Thesis (Outline Edited)
Thesis (Outline Edited)
Thesis (Outline Edited)
A Thesis
Presented to
Echague, Isabela
In Partial Fulfillment
(English)
by
MAJIELYN R. BARRERA
April 2019
APPROVAL SHEET
PANEL OF EXAMINERS
Approved:
Recorded:
It is the researcher’s pleasure to express her profound gratitude and heartfelt thanks and
appreciation to all those who have altruistically shared their precious time, assistance in the
Dr. John N. Cabansag, the author’s very supportive, for his expertise, for sharing his
knowledge , time and patience and also for his words of encouragement that help
Dr. Eliza P. Dela Cruz, her statistician, and Dr. Hilda A. Manzolim a committee
Grateful thanks to Ms. Marianne Jane D. Pua, for the helped and support in the course of
study.
Sincerest thanks to Mr. Robin Guillermo, her college adviser, for assisting her patiently to
Heartfelt thanks is also extended to Mrs. Lucila R. Pattalitan and her Family, for their
Her father, Mr. Paul S. Barrera, for the moral, financial and most of all his spiritual
support extended to the researcher, not only in the completion of her study but in all
aspects of her life; her mother Myrna Rebolledo, for her unconditionally loved, her
siblings, Demy, Diana Pauline and John Paul, nieces and nephews, sister in-law.
Her bestfriends of all the bestfriends Mr. John Paul B. Bueno for helping her in any
circumtances and Mr. Mar Christian D. Nicolas, for lifting up her self-confidence, having
The Central Graduate School Personnel, for the untiring accommodation in the
Above all, to Almighty God, for His spiritual guidance and the strength He showered to
The Researcher
DEDICATION
This piece of work is dedicated to all the people who in one way or the other made this
study possible:
To her family, for the moral and financial support; To her brother and sisters, nieces,
nephews, relatives, colleague, and friends for the unconditional love and understanding
Above all, to our Almighty God who gave the author wisdom, courage, dedication,
patience and good health to combat hindrances to make this study possible.
The Researcher
TABLE OF CONTENTS
Page
DEDICATION …………………………………………………………….... iv
ABSTRACT ……………………………………………………………………… v
CHAPTER
Introduction ……………………………………………………………………… 1
Hypothesis ……………………………………………………………...............12
Abilities ………………………………………………………………………..
their English Language Abilities and their Grammatical and Pragmatic Competence
Pragmatic Competence
Conclusions ……………………………………………………………………....
Recommendation ………………………………………………………………
BIBLIOGRAPHY ……………………………………………………………..
APPENDICES
A. Letter to the Dean ……………………………………….……..
B. Questionnaire for the Respondents ……………………………...
C. Certification of Statistician ……………………………………...
D. Certificate of English Critic ……………………………………..
E. Curriculum Vitae ………………………………………………………
ABSTRACT
This study investigated the relationship between the learning context, grammatical
competence and pragmatic competence are important in teaching ESL learners as well as
for the learners themselves. The academic concepts mentioned plays a vital role in
This paper presents the relationship between the learning context, grammatical
Education in Isabela State University Echague Campus. It was found out that the students
perceived that their learning context is vital to learning the English language. It was also
found out that there is a weak relationship between the learning context and the
grammatical competence however the opposite goes with learning context and pragmatic
competence which has a positive relationship. According to the study, it was also found
out that there is a significant relationship between the grammatical competence and
Introduction
One of the challenges that language teachers face is developing the language
competence of Second Language (L2) learners so that they can use language correctly and
appropriately in a variety of social contexts. In this sense, language competence not only
refers to the underlying knowledge of the linguistic aspects of the language system under
study, such as grammar and lexis, but also an understanding of the extra-linguistic features
morphological structure of a language in order to derive at its meaning, and is, therefore,
competence (Gumperz & Cook-Gumperz, 2008), as they look at both the learner’s ability
to understand a speaker’s intended meaning by appreciating the factors that govern the
speaker’s choice of language in a given social context, and also the learner’s ability to
match their utterances with the context they are in, in order to maintain social relationships
effectively, a learner will require knowledge that goes beyond the level of grammar and
lexis. Pragmatic competence is, therefore, a very important component when it comes to
linguistics that began gaining attention in the late eighties, and has since been widely
by some linguists and prominent figures in language and linguistics (e.g.Chomsky, 1965;
Robins, 1989; Canale, 1983; Bachman, 1990; Martin, 2000). As a case in point, Lyons
In addition to the two types of languages mentioned above, there is also the system of
encompasses all varieties of language, namely natural (verbal and non-verbal), artificial,
and non-human is quite beyond the reach of the average researcher, and is extremely
difficult. Despite this, the current research presents a brief description and discussion of
issues such as language and culture and the roles of the speaker and hearer. However, in
the preliminary stage of the study, to rationalize the need for the study, the significant role
that English as a global language might play in the domain of other sciences will be
delineated.
