Grammar+Proficiency+of+Colegio+de+San+Juan+de+Letran+Calamba+College+Students.pdf

Letran Calamba Peer-Reviewed Journal

Grammar Prociency of Colegio de San Juan de Letran Calamba College Students Dulce T. T. Barraquio Ba rraquio Human Resource Department Colegio de San Juan de Letran Calamba

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Abstract

T

his undertaking quantitatively quantitatively assessed the grammar proficiency of Colegio de San Juan de Letran Calamba college students to identify weaknesses and eventually improve instruction and the quality of learning of students. Using the descriptive method of research, the researcher assessed the college students’ grammar proficiency by using a teacher-made questionnaire to identify the specific areas of grammar difficulties. A 50-item multiple choice test, which evaluated knowledge of the 10 areas of grammar, was specifically used. Grammar areas were based on 30 common grammatical errors of second language users resulting from the study done by Andrea Lungsford and Robert Corner of the University of California in San Diego. Demographic profile of students, as well as their perceptions on the importance of grammar to the use of correct English, was considered. Using proportional stratified random sampling, this study tested 359 students enrolled in the 2nd semester of AY 2005-2006 across all departments and in all year levels. The study likewise included a total enumeration of all the nine full-time and part-time college faculty of English. In general, Letran Calamba college students received fair ratings in parts of speech, possessive nouns, and verb mood and tense. Areas of plural nouns, pronoun usage, adjective and adverb usage, and pronoun-antecedent agreement needed improvement. The students failed in the areas of sentence structure, subject- verb agreement, and sentence construction. Respondents perceived grammar as extremely important to the correct use of English. No significant relationship was established between the overall perceived importance of the study of grammar to the correct use of English and student’s overall grammar

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proficiency. There was also no significant difference between the faculty and students’ perception regarding the importance of grammar to the correct use of English. Moreover, grammar was found to be extremely important in writing and speaking as perceived both by faculty and students. Research findings showed that grammar was relatively important in the development of identified English competencies among Letran Calamba college students. Hence, the school should consider making all freshmen students enroll in English 101 or Remedial English. Key words:

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grammar proficiency, explicit grammar teaching, curriculum enhancement

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Introduction Former senator and respected academician Edgardo Angara (2002) forwards that Filipinos have long stood out for their competence and proficiency in English. Today, however, he laments that many Filipinos, even college graduates, are no longer fluent in speaking, reading, and writing in English. The slide in the Filipinos’ competence and proficiency in English distressingly comes at a time when the world is effectively adopting English as a global language (San Miguel, 2006). Senator Herrera (2004) asserts that being good English speakers gives Filipino workers a competitive advantage in the employment market. He highlights, however, that other countries are fast catching up on the Philippines with regard to English advantage. In learning a second language, debates continue to rage on regarding the teaching of grammar; however, ESL and EFL teachers stress that the study of English grammar is considered “an important aspect in the learning of English” (Ho, 2005). One of the general aims of English, as a second language, to enable students to speak, write, and make presentations in internationally accepted English that is grammatical, fluent, and appropriate for purpose, audience, context, and culture. Knowledge of grammatical rules and terminology is important for all foreign language learners, but especially for undergraduates who are used to cognitive learning and who are aiming for a high level of accuracy in the language (Hall, 2002). A survey of research evidence shows that grammar can, in fact, be useful in terms of its effects on the learners’ communication skills, either in their first language or in a modern foreign language (Paribakht,

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2004). There is general agreement in the field that grammar learning is system learning and that such knowledge provides learners with a basis for generative and creative use of language and enables them to manipulate the language data in both comprehension and production of novel linguistic input and output, respectively. Similarly, Kato (1998) forwards that although grammar teaching has been treated in different ways in the past decade, at present, some researchers give favorable account of explicit grammar instruction. Explicit grammar instruction can help learners with their language acquisition in various ways including explicit grammar, rapid learning, improvement of language accuracy, development of interlingua, and prevention of early fossilization. While it is true that grammar is but one of the areas that a student should master, it is also the sole foundation upon which other language skills are built. Writing and speaking − two skills that are of paramount importance − which directly translate to access to more and better jobs across all industries and sectors, are founded on the essential skills of good grammar. Zhonggangao (2001) argues that grammar can be used as an important means to help adult increase their chances for success in learning a second or foreign language. With English now considered as a global language of business, eventual Letran graduates may find it difficult to compete in the business arena if they have poor proficiency in grammar. One of the thrusts of the English area in Colegio de San Juan de Letran Calamba is to strengthen its efforts to prepare students to use English effectively both in their academic and everyday life. Given this premise, the facility to communicate effectively is not only crucial to the academic success, but also in the professional and career success of Letranites. The School of Education, Arts, and Sciences through

