language activities for improving linguistic competence of the first year students in thai nguyen university

THAINGUYENUNIVERSITY
SocialistRepublic of Vietnam




BATANGASSTATEUNIVERSITY
Republic of the Philippines




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LANGUAGE ACTIVITIES FOR IMPROVING THE LINGUISTIC
COMPETENCE OF FIRST YEAR STUDENTS
IN THAINGUYENUNIVERSITY







A Dissertation
Presented to

The Faculty of Graduate School
BatangasStateUniversity
Batangas City, Philippines





In Partial Fulfillment
Of the Requirements for the Degree
Doctor of Philosophy
Major in English


By:


NGO THI BICH NGOC (SARAH)



November, 2014




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Republic of the Philippines



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APPROVAL SHEET

This dissertation entitled LANGUAGE ACTIVITIES FOR IMPROVING
THE LINGUISTIC COMPETENCE OF FIRST YEAR STUDENTS
IN THAI NGUYEN UNIVERSITYprepared and submitted by Ngo Thi Bich
Ngoc in partial fulfillment of the requirements for the degree of Doctor of
Philosophy in English has been examined and is recommended for Oral
Examination.




MATILDA H. DIMAANO, Ph.D.
Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a grade of
……….


……………

Member

……………
Member




…………………….
Member

……………
Member

Accepted and Approved in partial fulfillment of the requirements
for the Degree of Philosophy in English.
Comprehensive Examination: ………



Dean




Chairman

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ABSTRACT

Title
: Language Activities for Improving Linguistic
Competence of the First Year Students in Thai
Nguyen University
Author
: Ngo Thi Bich Ngoc
Degree
: Doctor of Philosophy major in English Language
Literature
Major
: English
Year
: 2014
Adviser

: Dr. Matilda H. Dimaano
Summary
This study attempts to determine the level of Linguistic
Competence of the First Year Students at Thai Nguyen University for
the school year 2014. Specifically, it seeks to answer the following
questions:1) What is the level of linguistic competence using the
following:connotation, denotation, antonyms, synonyms, ambiguities,
andvocabulary. 2) What is the level of understanding of students on
word-formation in terms of acronym, clipping, blending and
compounding. 3) Which among the items in the different cluster
students find most difficult? 4) How do the teachers assess the
linguistic competence of the students? 5) Is there a significant
difference between teachers‟ assessment and



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students‟ competencies? and 6) What English language activities
may be suggested to improve students‟ understanding of English

words and concepts?
A questionnaire for teacher for teacher and a teacher made test for
students were used to determine the level of students‟ linguistic
competence and the relationship between teachers‟ assessement and
students‟ results. The research found out that the over-all linguistic
performance of the students is generally better, as the students were
able to demonstrate an average level of linguistic competence.Students
have average level of understanding in word formation.The items found
most difficult under the cluster of linguistic competence are items (8) for
connotation,(20) for denotation, antonyms (28), synonyms (34), and
ambiguities (44). For vocabulary cluster is item (55), while for word
formation cluster, the items that are found to be most difficult are the
following: acronym item (69), clipping (74), blending (87), and
compounding (93). Linguistic skills are not frequently used or practiced
by the students as perceived by the teacher respondents. There‟s no
relationship exists between the teacher‟s assessment and the level of
students‟ linguistic competencies as indicated by the significance of the
p-value at 0. 05 levels and the language activities that composed of set
of exercises were designed for improving students‟ linguistic
competencies in the areas of connotation, antonyms and acronyms



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ACKNOWLEGEMENT
The researcher wishes to express her sincerest thanks and
appreciations to those who in one way or another have helped me make
this piece of work a reality.
Dr. Dang Kim Vui, Thai Nguyen University President for his effort
to improve English language Education in Viet Nam
Dr. Matilda H. Dimaano, her adviser, for the knowledge shared
in patience in editing the manuscript in consonance with academic
writing norms and most of all, for the trust in the research that motivated
her to complete this study
Dr. Nguyen The Hung, Director of International Training and
Consultancy Center for his encouragement.
The teachers and students respondents of the study, for their
active involvement and cooperation,
Her ever dearest friends, for their encouragement and support
Her affectionate parents and sibling, for the love, concern and
understanding and for being her great inspiration in pursing this
endeavor.
N.T.B.N




