and interprets the empirical data gathered from respondents, analyzing their demographic profiles and current levels of linguistic competence in English.
Chapter 5: This chapter provides a summary of findings, draws conclusions based on the analyzed data, and proposes an instructional module and recommendations for educational improvement.
Keywords
First Language Influence, Linguistic Competence, Instructional Module, Second Language Acquisition, English Proficiency, Mother Tongue, Code-Switching, Language Transfer, Secondary Education, Language Policy, Academic Performance, Linguistic Diversity, Macro Skills, IELTS, Educational Intervention
Frequently Asked Questions
What is the primary focus of this study?
The study focuses on determining how the use of a student's first language (mother tongue) influences their linguistic competence in English and utilizes these findings to create a targeted instructional module.
What are the central themes of the research?
The research explores linguistic transfer, the relationship between first and second language acquisition, the impact of demographic profiles on language learning, and the necessity of improved English instructional programs in secondary schools.
What is the main research objective?
The primary objective is to investigate the extent of first language influence on English linguistic competence among Grade 10 students and propose a program to mitigate any negative impacts on language proficiency.
Which scientific methods were employed?
The researcher utilized both quantitative and qualitative approaches, including descriptive statistics, Mann-Whitney and Kruskal-Wallis tests for difference analysis, and Spearman-rho correlation to assess the strength of variable relationships.
What is covered in the main body of the work?
The main body covers the theoretical framework, a comprehensive literature review, the research methodology used for data gathering in two school campuses, and a detailed analysis of findings concerning speaking, writing, reading, and listening skills.
Which keywords characterize this work?
The most relevant keywords include First Language Influence, Linguistic Competence, Instructional Module, Second Language Acquisition, and English Proficiency.
Does the first language facilitate or hinder English learning according to the study?
The study indicates that while the first language can provide comfort, it can also lead to negative transfer and interference, particularly in writing skills, resulting in a weak relationship between the two languages.
How were the respondents selected?
The researcher used a purposive sampling method, selecting 163 Grade 10 students from the main and annex campuses of Acelo Badelles Sr. Memorial High School for the 2017–2018 academic year.
What does the proposed instructional module aim to achieve?
The module aims to expand linguistic competence by familiarizing students with academic English conventions, focusing on register and style, and using interactive activities to help students overcome the influence of their first language.
- Arbeit zitieren
- Edgar R. Eslit (Autor:in), 2019, First Languages and Its´ Impact on the (English) Language Competency of Students. A Statistical Analysis, München, GRIN Verlag, https://www.grin.com/document/491327