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its English subject area, is continuously adhering toward curriculum enhancement that would address the English language deficiency of the Letran Calamba college students based on empirical research. Consequently, it is important that an assessment of the students’ grammar proficiency, the foundation by which the more active areas of English language learning is created, be done.

Theoretical Framework

T

his study was anchored on two theories that are of value in the present: theory of Language Assessment used by the Center for Advanced Research on Language Acquisition of the University of Minnesota and Rod Ellis’ Grammar Teaching Theory (2002). Ellis supposes that explicit knowledge may aid learners in developing implicit knowledge and a direct interface may exist between the two systems under a specific circumstance. Irrespective of whether learners receive explicit knowledge implicitly or explicitly, explicit knowledge may convert into implicit knowledge when learners are at the right stage of development, i.e., learners may incorporate explicit grammar instruction into their implicit knowledge. Explicit knowledge may help learners in developing their interlanguage skills. Learners can receive explicit knowledge not only through explicit instruction but also through consciousness-raising activities. As recent trends show, consciousness-raising is getting more attention in grammar teaching than before. Ellis defines the notion of consciousness-raising as a type of form-focused instruction designed to make learners aware of specific linguistic features. Ellis summarizes

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his idea by forwarding that explicit instruction can help in many ways: improve language accuracy, facilitate interlanguage development, and destabilize interlanguage grammars that have fossilized. Inputflooding will not lead to fossilization of interlanguage grammars, provided that explicit instruction and feedback are given. In an atmosphere of reform, student assessment is the centerpiece of many educational improvement endeavors. Policy makers hope that changes in assessment will cause teachers and schools to do things differently. One way to describe language assessment instruments is according to their function, i.e., administrative, instructional, or research (Canale & Swain, 1995; Cohen, 1996; Jacobs, Zingraf, Wormuth, Harthfiel &Hughey, 1998). In this study, the three purposes were all considered in the given proficiency test.

Conceptual Framework

T

he conceptual framework of this study was patterned after the language evaluation model of Genessee and Upshure (1996), which highlights the needs of learners as important element in planning for instruction and assessment. The paradigm can be adapted to needs assessment of any subject area or degree program. Results of the grammar proficiency assessment will give the English subject area an essential view of how the teaching of English (outcomes) in the Colegio has aided the students’ knowledge in grammar. The results of assessment will give the English subject area empirical evidence to substantiate reforms in the curriculum, syllabi, and instruction delivery. These changes could also lead to amendments in the goals set by the subject area. Because the paradigm is cyclical, the changes put into place will, after some time, be evaluated through another assessment.

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Goals

Instruction

Assessment Outcomes

Figure 1. Conceptual paradigm

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Objectives

L

ong (1998) provides evidence demonstrating that students need to become explicitly aware of grammar to improve their language learning. Adnan(2002) forwards that support for form-focused instruction also comes from educationalists and applied linguists for similar reasons: it increases accuracy and accelerates the process of acquisition. Similarly, Nunan (2001) strongly supports grammar teaching and concludes that grammar exists to enable us to “mean” and without grammar it is impossible to communicate beyond a very rudimentary level. Purpura (2001) notes that grammar assessment, despite changes in grammar teaching approaches, has remained firmly rooted in structural linguistics, discrete-point measurement, and dichotomous scoring methods. From these suppositions, this research aimed to quantitatively assess the grammar proficiency of Letran Calamba college students using a teacher-made questionnaire to identify weaknesses and eventually improve instruction and the quality of learning for students. Specifically, it aimed to: 1.

determine the grammar proficiency level of Letran Calamba college students in terms of the following grammar areas: 1.1. 1.2. 1.3. 1.4. 1.5. 1.6. 1.7. 1.8. 1.9.