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Dedication


This dissertation is dedicated
To my loving and ever supportive husband, Mr. Le Huy and my loving
sons, Le Minh, to my family, and to my dear UTT community




N.T.B.N



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SocialistRepublic of Vietnam

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Republic of the Philippines



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TABLE OF CONTENTS
Page
TITLE PAGE………………………………………………………

APPROVAL SHEET………………………………………………….
i
ABSTRACT……………………………………………………………
ii
ACKNOWLEDGEMENT…………………………………………
iv
DEDICATION………………………………………………………….
v
TABLE OF CONTENTS……………………………………………
vi
LIST OF TABLES…………………………………………………
ix
LIST OF FIGURES……………………………………………………
xi
CHAPTER

I. THE PROBLEM

Introduction
1

Statement of the Problem…………………………
7
Scope, Delimitation and Limitation………………
8
Significance of the Study……………………………
9
II. REVIEW OF LITERATURE

Conceptual Literature……………………………….
11
Research Literature………………………………….
50
Synthesis……………………………………………
55
Theoretical Framework……………………………
58



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Conceptual Framework……………………………
62
Hypothesis……………………………………………
64
Definition of Terms…………………………………
64
III. RESEARCH METHOD AND PROCEDURE

Research Design…………………………………….
66
Research Environment
66
Subject of Study……………………………………
69
Data Gathering Instrument………………………….
71
Data Gathering Procedure………………………….
73
Statistical Treatment of Data……………………….
75
IV. PRESENTATION, ANALYSIS AND
,,,,,,,,,,,,,,,,,,INTERPRETATION OF DATA……………………………

76
V. SUMMARY, CONCLUSIONS AND
RECOMMENDATION

Summary of Findings
118

Conclusions
136
Recommendations
137
BIBLIOGRAPHY…………………………………………………
138
APPENDICES
A. Test for Students …………………………………

146
B. Questionnaire for Teachers
164



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C. Validation Letter 1 on Test for Students and
Teacher Questionnaire…………………………

171
D. Validation Letter 2 on Test for Students and
Teacher Questionnaire ………………………….

172
E. Validation Letter 3 on Test for Students and
Teacher Questionnaire ……………………………

173
F. Letters of Request to the Heads of Institutions….
174
G. Response Letters of the Heads of Institutions…
178
H. Photographs of the study sites……………………
179
I. Photographs of the Student Respondents………
180
J. Photographs of the Teacher Respondents….…
183
K. Photograph s of the teacher made test and
survey questionnaire validation…………………

184
CURRICULUM VITAE

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LIST OF TABLES
Table

Page
1
Distribution of student respondents in the five
universities………………………………………………

69

2
Performance of student respondents in teacher-made
linguistics tests……………………………………………….

77
3
Performance of student respondents in a vocabulary
test……………………………………………………………


83
4
Performance of student respondents in teacher-made
word formation tests……………………………………


84
5
Performance of student respondents in teacher-made
linguistic tests……………………………………………….


89
6
Most difficult item for students respondents in the
teacher-made vocabulary test …………………………….


91
7
Most difficult item for students respondents in the
teacher-made word formation tests………………………

92
8
List of skills validated by 66 teachers respondents as
linguistic competencies of Freshman students………….


95
9
List of students linguistic skills according to the
frequency of use by Freshman students as perceived
the teacher respondents…………………………………



97
10
List of students linguistic skills according to their
importance by as perceived the teacher
respondents………………………………………………….



99



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Students‟ t-test comparison of the mean % scores for
linguistics tests via frequency of use as perceived by
the teacher respondents……………………………………

102
12
List of areas under linguistic competence to be used as
topic for design of language activities and the basic of
their choice ………………………………………………….