The study aimed to determine the relationship of learning contexts, grammatical and
Echague, Isabela.
1. To what extent do the respondents’ view the role of learning contexts in their
competence?
The study was conducted to find out the relationship between learning contexts,
1. Determine the extent of the respondents’ view on the role of learning contexts in
pragmatic competence?
The study focused on the relationship between learning contexts, grammatical and
pragmatic competence of the pre-service education students of the Isabela State University,
The study will show whether there is a relationship between grammatical and
academic context, where the learners will have to achieve, using appropriate language, a
specified communicative purpose (e.g. request an extension from their supervisor in order
suggest that grammatical competence does not contribute to pragmatic competence. If the
the study will suggest that there is little if any practical input in preparing students to cope
with the kinds of social and academic interactions or transactions that are necessary when
dealing with people (peers and supervisors) inside or outside a real academic environment
where English is the medium of communication. This, in turn, will suggest the need to
propose that faculty teaching English in the university update their methodologies to
competence, there is some evidence to suggest the way the current curriculum is being
implemented is not promoting the integration of the needed skills in the enhancement of
Finally, the study may suggest some steps which may be taken to promote pragmatic
competence, if the groups display a range of abilities in this area. By investigating the
kinds of learning experience the learners have been exposed to, it may be possible to
competence.
Definition of Terms
Learning contexts- it is defined as the influence lesson learned in their English classes by
communication .
Pragmatic competence. It is understood as the knowledge of the linguistic resources
sequential aspects of speech acts, and finally, knowledge of the appropriate contextual use
Socio-cultural competence. This refers to the pupil’s ability to use language correctly in
specific social situations – for example, using proper language forms at a job interview.
Sociocultural competence is based upon such factors as the status of those speaking to
each other, the purpose of the interaction, and the expectations of the players. How
socially acceptable is the person’s use of English in different settings? This competency is
student’s vocabulary proves inadequate for the job, and his or her command of useful
learning strategies. Strategic competence is how well the person uses both verbal forms and
components. Can the pupil find ways to compensate for areas of weakness? If so, the pupil
which is that many learners of English who wish to study abroad at an institute of higher
language (Abdulrahman, 2012; Jump, 2011). This does not mean to say that these learners
have not studied English. On the contrary, they may have studied the language for a
significant number of years. However, one assumption here is that the teaching and study
methods employed are not up to the task of preparing the students with the language skills
to integrate successfully in an environment where they not only need to study, but they
also need to interact with tutors and other students, socialize and be an active member of
an educational community.
which educational policymakers make their decisions about how an English language
curriculum should be developed. What guides their choices and what implications does
This review will look at communicative competence, and attempt to arrive at some
conclusions as to what a communicatively competent student can do, and what composite
skills are involved. It will also look at what research has been carried out to identify the
second language acquisition (SLA). The review will then look at how these theories are
being put into practice in terms of mediation and the contexts created for language
instruction. As part of this examination, the specific conditions that tend to predominate in
Iran will be covered, comparing what research results have uncovered to the assumption
made in this research paper: that English language teaching in Iran focuses on Grammar
Translation – and that this educational bias has a deleterious effect on how learners are able
to communicate in English, with specific reference to their pragmatic abilities.
competence and how it should be defined. Chomsky (1965) made a definite distinction
knowledge of the rules of a system that govern the use of a language, away from any
situational context. Performance, on the other hand, related to how that knowledge was
applied in recordable language behaviour. Chomsky’s view was criticized as early as 1970
(Campbell and Wales), who stated that he had omitted inclusion of real communication
ability in his definition, pointing out the exclusion of “the ability to produce or understand
utterances which are appropriate to the contexts in which they are made”. Hymes, in
1971, further contributed to the argument stating that all sociocultural and situational
factors relating to language use could not be ascribed only to linguistic competence,
was complemented by ‘pragmatic competence’. Taylor (1988) stated that, through his
assertions, Hymes had broadened the definition of competence to include not only
Following Hymes’ work, Canale (1983, 1984) was involved in writing two
competence, dividing it into four components, which reflect the definitions at the end of
‘Organisational Knowledge’:
linguistic competence.
