Thạc Sĩ Morphological and syntactic competencies of first year college students of Thai Nguyen University Sy

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THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines

ABSTRACT
Title : Morphological and Syntactic Competencies of
First Year College Students of Thai Nguyen
University System: Bases for Integrative
Learning Exercises
Author : Duong Thi Hoa Lu
Degree : Doctor of Philosophy
Major : English
Adviser : Dr. Matilda H. Dimaano
Year : 2015
_______________________________________________________________
Summary
This study aimed to determine the morphological and syntactic
competencies of first year college students in English Language at Thai
Nguyen University System, Vietnam. The study covered the level of
morphological competency of student respondents in terms of meaning of root
words, affixes, pre-fixes, suffixes, word derivation, word formation and
compounding of words. Part also of this study is the level of syntactic
competency of student respondents relative to phrases, clauses, sentences
and functions. This also covered the assessment of teachers on the students‟
morphological and syntactic competencies, the significant difference on the
level of this competency with the integrative language exercise as the output to
enhance the students‟ English language competencies.


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The study included the 400 first year college students and 70 teachers in
Basic English Course in the Academic Year 2014-2015. This study tested the
following hypothesis that there are no significant differences on the levels of
morpho-syntactic competency of students and the assessment of the English
language teachers. It made use of the descriptive method of research with
survey questionnaire and teacher-made test as the main data gathering
instruments. The data gathered were statistically treated with the use of
percentage, weighted mean, standard deviation, independent t-test.
Findings of the study revealed that as regards levels of understanding of
students in morphology particularly in meaning of root words result indicates
that the students‟ levels of competencies in this area of morphology is average
with a fair number of students‟ demonstrating a reasonable degree of
competence. In prefixes, affixes and suffixes results showed that the total
rating obtained by the students on this area is 59.12 percent which indicates
that the students‟ competency in this area is average and is at par with the
competency in the meaning of the root words. As for word derivation the total
rating obtained by the students on this area 63.25 percent which falls under the
average level of classification which indicates that the freshman students‟ have
developed a certain level of adeptness in word derivation.



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In word formation, the total rating obtained by students in this
morphology skill component which is 52.85 percent with the verbal equivalent
rating of average indicates that the students are finding some difficulties along
this area. In relation to compounding of words, findings revealed that the
students‟ obtained a total rating of 61.15 percent with a verbal equivalent rating
of average in this morphology skill component which indicates that the
freshman students has developed skills in compounding.
Relative to the levels of students‟ competencies in the use of syntax
particularly in phrases, the total rating obtained for this component area is
51.95 percent or verbally equivalent to average which means that the students
demonstrate a certain degree of proficiency in this syntax skill. As for clauses,
results showed that the total rating obtained by students is 47.30 percent or its
equivalent of average which implies that the student competency on clauses
are average but below the 50 percent cut-off value. For sentences, the total
rating students obtained is 60.50 percent or average which implies that the
students find the test easier and have demonstrated more advanced skill and
competency in sentences. As regards functions the total rating of the students‟
competency is 49.95 percent or average which implies that the students
demonstrated some degree of proficiency on syntactic functions.



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In relation to comparison of the levels of competencies in morphology
and syntax, results show that in 22 out of 28 mean comparisons, the p-values
are less than 0.05 which means that the morphology and syntax competencies
corresponding to this means are significantly different and are therefore not
related. In six out of 28 mean comparisons, the p-values were greater than
0.05 which means that the morphology and syntax competencies
corresponding to this means are not significantly different and so they are
related to each other which means that in general, no relationship exist among
these linguistic skills.
With regards to teachers assessment of the morphological and syntactic
competencies of students all the items obtained an agree score of 100 percent
which means that the teacher respondents unanimously agree that the items
raised can be used for the assessment of the students‟ morphological and
syntactic competencies. According to the frequency of use of students‟ skills,
11 out of 12 items had mean scores close to 3.0 or equivalent to sometimes
and only one had mean scores close to 4.0 or equivalent to often which means
that the teachers observed the students do not practice and use these skills as
often in the class. For the assessment according to their degree of importance,
result of assessment showed that all the 12 items had mean scores close to



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Socialist Republic of Vietnam Republic of the Philippines
4.0 or equivalent to moderately important which means that the teachers
regarded the 12 items as only moderately important skills to be developed by
the students.
In terms of the difference on the levels of morpho-syntactic
competencies of the students and their performance as assessed by English
teachers, results showed that eight out of 11 component items had a p-value
that is below 0.05 which means that the teacher‟s assessment and students‟
morpho-syntactic competencies along these areas are significantly different
which suggests that no relationship exist between the treatment means being
compared. Moreover, the integrative learning exercises on morpho-syntactic
competencies designed are based on some criteria that are considered and
used as concrete basis for the exercises to be included to address the needs
of the students.
The study recommended that teachers may be encouraged to attend
more trainings, seminars and workshops along the areas of morphology and
syntax to further enhance their teaching techniques; that output must be
reviewed and evaluated, and similar studies be conducted by future
researchers.