104




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LIST OF FIGURES
Figure Page

1. Research Paradigm…………………………… 63






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CHAPTER 1
THE PROBLEM

Introduction
In our world today, language is our means of communication and
learning. It is one‟s knowledge and a tool of expression of thoughts,
perceptions and sentiments. Thoughts and ideas can never be
expressed and can‟t be understood by one another without good
language.
Language is considered important because it is the vehicle for
communication between countries, cultural groups, various companies,

organization, communities and friends. It also represents a
fundamental expression of social identity. As a mirror that allows a
person to understand what one is thinking, language is considered
complex and constantly evolving. It allows cultures with their shared set
of values, customs and history to exist and as a part of speech
language is important for one‟s survival for it forges friendship, cultural
ties and economic relationship.
Thoughts and emotions are shaped by language and it also
determines one‟s perceptions and reality. It is considered the light of
the mind and its retention helps maintain feeling of cultural kinship.
Knowledge of the English language is one of most important aspect for



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the learners for it is considered the key factor to competitiveness.
Because language enables people to communicate and express
themselves, it becomes an important part of any society.
As a currency used in exchanging ideas, language is considered

the simple greatest skill an individual should possess and master. It is
compared to a glue that hold societies together and mankind evolved,
grow and prosper through language. It is the key that unlocks our mind.
In everyday lives, language is essential in interaction. Language
is use to give information to people around us, expressing feelings,
desires and questions as well as understanding the world. In varied
situations we communicate with others effectively through our words,
gestures and tone of voice. Through the use of language, people are
able to communicate with one another, form bonds and teamwork.
Without language we would not be able to communicate verbally or
written, not be able to read, write or communicate with each other
thoroughly. With language, one would have the ability to transmit and
transport ideas orally, written and electronically.
At present, the importance of language is recognized by many
institutions. Second language teaching is being offered by some
schools as early as middle school and they are requiring specific
language requirements for those who would like to study in the schools.



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In learning the complexities of language, creation of a warm and
comfortable environment for the learner is a must. It is of vital
importance that learner must develop his communication skill since this
will serve as the foundation of his future communication abilities.
Having effective communication skills serve as an asset for lifetime
quality communication.
Learning other language besides the national language is also of
vital importance since it helps to have additional knowledge of other
people and cultures. It is also considered most important is our
knowledge of our mother tongue to preserve identity as language is said
to be logical code apart from social and cultural actions. It is also
fundamental to have knowledge on the concept of language to
understand the teaching practice of foreign language. It is impossible
for teachers to develop any kind of effective and successful
communication among learners as well as any kind of sharing of ideas
without language.
As a system of linguistic knowledge which is possessed by all
and any speakers of a language, linguistic competence is a universal
property, common to any human being, no matter, no race, economic
class or physical characteristics, and independently of his/her
intellectual and personality attributes. The speaker is allowed by this



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system to go from a finite number of rules specific of any language to
the production of an infinite number of new sentences.
To distinguish grammatical sentences from ungrammatical ones
is covered in linguistic competence.
It is wrong to say that language is taught and misleading to say
that it is being learned. Language is not learned but it grows in the mind
so that creativity of language which is the speakers ability to produce
new and different sentences to be immediately understood by his
hearer that constitute unheard dialogue, grammatical sentences every
time they establish a conversation is the most notable aspect of
competence. Knowledge of language in an abstract way is also
considered in linguistic competence. It must be considered a major role
when linguistic, social and cultural knowledge are mixed.
It is stated that 70 percent of English Language happened among
non-native speakers so that language teachers must have the
knowledge that English language is not exclusive to English native
speakers only. So it is not the best solution for teachers to teach
English focusing on native speaker‟s interaction since learners interact
with other people from different linguistic and cultural communities.
In learning English as a foreign language, students most
common difficulties encountered are attributed to the interference of
their mother tongue like Vietnamese language particularly in