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Parts of speech; Sentence structure; Plural nouns; Possessive nouns; Pronoun usage; Subject-verb agreement; Verb mood and tense; Adjective and adverb usage in sentence; Pronoun-antecedent agreement; and

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1.10. Sentence construction; 2.

determine the grammar proficiency level of students in terms of the grammar areas identified when grouped according to: 2.1. degree programs; 2.2. year level; and 2.3. gender;

3.

establish if there are significant differences that exist among the grammar proficiency levels when the respondents are grouped based on the aforementioned categories;

4.

ascertain the importance of grammar to correct use of English as perceived by student-respondents when grouped relative to the cited categories;

5.

establish if there is a significant difference between the overall perceived importance of the study of grammar to the correct use of English and the student-respondents overall level of grammar proficiency;

6.

ascertain the importance of the study of grammar in the development of the following English competencies as perceived by the college students and English faculty of Letran Calamba: 6.1. writing; 6.2. speaking; 6.3. word choice/vocabulary; 6.4. reading comprehension; and 6.5. listening comprehension, and

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7.

establish if there is a significant difference between the college faculty of English and college students’ perception regarding the perceived importance of the study of grammar in the development of the previously cited variables.

Methodology

T

his undertaking utilized the descriptive method of research to quantitatively assess the grammar proficiency of Letran Calamba college students. A 50-item teacher-made test was used to identify grammar difficulties to improve instruction and the quality of learning for students. It also presented the demographic profile of students as well as their perceptions on the importance of grammar to the use of correct English. With a 5% sampling error, 359 students were tested across all departments and all year levels. Likewise included was total enumeration of all the nine full-time and three parttime college faculty. The grammar proficiency section of the questionnaire assessed the knowledge of the students on the 10 areas of grammar based on 30 common grammatical errors of second language users resulting from a study done by Lunsford and Conner of the University of California in San Diego (2000). The scoring followed the 50-50 grading system used by Letran Calamba wherein the passing score is half of the actual number of items.

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Results and Discussion Overall, the grammar proficiency level of Letran Calamba college students scored a grade of 76.69%, which means that they need improvement in grammar. Among the grammar areas tested, the highest scores were on verb mood and tense followed by possessive nouns, rated 81.71% and 80.91%, respectively. The lower scoring areas were subject-verb agreement and sentence construction, rated at 72.71% and 70.91%, respectively. These findings conform to the findings in the study conducted by San Miguel (2006) regarding the spoken English proficiency of Letran college students. Similarly, her study revealed that the students were deficient in areas of subject-verb agreement and sentence structure. y

85

80

75

70

65

80.19

74.25

Parts of

Sentence

Speech

Structure

77.62

80.91

Plural Nouns Possessive Nouns

76.22

72.71

Pronoun

S-V

Usage

Agreement

81.71

75.03

Verb Mood & Adj. & Adv. Tense

77.9 Pronoun-

70.91 Sentence

Antecedent Construction Agreement

x x represents as the grammar areas y represents the grammar proficiency level in percent

Figure 2. Overall grammar proficiency level of Letran Calamba college students

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The results revealed that students from all departments need improvement in grammar proficiency. General comparison of scores of the respondents, when grouped according to degree programs, revealed that the Engineering students outdo the students from the other three degree programs; nonetheless, it should be noted that their general average remains poor at 77.36%. The Arts and Sciences students ranked last with a barely passing rate of 75.95%.

y

77.5 x

77

y

76.5

represents the course represents the grammar proficiency level in percent

76 75.5 75

75.95% A/S

76.27% 77.34 C/A 77.36% Nursing Engrng x

Figure 3. Grammar proficiency levels as per degree program General comparative scores of the respondents, when grouped according to year levels, revealed that second year students outdo the other four year levels; nonetheless, it should be noted that their general average is also poor at 77.80%. The third year students ranked last with a barely passing rate of 75.54%. The fourth year students

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received the most number of “needs improvement” ratings among all year levels; they ranked third among all year levels in the general grammar proficiency ratings.