(2) sociolinguistic competence: this addresses the extent to which utterances are
(3) discourse competence: this relates to the correct organization of texts following the
rules of coherence and cohesion determined by the genre and purpose of the text.
made a distinction between competence and capacity. In his definition of these two
notions he applied insights that he gained in discourse analysis and pragmatics. In this
component of competence. It does not turn into competence, but remains “an active force
for continuing creativity”, i.e. a force for the realization of what Halliday called the
‘meaning potential’.
Chomsky’s innate competence, but added that it also involves mastery of the cognitive,
affective and sociocultural meanings, as expressed by language forms.
Taylor (1988) proposed to replace the term ‘communicative competence’ with the term
‘communicative proficiency’. At approximately the same time and for similar reasons,
Bachman (1990) suggested using the term ‘communicative language ability’. Bachman
language use.
the ability for use. It has been assumed that the ability for use refers to the application of
different cognitive processes and affective factors in language use (Skehan, 1998). The
perspective.
With the confusion resulting from so many competing definitions, Llurda (2000)
proposed the use of three terms to account for the phenomena exhibited in language use;
(i) competence, which aligns with Chomsky’s innate view, (ii) performance (the actual use
of language in real situations), which really measures the efficacy of specific instances of
language behaviour in the context in which it is used, and (iii) proficiency, which looks at
the ability to make use of competence, an ability which can develop over time, either in a
The above is deemed to be a simple model that tends be to be used despite more
language ability’, which is broken into language knowledge and strategic competence.
(grammatical, textual) and (2) pragmatic knowledge. In combination, they lead to effective
language use.
acceptable language functions and for interpreting the illocutionary power of utterances or
creating and interpreting language utterances which are appropriate in a particular context
communicative sources, and planning. Strategic competence is seen as the capacity that
structures and the features of the context in which communication takes place. Strategic
Another model exists, known as the Common European Framework model (CEF
sociolinguistic competence and pragmatic competence. Each one involves both underlying
to possession of knowledge and skills for appropriate language use in a social context.
transactional schemata.
The preceding paragraphs grapple with various notions that define language
competence. Although agreement on the definition has not been reached, the discussions
have fruitfully allowed the exploration to conclude there are multiple facets, and that these
include both linguistic and non-linguistic abilities, with a division that caters for
these develop, especially, in a second language (L2) context, it is key to expound the
theories that look to explain second language acquisition, and explore their status amongst
linguists and pedagogues. From that, it will be interesting to examine whether there are
ideas around how differently grammatical and pragmatic competences are treated.
There are a number of theories that attempt to account for how learners learn a new
language. The most popular are described here. One is behaviorism, which relies on rote
learning, and the idea that repetition will eventually lead to an automatic behavior in
language if the right stimulus is received and identified. The learning process implied by
models offer “little promise as explanations of SLA, except for perhaps pronunciation and
of the learner with the target language (TL) group”. Schumann (1978) came to this
conclusion when he observed that within the group of language learners he was studying
“the subject who acquired the least amount of English was the one who was the most
Yet another theory stresses the importance of innate ability. Proposed by Chomsky,
‘Universal Grammar’ (UG) asserts every human being is biologically endowed with a
language faculty, the language acquisition device (LAD), which is responsible for the
initial state of language development. The UG theory considers that the input from the
create new sentences never seen or heard before that, by consensus, do not contravene the
rules of the language. The language itself is constrained by a set of rules that the mind
imposes, and even though different languages exhibit variations e.g. word order rules, all
languages exhibit common features and limitations shaped by the way the mind is able to
influential theories of SLA, which, in fact, is a collection of ideas, popularly known as the
‘Monitor Model Theory’. One central concept is the distinction between sub-conscious
conscious learning, which takes place in a classroom context, where the language is being
formally presented, such as when grammar rules are explained. Acquisition takes place
when the input is just beyond the learner’s current proficiency, but it is still comprehensible
because the learner is able to apprehend meaning from the context and associate it with the
new language.
Krashen warned, though, that, even with these ideal conditions, acquisition can be
low motivation or poor self-esteem will get in the way of language acquisition. Another
aspect of Krashen’s model is the way learners will monitor or self-correct their language
output. Finally, a more controversial component of Krashen’s view is the idea that there is
a natural order to the language that learners acquire, and that learning cannot be forced to
2006).
