Tiến Sĩ Năng lực ngôn ngữ xã hội học của sinh viên năm thứ nhất tại Đại học Thái Nguyên: Đề xuất một số hoạt

ABSTRACT
This study was undertaken to determine the sociolinguistic
competencies of first-year College students of Thai Nguyen University
to propose creativity enhancement activities.
The respondents of the study were and seventy one (71) English
teachers of universities and four hundred (400) students also from
these universities who served as respondents.
Specially, the study sought to answer the following questions:
1. What is the profile of the students in terms of: gender, educational
attainment of parents, exposure to the English language, Family
income, Type of high school graduated from? 2. What is the level of
students’ sociolinguistic competencies with reference to: respect,
friendliness, confidence, resourcefulness, emotional maturity? 3. How
do teachers assess the level of students’ sociolinguistic competencies?
4. Is there a significant difference on the students’ level of sociolinguistic
competencies when grouped according to their profile variables? 5.
Which among the sociolinguistic parameters of sociolinguistic
competencies are strongly manifest in students? 6. What creativity
enhancement activities may be prepared towards improved
sociolinguistic competencies?



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Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines
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In order to analyze the data gathered: 1) Frequency Distribution
and Percentage were used to identify the profile of the respondents. 2,
Weighted mean was employed to determine the students’ level of
sociolinguistic competence. 3, Regression Analysis suing linear method
was used to determine which among the sociolinguistic parameters of
sociolinguistic competencies are strongly manifest in students.4,
Analysis of Variance (ANOVA) test was utilized to determine the
significant difference on the students’ sociolinguistic competencies and
their profile variables.
The following are the findings of the study:
1. Most of the respondents belong to age bracket of 16 to 20 years
old, females who graduated from public schools and exposed to English
language on university level. They mostly come from low to average income
earners with both parents are only high school diploma holders.
2. The level of sociolinguistic competence of students with
regards to respect, friendliness, confidence, resourcefulness and
emotional maturity was high.
3. Faculty positively assessed that students’ possessed a good
competence in terms of sociolinguistic aspect.
4. There is no statistically significant difference on the level of
sociolinguistic competence when grouped according to profile variables.



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Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines
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5. The five independent variables (respect, friendliness, confidence,
resourcefulness and emotional maturity) was not considered the best
predictor of the students sociolinguistic competencies.
6. Creativity enhancement activity is planned for implementation
and evaluation to improve the students’ sociolinguistic competence.
In light of the foregoing findings, the following recommendations
are given:
1. The students’ may need to understand pragmatic aspects of
the target culture better in order not only to speak grammatically but
also to interpret appropriately what they hear and to interact effectively
in the class.
2. Students’ may learn how to use and interpret the sociolinguistic rules
of English in various contexts by developing awareness on areas in which
sociolinguistic system of his/her own culture from those of other cultures.
3. Students may develop common speech pattern to bond quickly
and establish friendship to other students with different cultures.
4. Teachers may need to incorporate many cross-cultural
analyses in their teaching in order to address learners’ possible
communicative problems.
5. Teachers may design problem – solving exercises in order to
inst cultural understanding.
6. Follow-up study may be conducted to focus on the
effectiveness of the proposed creativity enhancement activity.




THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines
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ACKNOWLEDGEMENT
The writer extends her sincerest thanks and appreciations to those
people who in one way or another have helped make this piece of work
a reality.
Dr. Dang Kim Vui, President of Thai Nguyen University, for
establishing the international cooperation relationship between BSU and
TNU.
Dr. Hoang Bich Thao, Director for International Training Center,
for his assistance and for supporting the researcher a chance to gain
professional growth through completion of this study.
The Panel of Examiners, for their honest and meaningful
comments and recommendation to go on with this research work.
Dr. Amada Banaag, her adviser and mentor, who drained all her
effort and her best during the entire preparation and revision of this
study.
To the Rectors of the University, for his permission to conduct
the research at Thai Nguyen Universities.
To the teachers - respondents of the study, for their active
involvement and cooperation.



THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines
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To the students who served as her respondents for their
assistance and collaboration in providing information necessary for the
completion of the study.
To her husband and her children, for inspiring her fulfill her
dream.
To her ever dearest friends, and relatives who in one way or
another, gave her encouragement and remarkable support.

N.L.H















THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines
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vii





DEDICATION
With pride and honor,
This piece of work is lovingly dedicated
To her beloved parents, her loving husband
and to her children

N. L. H












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Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines
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viii
TABLE OF CONTENTS
Page
TITLE PAGE .
APPROVAL SHEET i
ABSTRACT ii
ACKNOWLEDGEMENT v
DEDICATION . vii
TABLE OF CONTENTS .viii
LIST OF TABLES .x
LIST OF FIGURES xii
CHAPTER
I. THE PROBLEM 1
Introduction 1
The statement of the problem .11
Scope, delimitation and Limitation of the study .13
Significance of the study. 14
II. REVIEW OF LITERATURE, SYNTHESIS AND HYPHOTHESIS .16
Conceptual Literature 16
Research Literature .54
Synthesis .69
Theoretical Framework 71
Conceptual Framework .77



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Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines
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III. RESEARCH METHODOLOGY AND PROCEDURE 81
Research Design .81
Subjects of the study .82
Data Gathering Instrument 84
Data Gathering Procedure 85
Statistical Treatment of Data .86
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA .87
V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 163
Summary .163
Conclusions .145
Recommendations 146
BIBLIOGRAPHY 173
A. Questionnaire for Students
B. Questionnaire for Teachers
C. Test for students
D. Letters of Request to the Head of Institutions
E. Documents for Validation of Questionaires
F: Photographs of the Study Sites
G: Photographs of the Approval Test Administration of the
Head of Institutions
H: Photographs of the Teachers Respondents
CURRICULUM VITAE



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Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines
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x
LIST OF TABLES
Page
1. Distribution of Population and Sample .82

2 Percentage Distribution of the Students’ Profile in terms
of Age .87

3 Percentage Distribution of the Students’ Profile in terms
of Gender .88

4 Percentage Distribution of the Students’ Profile in terms
of Educational Attainment of Parents .89

5 Percentage Distribution of the Students’ Profile in terms
Exposure to English Language 90

6 Percentage Distribution of the Students’ Profile in terms
Monthly Family Income 91

7 Percentage Distribution of the Students’ Profile in terms
of Type of High School Graduated .92

8 Sociolinguistics Competence in terms of Respect .93

9 Sociolinguistics Competence in terms of Friendliness .95

10 Sociolinguistics Competence in terms of Confidence 97

11 Sociolinguistics Competence in terms of Resourcefulness 100

12 Sociolinguistics Competence in terms of Emotional
Maturity .102
13 Sociolinguistics Competence in terms of Respect as
Perceived by the Faculty 104

14 Sociolinguistics Competence in terms of Friendliness as
Perceived by the Faculty 106

15 Sociolinguistics Competence in terms of Confidence as
Perceived by the Faculty 108



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Socialist Republic of Vietnam



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Republic of the Philippines
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16 Sociolinguistics Competence in terms of Resourcefulness
as Perceived by the Faculty .110

17 Sociolinguistics Competence in terms of Emotional
Maturity as Perceived by the Faculty .112

18 Difference of Responses on Sociolinguistics Competence
in terms of Respect When Grouped According to Profile
Variables 114

19 Difference of Responses on Sociolinguistics Competence
in terms of Friendliness When Grouped According to
Profile Variables .116

20 Difference of Responses on Sociolinguistics Competence
in terms of Confidence When Grouped According to
Profile Variables .118

21 Difference of Responses on Sociolinguistics Competence
in terms of Resourcefulness When Grouped According to
Profile Variables .120

22 Difference of Responses on Sociolinguistics Competence
in terms of Emotional Maturity When Grouped According
to Profile Variables .122

23 Sociolinguistic Parameters of Sociolinguistic
Competencies that Manifest to Students 123

24. Creativity Enhancement Activities Towards Improved
Sociolinguistic Competencies .148







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Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines
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LIST OF FIGURES
Figure
1

The Reasearch Paradigm .` .
Page
82