y

78 x represents the course

77.5

y represents the grammar

proficiency level in percent

77 76.5 76 75.5 75 74.5 74

76.84% 1st year

77.80% 2nd year

75.54% 3rd year

76.24 4th y ear

75.77% 5th y ear

x

Figure 4. Grammar proficiency levels as per year level When grouped according to gender, the average ratings showed that the female students outdo the males; in spite of this, it should be noted that their general average is likewise poor at 77.10%. Interestingly, despite the disparity in overall ratings, the male college students had similar verbal interpretations with females in several areas. They both failed in sentence structure, sentence construction, and subject-verb agreement. They both needed improvement in plural

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nouns, pronoun usage, and pronoun-antecedent agreement. They both rated fairly in the areas of possessive nouns and verb mood and tense.

y

77.5

77 x represents the gender

re resents the rammar roficienc level in ercent

76.5

76

75.5

77.10%

76.28%

Females

Males x

Figure 5. Grammar proficiency levels according to gender

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Signicant Dierences that Exist among the Grammar Prociency Level among Degree Programs, Year Levels, and Between Genders Statistical test showed that significant differences existed among the degree programs in subject-verb agreement. No differences were seen in the other areas among degree programs. Among year levels, highly significant differences existed among the year levels in of parts of speech. No differences were seen in the other grammar areas among year levels. Significant differences existed between the female and the male college students in the parts of speech. Comparison of the mean ratings showed that the females were better than the males in the said area.

Signicant Relationship between the Overall Grammar Importance and Student’s Overall Grammar Prociency Results showed no significant relationship between the overall perceived importance of the study of grammar to the correct use of English and the student’s overall grammar proficiency. Despite that, student-respondents rated the importance of grammar to the correct use of English as extremely important; their grammar proficiency level was entirely independent from such. In other words, studentrespondents may give high regard to the importance of grammar notwithstanding their poor grammar proficiency level or vice-versa.

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Importance of the study of grammar to the correct use of English according to degree programs, year levels, and gender In the perceived importance of grammar to the correct use of English according to degree programs, year level, and gender, Letran college students perceived grammar as extremely important to the correct use of English. This means that grammar is indispensable. The knowledge of it is crucial in developing the identified competencies. With the exception of the Nursing students, the students in all the other departments rated grammar as extremely important. Interestingly, the two higher ratings belong to the graduating students. This implies that they are aware of the significance of English as a global language of business. Table 1.Percentage of importance of grammar to the correct use of English according to degree programs

DEGREE PROGRAMS Arts & Sciences Commerce & Accountancy Engineering Nursing OVERALL AVERAGE PERCENTAGE

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Extremely important 57.1 62.2 56.6 44.1 56.5

Important

Undecided

39.0 37.0 42.5 55.9 42.1

3.9 8.0 9.0 0 1.4

Slightly important 0 0 0 0 0

Not important 0 0 0 0 0

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Table 2. Percentage of importance of grammar to the correct use of English according to year levels YEAR LEVELS 1st Year 2nd Year 3rd Year 4th Year 5th Year OVERALL AVERAGE PERCENTAGE

Extremely important 50.7 58.8 56.0 64.8 59.1

Important

Undecided

46.4 41.3 44.0 33.8 40.9

2.9 0 0 1.4 0

56.5

42.1

1.4

Slightly important 0 0 0 0

Not important 0 0 0 0

0

0

Table 3. Percentage of importance of grammar to the correct use of English according to gender GENDER Female Male OVERALL AVERAGE PERCENTAGE

Extremely important 65.2 47.5 56.5

Important

Undecided

34.2 50.3 42.1

.5 2.3 1.4

Slightly important 0 0 0

Not important 0 0 0

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San Miguel (2006) also reports that students see English proficiency as extremely important to the success in their eventual careers and course of study. Her findings prove that despite the poor grammar proficiency of students, they have a positive attitude toward the importance of grammar.

Importance of Grammar in the Development of Identied English Competencies as Perceived by the College Students and English Faculty Among the competencies identified, all faculty-respondents rated grammar as extremely important to writing, which received the highest mean rating of 5.00. On the contrary, the highest rate given by the student-respondents was in the area of speaking with 4.62 mean rating. Nonetheless, in the area of word choice and vocabulary, the use of grammar was rated only as important by both faculty and students-respondents. Interpretations also differed between both sets of respondents in the area of listening and reading. The facultyrespondent rated both areas as extremely important, while the studentrespondents rated these only as important.

