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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

According to Noam Chomsky (1960), “We are all born with an innate

knowledge of grammar that serves as the basis for all language acquisition.” Hence,

grammar is the root of language acquisition for it governs the meaningful and correct

learning of the language structure. As language is an essential instinct for every human

being, it is the most widely accepted viewpoint on language acquisition suggests human

learn language by observing and memorizing grammatical structures.

Chomsky also stated, “…by a generative grammar [he] meant simply a system of

rules that in some explicit and well-defined way assigns structural descriptions to

sentences. Obviously, every speaker of a language has mastered and internalized a

generative grammar that expresses his knowledge of his language.” All have their

knowledge and concept of grammar, which they put into use. As second language

learners, they are more susceptible to confusion in grammar. For example, the primary

sentence structure is different for Filipino and English. In the English language, the

subject comes first before the verb, while in the Philippine standard; the verb comes

before the subject.

Indeed, language is essential to man's life, and it is the bloodline of

communication. Without this, it would be impossible for men to live economically,

academically, and socially. Thus, a medium or the universal language is needed that will
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unite us in understanding one another. Without a doubt, English is the actual universal

language. English is man's tool for learning and communication. Academically, a

person needs the English language as an instrument to learn new knowledge from

different subjects, to pass the entrance examination in college and to pass the board

and licensure examination. Economically, a person needs English to run business

and to transact with possible investors. Social transactions and social gathering will

be impossible if not for the use of English in communication, which only proves that

English is a social phenomenon. Moreover, English proficiency is the quickest way to

get a good job. Language is a means by which man develops himself and helps other

develop them. Therefore, the fulfillment of man's aims and aspirations as an individual

and of his role in his immediate and broader community depends significantly upon his

ability to communicate. English is considered as the dominant international language in

the present times. Different countries in the world have included English in their

education because of its relevance and importance.

Since social media is now predominant to the society, English grammar may be

on the road to extinction in the brave new world of emoticons, texts, tweets, and short

Facebook posts that a person can get in different sites on social media. Modern

technology and social media have less formal forms of communication, and it influences

peoples' awareness concerning correct usage of grammar. While social media and

technology are expanding daily, students and the general public are beginning to acquire

shortened "text-speak" as part of an overall trend of using bad grammar, faulty

punctuation and wrong spelling–all for the sake of convenience and speed.

Notwithstanding, a person is expected to produce perfect grammar in professional

settings. Grammar gives language users the control of expression and

communication in everyday life. Mastery over the words helps speakers communicate

their emotions and purpose more effectively. Even though changes in grammar were

made from old to contemporary, grammar can change its shape according to the trend,

but the importance or the role-played of grammar remains the same.

The way people communicate is fundamental in a different profession and to the

society. In this generation, people easily are judged due to the lack of skill in speaking

and writing. People often criticize a person for committing grammatical errors, since

incorrect grammar also makes a poor first impression. Glaring errors in spellings and

punctuation are judged before the content of the work. Therefore, grammar is vitally

essential in most communication situations. It helps prevent ambiguity and

misunderstandings. Unclear communication is the most prominent issue caused by using

incorrect grammar when writing or speaking. One's grammatical competence is seen

through upon the ability to recognize and produce statements abiding the grammatical

structure when used in communication. Students/learners meet problems along the way in

using the English language. Primarily, these mistakes are subject-verb-agreement,

agreement of pronoun and antecedent, modals, prepositions, adjective, and conjunctions.

These commonly committed grammar mistakes highlight the lack of understanding of the

structure of the language. It could also be the caused by the wrongly instilled grammar

rules.

Hymes (1972) put forward the concept of “communicative competence” and

argued that communicative competence should include linguistic competence and

linguistic performance. It encompasses the language use with the knowledge and
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awareness of the structure of communication, appropriateness, and purpose of

communication words in linguistic context. There are four aspects of communicative

competence, and these are linguistic, strategic, sociolinguistic, and discourse.

In linguistic, communicative competence, the understanding and usage of

vocabulary, language conventions, and syntax are considered. Also, to be competent and

proficient in a language, one must know and follow the language conventions present in

the target language. These include grammar, spelling, and punctuations. To use a word

skillfully, one must be knowledgeable of the structure of the language.