Mitchell and Myles (1998) say that the predictions of CAH, that all the errors
made in learning the L2 are due to interface from L1, were shown to be unfounded. They
claim that many studies and research explain convincingly that the majority of errors
could not be attributed to the L1. In other words, CAH might not predict learning
difficulties, and was only useful in the retrospective explanation of errors. This point
considerably weakened its appeal. However, the heightened interest in this area did lead to
the origin of Error Analysis, which makes a distinction between errors, arising due to a
lack of systematic knowledge of L2 language and mistakes, which are made when that
knowledge has been made aware – but not fully acquired and production automatic.
structures, there are a number of interim stages the learner passes through, using one form,
such as the Present Simple tense, for a number of uses, before learning the need to
Krashen’s theory of Input Hypothesis on its head, stating that rather than a learner
processing a structure prior to use, she will use language in conversation and out of this
process an understanding of syntactic structures will develop. When learners interact with
native speakers there is a tendency for the latter to notice the shortcomings of what is
In a similar vein, Swain (2006) postulated the idea of lingualisation as the central
process at work during acquisition, which disregards Krashen’s focus on input, and
substitutes it with a focus on output, and the idea that production is key. She claims that
practising the language helps learners observe their own production, which is essential to
SLA. It is her contention that “output may stimulate learners to move from the semantic,
complete grammatical processing needed for accurate production”. She explains that
“learners may notice a gap between what they want to say and what they can say, leading
them to recognize what they do not know, or know only partially”. She highlights that
‘noticing’ is essential to SLA and also hypothesizes that output has other two functions: to
test hypothesis and to trigger reflection, a metalinguistic function. She explains that
learners
“may output just to see what works and what does not” and that they reflect upon the
language they produce when negotiating meaning because the content of negotiation is the
relation between the meaning they are trying to express and the language form.
The sociocultural theory regards the view that people are part of a social
community as the driver in language acquisition. Mitchell and Myles (1998) stated that
culture” and that “theindividual emerges from social interaction”. It is in the social world
that the language learners observe others using language and imitate them. It is also with
the collaboration of other social actors that learners move from one stage to another. A key
SLA takes place, like all learning, due to connections that occur in neural networks, where
simultaneous and parallel processing occurs (rather than just sequential), alluding to the
fact learning is a complex process that occurs at different levels, from the individual brain
(1994)explains that “our neural apparatus is highly plastic in its initial state” during L1
development but that “the initial state of SLA is no longer a plastic system; it is one that is
These theories are not exhaustive, and neither are they all-encompassing. The
notions they contain cannot claim to explain all the process involved in SLA, and Menezes
(2013) regards them all as having some theoretical validity, even if not supported by
empirical evidence, stating that they approach SLA at different levels and contexts. She
goes on to say that SLA is a complex process that should include all theories in SLA
framework.
to note that the subdivisions that are found evident in theories of language competence, are
not explicitly mentioned. It is difficult to find reference, for example, to certain learning
There are a number of language learning approaches that promote language learning:
The Creative Construction Theory, Communicative Language Teaching and the Cognitive
Approach.
Chomsky’s idea, principally the ‘language acquisition device’ (LAD), that “governs all
human languages, and determines what possible form human language may take”.
Krashen claims that there are three internal processors that operate when students learn or
acquire a second language: the subconscious ‘filter’ and the ‘organizer’ as well as the
conscious
‘monitor’. The ‘organizer’ determines the organisation of the learner’s language system,
by British pedagogues and popularized throughout Europe, where the goal of language
and experience-based.
(3) The Cognitive Approach. Cognitive psychologists claim that one of the main
features of second language acquisition is the building up of a knowledge system that can
have to build up a general knowledge of the language they want to understand and
produce. After a lot of practice and experience they will be able to use certain parts of
their knowledge very quickly and without realising that they did so. Gradually, this use
becomes automatic and the learners may focus on other parts of the language. What is
transferred first to that knowledge bank deserves greater discussion but may depend on
how a piece of language interacts with the current state of a learner’s knowledge – is it a
piece that fits or seems to be beyond the level of what it considers comprehensible. If it
fits, the theory goes, it may be a piece of the jigsaw that restructures knowledge, allowing
processes enable a learner to perform language but not necessarily to cite rules governing
the performance. These models also relate closely to McLaughlin’s model, which talks
controlled processes, the former meaning processing is a more accomplished skill where
The learner must notice the object of learning. Paying attention is focusing one’s
consciousness or pointing one’s perception powers in the right direction and making
‘mental energy’ available for processing. Processing involves linking something that is
perceived in the outside world to structures (patterns of connection) that exist in the mind.