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Table 4. Percentage rating of college English faculty and students’ perception the importance of grammar in the development of identified competencies

ENGLISH COMPETENCIES WRITING Students Faculty SPEAKING Students Faculty WORD CHOICE/VOCABULARY Students Faculty READING COMPREHENSION Students Faculty LISTENING COMPREHENSION Students Faculty

MEAN

INTERPRETATION

4.59 5.00

Extremely important Extremely important

4.62 4.75

Extremely important Extremely important

4.38 4.33

Important Important

4.47 4.58

Important Extremely important

4.47 4.58

Important Extremely important

Signicant Dierence between the College Faculty of English and College Students’ Perception on the Importance of the Study of Grammar to the Correct Use of English Results showed that there was no difference between the faculty and college students’ perception regarding the importance of grammar to the correct use of English. Although both faculty and students rated the study of grammar as extremely important, their mean ratings

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differed. Teachers rated grammar importance more highly than the students. Nonetheless, no statistical differences were found between the two scores. These findings imply that students understand the importance of grammar to correct use of English just as well as their teachers do. In other words, it may be inferred that because students and teacher do not vary in perceptions, students have an open attitude in learning grammar when the faculty teaches it.

Conclusions and Implications

F

rom the preceding were forwarded:

findings,

the

following

conclusions

1.

The Letran college students find difficulty in correct use of grammar, particularly when it is applied to the more functional areas of the language.

2.

The Letran college students across all departments and year levels and between genders have difficulty with grammar.

3.

The Arts and Sciences students are the poorest in the area of subject-verb agreement compared to students from other departments. The fifth year students are the poorest in identifying parts of speech compared to students in other year levels. Letran Calamba female college students are better than the male Students in identifying the parts of speech.

4.

For Letran Calamba students, grammar is indispensable; meaning the knowledge of it is crucial in developing English competency.

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5.

6.

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In spite of the fact that student-respondents find grammar extremely important to the correct use of English, their proficiency level is entirely independent from it. Student and teacher respondents deem grammar an important element in communication, especially if the person acts as a sender, i.e. speaking and writing. Student-respondents share with their teachers a positive attitude towards the importance of grammar in the development of English competencies.

Cognizant of the importance of English grammar because of the prevalence of English as a bridge language or lingua franca among international communities, a careful discernment on related issues should be given attention both by faculty and school administrators. From the conclusions drawn, the following recommendations were forwarded: 1.

Language policy should be enforced so that Letran Calamba students will be exposed to the English language aside from the English subjects taught.

2.

Because learners have a positive attitude towards the use of English language for communication, different campaigns or activities on the use of English in and outside the classroom should be organized.

3.

Because grammar was found to be relatively important in the development of identified English competencies among Letran Calamba college students, Letran should adopt what other schools are doing in requiring all freshmen students

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across departments to enroll in Remedial English course. This forms part of a remediation program. 4.

Training programs and seminars should be planned by the English subject area to strengthen capability building among faculty and students.

5.

Realizing the importance of language needs assessment, every language teacher should have the initiative to conduct a systematic needs assessment of the learners every semester. A mere perception of the learner’s language needs may not remedy or find solutions to the needs of the learners.

6.

Beyond the limitations and scope of this research, several opportunities for research exist. One would be to expand the scope of assessment which includes the faculty, staff, and administrators so that a more focused English proficiency program may be crafted.

7.

Other skill areas of English should also be evaluated among college students. These may focus on reading, writing, or listening. Should the remediation measures forwarded in this study be pursued, an opportunity existed for longitudinal research. English abilities may be assessed prior to the start of the remediation, particularly among first year college students and then be re-assessed after the course. That way, more concrete conclusions may be acquired as a measure of the remediation’s success.

8.

Second language acquisition research has shown that the level of proficiency in the first language has a direct influence on the development of proficiency in the second language. The lack of continuing first language development has been found, in some cases, inhibiting levels of second language proficiency

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and cognitive academic development. Accordingly, Filipino subject area should conduct similar researches regarding the students’ use and proficiency in the first language, i.e., Filipino.