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pronunciation, syntax, and usage; their lack of opportunity also to use
the English language in some communication or situations in their daily
lives; the kind of English lessons taught by their teachers, their being
passive listeners, shyness to use English language in conversation in
class or their lack of confidence in the language; and their
irresponsibility in their own learning. Their poor performance in English
is also attributed to students‟ wrong perceptions of learning as they tend
to be more focus on other activities such as taking examinations and
out class activities whereby learning is affected as they no longer
equate learning with broadening knowledge which rendered learning or
studying the language not interesting or worthy to students causing
negative effects on their learning experiences.
These causes can also be related to other issue like that of their
problem or lack of understanding of words or vocabulary. In the field of
literacy, relationship between students‟ vocabulary knowledge and their

reading comprehension is considered one of the best. It is believed that
students who were taught many vocabulary words tend to become
better readers and writers. Relationship between words and concepts is
developed through effective vocabulary instruction. Considered the
basic units of thoughts and beliefs are concepts and these are labeled
as words. So that, if there is familiarity in concept, then the



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corresponding word to this underlying knowledge is clearly understood,
recalled and utilized.
Students‟ experiences help in the development of concepts.
Reading and writing are contributory factors in the growth of concepts
which in turn make students understand and use more words. It is
believed that students vocabulary increase when they elaborate their
conceptual knowledge based on known words; relate new words to
known concepts or existing words since deep understanding of words
richly expound and connect with other concepts.

On the other hand, students need to have good intuitive
command of morphology. They have knowledge in specific morphemic
elements and its combinations. They can explore on the use of prefixes
and suffixes and based words and on Greek and Latin prefixes for them
to be provided with valuable prior knowledge in their learning of new
terminologies.
Students with better understanding on word formation such as
prefixes, suffixes and roots have the tendency to acquire larger
vocabularies and better comprehension in compared to those who do
not have such background, knowledge and skills. Having full knowledge
and understanding of vocabulary improve students‟ outcomes.
. As a College teacher of Thai Nguyen University teaching Basic
English, I‟m interested to investigate the level of linguistic competence



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of students in English in terms of connotation, denotation, antonyms,
synonyms, and ambiguities as well as the level of students‟

understanding on word formation relative to acronym, clipping, blending,
and compounding with the end view of proposing language activities to
enhance their linguistic performance. This prompted the researcher to
conduct the study.
Statement of the Problem
This study attempts to determine the level of Linguistic
Competence of the First Year Students at Thai Nguyen University.
Specifically, it seeks to answer the following questions:
1. What is the level of linguistic competence in the Academic and Non-
Academic text using the following:
1.1 connotation
1.2 denotation
1.3 antonyms
1.4 synonyms,
1.5 ambiguities, and
1.6 vocabulary
2. What is the level of understanding of students on word-formation
in terms of :
3.1. acronym
3.2. clipping



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3.3. blending
3.4. compounding
3. Which among the items in the different cluster students find most
difficult?
4. How do the teachers assess the linguistic competence of the
students?
5. Is there a significant difference between teachers‟ assessment and
students‟ competencies?
6. What English language activities may be suggested to improve
students‟ understanding of English words and concepts?

Scope, Delimitation and Limitation of the Study
The study covers the level of Linguistic competency of Thai
Nguyen University first year students specifically on connotation,
denotation, antonyms, synonyms and ambiguities; word formation in
terms of the acronyms, clipping and blending, and compounding. The
output of the study is the proposed language activities to enhance the
linguistic competency of first year students of Thai Nguyen University.
The study includes the 382 First year College students taking up Basic
English course in Thai Nguyen University system in Academic Year
2013-2014.