Krashen follows this model by talking about two sub-conscious processes: the ‘filter’ (and
the need to remove any obstacles that divert attention), the ‘organizer’, which determines
the organization of the learner’s language system as well as the usage of transitional
the ‘monitor’, which allows conscious linguistic processing. That means that learners
correct or edit their speech influenced by the task they are required to
fulfil.
several preconditions such as receptivity, access, investment and commitment that lead to
cognition, mastery and creativity. Moreover, van Lier regards social interaction as a
vehicle of central importance to start the whole process of learning and keep it going.
Exposure talks about the quality of the language and the contextual information needed to
a learner’s perspective – that the input has to relate to the learner’s needs and experiences.
Teaching needs to guide the setup of these preconditions. To come ‘from engagement to
intake an investment of effort’ in the language process has to be made by the student. This
analysed and expressed. Finally, to reach proficiency “mental structures or networks must
necessary.
By introducing four different types of practice van Lier uses control and focus as
mechanical drills, fill-in exercises etc. Secondly, not controlled but focused practice
describes the learner’s inner speech, private rehearsal and language play. Role play,
dramaactivities and information-gap tasks are elements of the third, which is called
‘controlled but not (narrowly) focused practice’. Last but not least, not controlled and not
Eventually the author gives several examples of practice. He points out that some
features such as the “... natural sequence or ‘flow’ of utterances ...” (van Lier, 1996), the
freedom for students to decide whether to keep close to the task or to use their own
imagination, the difficulty level which can be decided by the learners, but also the
teacher’s attempt to facilitate the student’s access to the activity, are likely to create a
The main difference between Krashen and van Lier is that Krashen organizes
follows a natural order, whereas van Lier’s view derives from a learner’s perspective,
taking into account the learner’s needs, learning styles and strategies. Also, Krashen talks
production should take place. From van Lier’s point of view the teacher should, in order to
overcome the fundamental communicative obstacle, guide the learner to the starting point
receptivity, curiosity, access, investment and commitment into account. That means that
according to van Lier, the responsibility for the learning process shifts from the teacher to
the learner. Moreover, the teacher attempts to facilitate the learner’s access to the activities
performed.
In the era of language teaching (disregarding the study of the classical languages,
such as Latin and Greek), the grammar-translation method took early prominence. The
main goal for learning a language was not for speaking and/or communication. The
driving force was to exercise the mind and at the same time to be able to read in that
language. The name of the method, grammar-translation, captures the main emphases of
this method (i.e. the study of grammatical aspects of language and the use of translation as
so classes were taught primarily in the students’ native language, and the teacher made no
effort to emphasize correct pronunciation of the language. Grammar study was the focus
of the lessons, with much rote memorization of grammatical aspects such as verb
conjugations and recitation of rules that described language functions. In the US and
Europe this method has largely been superseded by more progressive methods that take
into account the language theories that have evolved over the last century. However, the
method still exists today in varying degrees of practice in other parts of the world. It is not
difficult to appreciate that this method had some benefit on grammatical competence, but
there are no accounts that there it promoted other aspects of communicative competence.
being taught/learnt, there was an about-face in approach, leading to the Direct Method,
where the native language was avoided and understanding of the target language was
facilitated by the association of objects, visuals and realia to concepts. The primary goal
here was to think and speak in the language. Instruction revolved around specific topics and
After the Second World War, the US realized its students could not speak foreign
languages well, and through its application of behavioural psychology, which was gaining
ground as a theory that explained much about behaviour in general, it adopted the
AudioLingual Method (ALM). In the audio-lingual method, the emphasis was on the
memorization of a series of dialogues and the rote practice of language structures. The
basic premises on which the method was based were that language is speech, not writing,
and language is a set of habits. It was believed that much practice of the dialogues would
develop oral language proficiency. The use of the native language was avoided.
The method became very popular in the 1960s. Language laboratories began to
surge, and students were required to listen to audiotapes and repeat dialogues that captured
aspects of daily living. In addition, specific structural patterns of the language studied
practice drills designed to help them memorize the structures and be able to plug other
words into the structure. The belief was that students, through much practice, would form
a “habit” and be able to speak the language when needed. Although the intent was to
develop fluent and proficient speakers by providing much oral practice of the dialogues
and the use of numerous drills to help in this endeavour, the reality was that language
proficiency was not the outcome. The method was too prescriptive; there was no
opportunity provided for “true” communication to take place in the ALM classroom.
Tracy Terrell developed The Natural Approach based on Krashen’s monitor model.