Chomsky (1965), defined language as knowledge system of native speakers'

internalization, including sound, lexicon, syntax, semantics and other rules, and linguistic

competence, native speakers have enabled them to understand and produce grammatical

sentences they have never contacted before. In his theory of Universal Grammar, he

argued that the ability to learn a language is innate, distinctly human, and distinct from all

other aspects of human cognition. Thus, Shanklin, (1994) stated that grammatical

proficiency is defined as the ability to make judgments about the appropriateness and

acceptability of an utterance. If a native speaker can say a sentence is acceptable, without

being able to revert to basic grammatical or linguistic notions such as subject and object,

a person would not consider this grammatically proficient. The competence of a native

speaker that entails an implicit knowledge of grammar does not yet encompass the clear

awareness that grammatical proficiency suggests. It is no doubt that grammar is an

essential part of a language. It functions as the pattern of a structured sentence to convey

a message that is fully compliant with the rules of the language grammar. It is inevitable

to commit errors along the way in using the language.

A grammatical error comes in many forms. It can easily confuse and obscure the

meaning intended by the language used. For instance, a sentence might be pragmatically

or semantically correct but syntactically incorrect. The intended meaning might be well

understood by some, but to others, it might seem confusing having to analyze a

statement, which has no plain meaning in the boundaries of its structure.

Errors in grammar are natural for second language learners. For it means they

have not fully acquired and understood the grammatical structure of the language and

needed improvement. Still, it is significant to evaluate their proficiency in the subject

matter. A student's knowledge in grammar is entirely reflective of the grammar used in

context. Assessing students’ grammar proficiency has been a staple in language teaching

as it is applied to elementary, secondary, and tertiary levels. In this way, strengths and

weaknesses are easily identified. This way grammatical proficiency can further be

improved. Pre-tests or examinations are handed out at the beginning of the school or

academic year. It helps teachers to assess the students and identify their proficiency level,

which is later on reflected on their plan for the academic year.

In the English language, many words are made up of parts that work together to

make a sensible statement. Words should be syntactically correct to produce a valid

sentence; proper sentence expresses an idea in a bright and original way. A single

sentence can be powerful because it appeals to the students’ thoughts and imaginations.

On the other hand, by learning a few common word parts, students will be able to add

many new words to their vocabulary. Through their study of vocabulary, students may

know how important it is to choose words carefully. This ability to communicate through

the English language promotes every student's advancement. English is the primary
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language that people use for communication worldwide. Knowing how to speak and

write in the language well is seen as an advantage, not only for the students but also for

everyone who is willing to learn the language.

Grammar skills are useful in every aspect of life from education to leadership, and

social life to employment opportunities. Grammar lays the groundwork for effective

communication. Proper grammar is also essential for understanding English as a second

language as well as for learning a new language since all languages follow grammatical

patterns. Proper usage of grammar is critical for it is necessary to deliver the right

information that they wanted to give to their readers. From this, they can promote fewer

problems and even gain many opportunities.

Most second language users inherently study the basics of the language. Hence,

the grammatical features of the target language are learned and taught in school.

Although, most second language speakers rely on the semantic side of language usage,

which makes their statements viable for the omission of syntactical errors. It is the

responsibility of every student to ensure their progress in learning when it comes to

grammar, for them to be able to use the language with correct semantic and syntactic

structure.

Over the years, English has been learned for utilitarian purposes as documented in

the body of literature relating to English language teaching. Many purposes are even

particular, about specific occupational or academic requirement. When needs are clear,

learning objectives can be defined regarding these specific purposes—thus the need for

English for Specific Purposes. The standard medium for teaching the subjects in the

Philippines is English for it is considered as the country’s second language.