ACKNOWLEDGMENT


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The researcher acknowledges the following persons whose respective
skills and competence contributed much to the completion of this study.
Dr. Dang Kim Vui, President of Thai Nguyen University,Vietnam for
giving me the opportunity to be included in the Ph.D. English Program in
cooperation with Batangas State University, Philippines.
Dr. Matilda H. Dimaano, Dissertation adviser for the whole hearted
assistance in providing useful materials for references, and for her
encouragement and precious time reading, reviewing, and checking the
manuscript. Her guidance and expertise in research made this dissertation
possible.
The Panel of Examiners Dr. Myrna G. Sulit, Dr. Amada G. Banaag, Dr.
Maria Luisa A. Valdez, Dr. Felix M. Panopio, for their commendable
suggestions and ideas;
Dr. Remedios P. Magnaye, Recording Secretary, for her commitment in
preparing and encoding the minutes of defense proceedings;
Dr. Nguyen The Hung, Director of the International Training Center Thai
Nguyen University, for his moral support and encouragement;
The English teachers and the student-respondents of the study, for their
active involvement and cooperation;

All friends who in one way or another provide support; and


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Her parents and family, who serves as inspiration in this academic
endeavor.

Duong Thi Hoa Lu
































DEDICATION



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Socialist Republic of Vietnam Republic of the Philippines

This work is dedicated to my parents, family, and friends.

Duong Thi Hoa Lu































TABLE OF CONTENTS
Page


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TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT . iii
ACKNOWLEDGMENT viii
DEDICATION . x
TABLE OF CONTENTS xi
LIST OF TABLES xiv
LIST OF FIGURES . xvi
CHAPTER
I. THE PROBLEM
Introduction 1
Statement of the Problem . 6
Scope, Delimitation and Limitation of the Study . 8
Significance of the Study . 9
II. REVIEW OF LITERATURE
Conceptual Literature . 11
Research Literature 46

Synthesis . 52
Theoretical Framework . 54
Conceptual Framework . 56


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Hypothesis . 58
Definition of Terms . 58
III. RESEARCH METHOD AND PROCEDURE
Research Environment 61
Research Design 62
Subjects of the Study 63
Data Gathering Instrument . 65
Data Gathering Procedure . 67
Statistical Treatment of Data 68
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA 69
V. SUMMARY, CONCLUSION AND RECOMMENDATION
Summary of Findings . 127
Conclusions . 137
Recommendation 138
BIBLIOGRAPHY . 139

APPENDICES 146
A. Questionnaires . 147
B. Letters of Request . 156
C. Documentations . 163


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D. Psychrometric Conversion Table . 168
CURRICULUM VITAE 170





























LIST OF TABLES
Table Title Page
1 Distribution of Population and Sample . 64
2 Levels of Students‟ Performance in Meaning


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of Root Words 70

3 Levels of Students‟ Performance in Prefixes,
Affixes and Suffixes . 72

4 Levels of Students‟ Performance in Word Derivation . 74

5 Levels of Students‟ Performance in Word Formation 75
6 Levels of Students‟ Performance in Compounding
Words 77

7 Levels of Students‟ Performance in Phrases 80
8 Levels of Students‟ Performance in Clauses 82
9 Levels of Students‟ Performance in Sentences 84

10 Levels of Students‟ Performance in Functions 86



11 Comparison of the Students‟ Levels of Morphological
and Syntactic Competencies . 88

12 Students‟ Morphological and Syntactic Competencies
Employed in Teaching the Basic English Course 91


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13 Students‟ Morphological and Syntactic Competencies
and their Frequency of Use 92

14 Students‟ Morphological and Syntactic Competencies
and their Degree of Importance 94

15 Differences of the Students‟ Levels of Performance in
Morpho-Syntactic Competencies and their Performance
as Assessed by English Teachers 96

16 Bases in the Design of Integrative Learning Exercises
on Morpho-Syntactic Competencies . 98














LIST OF FIGURES

Figure Title Page
1 Research Paradigm of the Study 57




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CHAPTER I
THE PROBLEM
Introduction
Nowadays English is considered as the international language of
communication, especially in the area of commerce, trade, media, culture, arts
and education. It is known as a key to open the door into the bustling word of
rapid changes and development. Teaching and learning English in Vietnam
has received special attention since the country implemented the “open-door”
policy. That is the reason why learning English is not only interesting but is
also in a great and practical demand for many people especially for those who
want to advance in their careers and to achieve their long term study goals.
English is a compulsory subject from the elementary school up to senior
school in today‟s Vietnam education system. It is considered a difficult subject
for the Vietnamese students because English is completely different from
Vietnamese language being looked at from the system of structure,
pronunciation and vocabulary. In the study of the English language, it involves
the four language skills namely listening, speaking, reading and writing.
Aspects such as grammar, structure, vocabulary, spelling and pronunciation