Literatures Cited A.

Books

Adnan,

Z. (2002) The Role of Formal Grammar teaching on Second Language Acquisition: A Review of research and on Views. Murdoch University, Australia.

Canale, M. & M. Swain (1995) Theoretical bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics. Cohen D. (1999). Assessing Language Ability in the Classroom. 2nd Edition. Boston: Newbury House/ Heinle & Heinle. Collins, P. (2001). ESL Grammar: An Evaluation. Australia: Center for Language Teaching and Research, University of Queensland Australia. Ellis, R. (1997). Second Language Acquisition. Oxford University Press. _________. (2002). The Place of Grammar Instruction in the Secon/Foreign language Curriculum. Hinkel and Fotos Press. Genessee. F & J. Uphsure. (1999). Educational Policy Analysis. Temple Arizona: Arizona State University. Hall, C. (2002). Overcoming the Grammar Decit: The Role of Information Technology in Teaching Grammar to Undergraduates. United Kingdom: University of Press of Leicester

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Ho, C.M.L. (2005). Empowering English Teachers to Grapple with Errors in Grammar. Nanyang Technological University, Singapore. Kato, F. (1998). Second Language Acquisition and Pedagogical Grammar. New york: Longman. Long, M.H. & P. Robinsons (1998). Focus on Form, Theory, Research, and Practice in C. Doughty & J. Williams (Eds) Focus on Form in Classroom Language Acquisition. Campbridge: CUP. Nunan, D. (2001). Language Teaching Methodology: A Textbook for Teachers. Hemel hemstead: Prentice Hall. Purpura, J.E. (2001). Workshop: Assessing Grammar. Columbia: Teachers College, Columbia University Press. B.

Researches

Murcia, N. (1998). Role of Grammar Instruction in Second Language Acquisition. University of Ottawa, Canada. San Miguel, J. (2006). Spoken English Prociency of Letran Calamba College Students. Research and Development Department. Colegio de San Juan de Letran Calamba. Sehmidt, D. (2000). Role of language Consciousness in language Acquisition. Unpublished Ed.D. Dissertation. Murdoch University. Zhongganggao, C. (2001). Second language Learning and the Role of Grammar. English Department University of Winconsin, RiverFalls. C.

Journals/Magazines

Abdul. R, M. GoH (2004) English Errors and Chinese Learners. University of Sains Malasysia, Sunway Colleger Journal 1. 83-97.

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Balstone, R. (2000). Key Concepts in ELT: Noticing. ELT Journal Vol. 50/3,8. Bilgera, N. (2004). Interface of English 100 and 101. Newslett. Vol. 13, No. 39. Institutional Communications Oce dela Salle, Dasmariñas, Cavite. Freeman, D. (2001). Grammar and Its Teaching: Challenging the Myths. ED40682997. Eric Digest. Murcia, M. (1998). Grammar Pedagogy in Second and Foreign language Teaching. Quarterly, 25 (3). Tuzi,

D.

F. (2005). Using Microsoft Word to Generate Grammar Test.TESL-EJ Vo. III, No.II. Nov, 2005.

Computerized

Educational Policy

Kirkpatrick, R. (2000). Accountability: The Comparison of Educational Systems and the Quality of Test Results. Educational Policy. 1`(2). Toronto, Canada. E.

Internet Sources

Angara, E. (2002). Losing Competitive Edge. Manila Bulletin Editorial Opinion. http//www.mb.com.ph/issues/2005/03/06/OPED/2005 (December 14, 2006). Christy,J. (2003). To Teach or Not to teach Grammar-No Longer the Question. http//www.glencoe.com/sec/teaching today/subject/to teach.phtml. Herrera, EF. (2004). English practice. http//wwwmanilatimes.net/national/2004/ nov/16. (October 2, 2006)

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Noonan, F. (2004). Teaching ESL Students to Notice Grammar. http//www.iteslj. org/techniques/noonan-noticing.html. Ryan, K. (2001). Interview with R. Ellis. ELT News Online. http//www/eltsnews. com./features/interviews.html. (Kindly refer to the manuscript for the complete list of references.)

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