English is said to be the universal language. It is the standard language used in

business, science, media, and the internet. Millions of people utilize English on a daily

basis. In the Philippines, there is no doubt that it is widely used as a means of

communication. Filipino people commonly understand spoken English in urban areas. In

a survey conducted in 2008 commissioned by Promoting English Proficiency (PEP),

results showed that 76 percent of Filipino adults said they understand spoken English; 75

percent said they could read English; 61 percent said they are comfortable writing in

English; 46 percent said they speak English; 38 percent said they think in English; while

8 percent say they are not competent in any way when it comes to the English language.

The Philippines, known to be the only Christian nation in Asia, have numerous

churches and seminaries established all over the country. Other Asians who have found

spiritual enlightenment in Christianity have seen the Philippines be the nearest and most

possible venue for theological training. Along with the aim to meet the need of a

multicultural classroom comes the need to communicate effectiveiciently in a widely

accepted language—English. However, although some seminaries offer English courses,

a lack of a practical approach still exists to meet the needs of theological students coming

from varying cultural backgrounds.

In the vast array of English language learning materials, there is only a handful

that contains theological content. According to Smith and Carvill (2000), the current

foreign language textbooks pose the problem of absences in the text, which are usually

little or no reference to the spiritual dimension of life. Religion as a theme or topic in

textbooks is seen to be controversial and is avoided. Thus, the materials available in the

market do not meet the need for content that sustains the essential educational need of
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theological seminaries—to train pastors, church workers, and missionaries. There is a

need for materials specially designed for this purpose, which will reflect values and

beliefs in tune with Christian beliefs.

Not only is there a scarcity of teaching and learning materials like books and

manuals in teaching English for Theology but there is also a lack of developed curricula

and syllabi specially designed for teaching English to seminary students. Most seminaries

in the country do not have a curriculum that meets the demands of their growing number

of students in need of English proficiency training. Culture and cultural knowledge may

be non-material, but they are formidable controlling forces that students bring into the

English classroom. An understanding of these will enable the teacher to design a

syllabus, select, and produce materials that would not only meet the learners' needs but

would also promote cultural awareness and respect in the class.

Thus, the commitment of each seminarian is to meet the excellent growth and

development towards grammar. The students should learn how to communicate

effectively using the English language through speaking and writing before stepping into

the competitive world outside. Each university or seminaries ought to meet the excellent

growth and development of the students, and this should be under their academic content.

Efficiently communicating entails an absolute and definitive degree of grammar

proficiency.

The proponents of this paper are aware that learning the basics of English

grammar is a worthwhile endeavor. Proficiency in grammar can be a person’s advantage

in effective communication. The researchers conducted the study to find out the areas of

grammar the seminarians were proficient and the areas which they had difficulty. With
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the identified areas of problem, the researchers would propose an enhancement

programlearning assistance program to help the seminarians improve their grammar

proficiency.

Statement of the Problem

This study aimed to determine the English Grammar Proficiency of AB

Philosophy Students of the Our Lady of Peace College Seminary during the academic

year 2017- 2018.

Specifically, it sought answers to the following:

1. What is the proficiency in English Grammar Proficiency of the AB Philosophy

students in terms of:

1.1. subject-verb agreement;

1.2. use of pronouns;

1.3. use of verbs;

1.4. use of modals;

1.5. use of prepositions;

1.6. use of conjunctions;

1.7. use of adjectives;

1.8. use of adverbs?

1.9.

2. In what areas in English did the students commit the most errors and least errors?
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3. What learning assistance programenhancement program could could be proposed

to address the errors of the students?

Significance of the Study

Sufficient information on proficiency in English Grammar of A.B. Philosophy

Students of Our Lady of Peace College Seminary is a need. An Understanding of the

Proficiency in English grammar of these A.B. Philosophy Students is needed especially

for the teachers, dean/rector of Tarlac State University and Our Lady of Peace College

Seminary since they are responsible in teaching and monitoring correct grammar to these

students.

This study was conducted to benefit several people. First, this study would be

significant not only to the Seminaries but also to students even in the secondary and

tertiary level. Upon knowing their proficiency in English Grammar, Seminaries could use

the learning assistanceenhancement program to improve their proficiency.

Second, English Teachers would benefit from this study. The findings could be

used as bases for improving teaching strategies and methods in English. In this way,

teachers may become useful in teaching grammar to students.