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Students who were in their Second year to Fourth year level were
not included in the study. Results of this research study were limited
only on the data gathered from the respondents in the Academic Year
2013-2014 in Thai Nguyen University system.
Significance of the Study
This study is believed to have significance to the Administrators
of Thai Nguyen University, First Year Students, Basic English teachers,
Parents of First Year Students and future researchers.
Administrators Thai Nguyen University. Findings of this study
will provide relevant input for them to be able to design an effective
curriculum for the students. Results can be used by the administrators
to provide Faculty Development Training program for the teachers to
improve their classroom language teaching.
First Year Students of TNU. This study will serve as input for
them to be aware of their linguistic performance. They will be informed
on their weaknesses so they can make some ways to improve their
linguistic performance.
Faculty Teaching Basic English. Results of the study provide
relevant information to the faculty teaching Basic English course for

them design their own instructional material to enhance the English
proficiency of students.



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Parents of First Year Students of TNU. Findings of this study
will provide them useful information on the present performance of their
children in Linguistic. Through this study, the parents can discover the
weaknesses of their children so they may provide proper guidance and
motivation for their children‟s improvement.
Future Researchers. This will be of use to other researchers
who might wish to conduct a similar study. Future researchers may
use this study to broaden their knowledge in the field linguistic,

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CHAPTER II
REVIEW OF LITERATURE

This chapter presents the review of conceptual and research
literatures which have bearing to the present study. This literature
provides the right direction and appropriate track to execute and
complete the research study,
Conceptual Literature
The following concepts provide a conceptual frame of reference
to this study. These include language component, linguistic
competence, vocabulary development, and language activities.
Language Component. Language is a human system of
communication that uses arbitrary signals such as voice sounds,

gestures or written symbols. As cited byGoldstein (2008)a system of
communication using sounds or symbols that enables a person to
express his feelings, thoughts, ideas and experiences (a language
consists of symbols that can be used to generate as infinite variety of
messages (Weiten, 2007). It is something which arises out from work,
needs, ties, joy, affection, tastes of human beings. Language is a
behavior which utilizes body parts such as the vocal apparatus and the
auditory system for oral language; the brachial apparatus and the visual
system for sign language where such body parts are controlled by none



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other than the brain for their functions (Peng, 2005). According to Sapir
(1921) language as a purely human and non-instinctive method of
communicating ideas, emotions and desires by means of voluntarily
produced symbols. Trager (1942) defined language as a system of
arbitrary vocal symbols by means of which a social group cooperates,
Chomsky (1957) on the other hand pointed out that language is a set of

finite or infinite sentences, each finite in length and constructed out of a
finite set of elements while
English language consists of five components. These include
phonology, morphology, syntax, semantics and pragmatics. A good
language learner must be aware of these in language learning.
Kingston(2007) states that phonology is a distinct branch of linguistics
concerned with sounds and gestures and abstract units such as
distinctive features, phonemes, mora, syllables and others and their
conditioned variation via allophonic rules, constraints for derivational
rules. It relates to phonetics via the set of distinctive features which map
the abstract representations of speech units to articulatory, gestures,
acoustic signals and or perceptual representations (Halle, 1983).
Further, phonology is concerned with the abstract grammatical
characterization of systems of sounds or signs. It concerns itself with
the system of phonemes, abstract cognitive units of speech sound or
signs and study how sounds and gestures pattern in and across



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languages relating such concerns with other levels and aspects of
language. According to Crystal (2005), phonology is the study of how
one finds order within the apparent chaos of speech sound (Crystal,
2005). It deals with how sounds interact as a system in a particular
language, how these sounds are combined, changed in combination
and which sounds produce differences in meaning through contrast.
Every language has its own system and English language has
played a major role in the development of phonology (Carr, 2000). As a
study of how sounds are organized and used in natural language,
phonology has something to do with the sound system of a language.
Crystal (2003) pointed out that sound system of English refers to the
number of phonemes which are used in a language and how they are
organized
Linguistic reason is purely result of the certain patterns of sound
system, patterns of sound production and sequences of sound
acquisition. The inventory of sounds and their features as well as the
rules which specify how sounds interact with each other are included
in phonological system. Anderson (1981)
Nathan (2008) stated that phonology is not only about phonemes
and allophone but also concern with the principles governing the
phoneme system, that is with what sounds languages like to have,
which sets of sounds are most common and which are rare. It turns out