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are the focus in English teaching and learning process. For pedagogical
reasons, specific skills may be focused on separately but there are two

elements that are important to the process of acquiring and using a language
and that is grammar and vocabulary.
The element of understanding the English language consists of
vocabulary items which makes it a very important segment in language
teaching and learning aside from language structures and forms. So that
grammatical and lexical aspects have a place in language teaching.
According to Tikunoff (1983) students with limited English proficiency need
these three kinds of competences which include participative competence which
is the ability to respond appropriately to class demands and the procedural rules
for accomplishing them; interactional competence, the ability to respond both to
classroom rules of discourse and social rules of discourse interacting
appropriately with peers and adults while accomplishing class tasks; and
academic competence, the ability to acquire new skills, assimilate new
information, and construct new concepts.
Further, for students to be functionally proficient in the classroom, they
must to be able to utilize these competences to perform these three major
functions such as to decode and understand both task expectations and new


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information, to engage appropriately in completing tasks, with high accuracy;
and to obtain accurate feedback with relation to completing tasks accurately.

In the study of English language, there are problems or difficulties
encountered by students. Among the four skills, speaking is the most
challenging as it involves a complex process of constructing meaning. The
development of English learning on the other hand involves the use of real or
authentic material which reflect social and cultural context of language.
Students therefore must have exposure to English resource material for them
to improve their communicative skills. They can also engage in some activities
like filling forms, writing letters or engage in discussion as to the content of the
reading material to enhance their comprehension. Failure of students to
understand the language they hear leads to complete breakdown of
communication so that students are challenged to make some attempts to
understand language as native speaker does.
Mastering the learning of language is crucial to most students. But there
are methods, techniques and activities that would aid them to become
proficient in the use of the language. Students who wish to learn English
language must be able to make use of the four language components.


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Morphology plays an important role in language learning. It focus on the
understanding of language speakers to complex words and create new lexical
items. Morphology knowledge about word as the smallest element that may be

uttered in isolation and pragmatic content as well as morpheme which is the
smallest unit of meaning and the composition of word which include single
morpheme is very important to students who are learning the language.
In morphology, students encountered difficulty in forming compound
word where they are going to add affixes to the root. Similarly, they can‟t put
together words in order to build larger elements of language such as phrases,
clauses and sentences. Further, there are also difficulties in developing
definition, giving of synonyms, and antonyms of certain words. So language
teachers must look for a way to help students improve their language
proficiency like utilizing instruction material fitted for the lesson that would
make conversation of students prior knowledge to the new words so that
students can make modifications of their existing framework of knowledge and
whenever they meet these words in their readings they effectively construct
meaning.
Syntax on the other hand according to Chomsky (2002) is the set of
rules, principles and processes that govern the structure of sentences in a


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given language. As a form of grammar, syntax is the study of rules that must
be followed to have well-formed phrases, clauses and sentences and is
concerned with the grammatical arrangement of words in sentences with

correct agreement when they are used together. The structure of sentences
which pertains to syntax must follow certain structural rules to have sense.
Students can illustrate the patterns of English effectively and clearly as well as
analyze the structure of English sentences in a systematic and explicit way
through their knowledge of syntax.
Language teachers must give emphasis in the context of the words.
They can discuss the meaning through context clues from the reading
selection or by defining the terms to give clarity to meaning for better
understanding of students. Further, students must also be given requested
exposure in the use of words in different situations and meanings and engage
them in oral and written practice.
As in the case of inflections and word formation, students has
encountered problems relative to determining the correct syntax in sentences
and what kind of inflection the word need in order to have a grammatically
correct statement. In this situation, language teacher must give emphasis to
the teaching of word order and give focus on the functions and relationship of


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each word for students to develop their language proficiency. Producing
appropriate grammatical utterance is not the only measure that students
develop language proficiency but instead they must have the ability to produce

and understand those utterances in a particular grammar sequence that is
most appropriate to the linguistic and situational context.
Further, students must develop their ability to apply grammatical rules of
language in order for them to grammatically correct sentences and where and
who to use these sentences and for whom. This indicates that in all aspects in
the study of language, they must learn the appropriateness of its uses,
communication with other people and culture as well as in linguistic and
situational context.
As an English language teacher teaching General English in Thai
Nguyen University, difficulties in morphology along the areas of word
formation, affixes, synonyms and antonyms as well as compounding and word
functions were observed among freshman college students. This scenario,
prompted the researcher to conduct a study along morpho-syntactic
competency of first year college students with integrative language exercise as
output to enhance students‟ morpho-syntactic competence.
Statement of the Problem


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This study aimed to determine the morpho- syntactic competencies of
First year college students in English Language at Thai Nguyen University
System, Vietnam.

Specifically, the study sought answers to the following questions;
1. What is the level of performance of First Year College Students in
the following morphological competencies:
1.1 meaning of root words;
1.2 prefixes, affixes and suffixes;
1.3 word derivation;
1.4 word formation; and
1.5 compounding of words?
2. What is the level of students‟ performance in the use of syntax
relative to:
2.1 phrases;
2.2 clauses;
2.3 sentences; and
2.4 functions?
3. How do levels of performance in morphological and syntactic
competencies compare? Are there significant relationships?