Third, the school administrators may also use the findings to improve additional

opportunities for the seminarian to practice the use of the English Language and these
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school administrators may provide specials classes mainly devoted to addressing the

grammar difficulty of the students.

Fourth, the future researchers, may use this study as a baseline data if they would

want to pursue similar studies but with other variables.

Scope and Delimitation of the Study

This study is focused on determining English Grammar Proficiency of AB

Philosophy Students of the Our Lady of Peace Seminary during the school year 2017-

2018, at San Isidro, Tarlac City. The thirty-four (34) AB Philosophy students of different

levels were the respondents of the study.

The research was delimited to finding the English Grammar Proficiency of AB

Philosophy Students, in eight (8) grammatical components on the subject-verb

agreement; uses of pronouns, verbs, modals, preposition, conjunction, adjectives and

adverbs; the areas in which students committed the most and least errors, and the coming

out of the proposed enhancement learning assistance program to address the students’

errors.

Definition of Terms

For a more precise understanding, the following terms were conceptually defined.

Adjectives. An adjective is a describing word that modifies and describes a noun.

In the study, the students’ knowledge of descriptive adjectives was tested.

Adverb. This is a word or phrase that modifies or qualifies an adjective, verb, or

other adverb or a word group, expressing a relation of place, time, circumstance, manner,

cause, and degree.

Communication. It is the act of imparting thoughts, opinions, or information by

speech, writing or signs, is the activity of information through the exchange of ideas,

messages, or information, as by speech, visuals, signals, writing, or behavior. (Oxford

Dictionary)

Conjunctions. A word used to connect clauses or sentences or to coordinate

words in the same phrase. Coordinating and subordinating conjunctions were used to test

the students’ grammar proficiency.

English Grammar Proficiency Test. It refers to the instrument constructed,

tested, validated, and utilized by the researchers. It contains eight (8) aspects of English

Grammar including subject-verb agreement, pronouns, verbs, modals, prepositions,

conjunctions, adjectives, and adverbs.

Enhancement Learning Assistance Program. This is a program aimed at

helping the students improve their proficiency in grammar, especially, the respondents of

this study.

Errors in Grammar. This refers to the mistakes that violate the rule of the

sentence construction and diction, particularly in the use of speech.

Frequency count. This is used to present the scores of the students per area of

grammar.

Grammar. This refers to the set of standard patterns in which the words of a

language are arranged to convey broader meaning.

Modals. An auxiliary verb that expresses necessity or possibility. English modal

verbs include must, shall, will, should, would, can, could, may, and might.

Percentage. This function as the basis on the frequency count and the total

number of respondents.

Prepositions. This refers to the words that show the relationship between a noun

or a pronoun and some other words in the sentence, such as of, for, from, into, inside,

above, under, below. It reveals how, where, when, and why something happens.

Pronouns. Pronouns agree with their antecedent in number, gender, and person.

There are five kinds of pronouns used in the test: personal, possessive, demonstrative,

interrogative, and relative pronouns.

Proficiency. It is the ability of an individual to speak or perform in an acquired

language. This is also referring to one's competence or expertise in a particular skill. In

this thesis, it is focused on the grammar proficiency of the respondents in written form.

Sentence. This refers to a word or group of words arranged in grammatical

instruction, which is not part of any broader construction, typically expressing an

independent statement.

Subject-verb Agreement. Refers to the fact that the subject and verb in a

sentence must agree in number. Subject-verb agreement is vital in communicating

efficiently. Thus the researchers tested the students’ ability to apply the rules of subject-

verb through a ten-item multiple-choice test.

Syntax.  It is the set of rules, principles, and processes that govern the structure of

sentences in a given language, specifically word order. The term syntax is also used to

refer to the study of such principles and processes.

Teaching. This refers to the process of stimulating, directing, guiding, and

encouraging learning. It is closely related to technique.

Verbs. This refers to the word that expresses the occurrence of an action. Verbs

are words that show an action or a state of being. Verbs are divided into three subclasses:

transitive, intransitive, and linking verbs. (Sayno, 2007)