The main goal of this method is to develop immediate communicative competency. For this
reason, most, if not all, classroom activities are designed to encourage communication. The
use of visuals (graphs, charts, pictures, objects, realia), gestures, demonstrations, and
enunciation) is required. In addition, the use of yes/no type questions, either/or type
questions, and questions that require short answers is strongly suggested in the beginning
premises:
acquisition of language.
2. The task-principle: Activities that engage students in the completion of real-world
The main goal in this approach is for the learner to become communicatively
competent. The learner develops competency in using the language appropriately in given
social contexts. Much emphasis is given to activities that allow the second language
learner to negotiate meaning in activities that require oral communication in the second
must take place to narrow the gap and accomplish the task. Classroom activities must be
varied and must include interactive language games, information sharing activities, social
interactions, need for impromptu responses, and the use of authentic materials, such as the
Savignon (2002) suggests designing the curriculum to include language arts (or
activities, personalized language use, theatre arts (including simulations, role-plays, and
social interaction games), and language use “beyond the classroom” (including planning
activities that take the learners outside the classroom to engage in real-world encounters).
encouraging the use of English from the beginning of instruction. Thus, language
acquisition takes place as a result of using the second language in meaningful
There are other methods, such as Suggestopedia, The Silent Way and Total
Physical Response, but whatever merits they may have, they have not been adopted
wholesale by state or private schools as the basis for a national curriculum, and due to the
specialized training needed for teachers, these methods tend to be used by individual
advocates who may manage to incorporate some of the techniques into their own brand of
covered, though many of them have direct paths to developing grammatical competence.
awareness, and to that end, authentic material including literary texts are used in the
classroom. Literary texts contain information gaps, since such writing presupposes
knowledge the reader has, and presupposes the readers can follow all the connections the
writer has made – between the inter-textual elements and the text and the real world. This
aspect of implicitness means that such writing exerts illocutionary force (one major aspect
of pragmatics), and, therefore, different readers will make different interpretations.
Bardovi-Harlig (1996) posits that the following factors have a direct influence on
the acquisition or pragmatic competence: input, instruction, level of proficiency and length
of stay living in the L2 culture, and the L1 culture. In addition, Lafford (2006) suggests
that the study abroad environment serves as an unparalleled context for language learning
and therefore serves as the ideal venue for the learner to truly become pragmatically
proficiency. Though only a limited amount of research has been done in this area, some
studies reveal that advanced learners are more likely to perform a speech act that is
evaluate the pragmatic knowledge of EFL and ESL learners from Hungary, found that
both sectors of advanced learners were undoubtedly more pragmatically competent than
intermediate students. Bardovi-Harlig (1996) also asserts that the longer the learner
interacts with native speakers or is immersed in a community of speakers of the L2, the
pragmatic knowledge to understand or carry out linguistic action in the L2” and clarifies
that, in a language learning situation, a positive or negative transfer may occur. A positive
transfer takes place when the learner successfully communicates the message s/he is trying
to convey because of a perceived similarity between the L1 and L2. On the other hand, a
negative transfer occurs when the learner incorrectly uses a speech act, linguistic form of a
speech act, or opts to omit a speech act where it is needed based on his/her comparison of
intention and a display of uptake, either in non-verbal reaction to what has been said or
more often in what another speaker says next. Speech acts, then are created by the joint
J. L. Austin was the first to design a classification system of the various speech acts.
These language related speech acts can be classified into three main categories:
locutionary acts, illocutionary acts, and perlocutionary acts (Austin, 1962). A locutionary
act can be defined as the act of saying something meaningful, or the actual utterance that
is expressed by the speaker. This act embodies the linguistic aspect of speech performance
which is associated with the syntactic and semantic aspects of the utterance. An
illocutionary act goes beyond the mere speech of the utterance by materializing itself as
the actual performance of that utterance. It encompasses the notion that a certain force or
function is being conveyed through the utterance. The final component of a speech act, the
perlocutionary act, can be described as the intended effect as a result of the utterance. The
the success of the utterance can be measured by analyzing the ‘uptake’ of the utterance.
The uptake can be interpreted through observation of the hearer’s reaction in the form of a
It is with the illocutionary acts that many language pedagogues are concerned in
recent literature. This is due to its direct correlation with communicative competence. To
begin with, it is clear that a locutionary act shares many of the same features reflected in
language. Therefore, it is clear that a locutionary act is linked to only one aspect of the
intended purpose of using the speech act. In this way, an illocutionary act also concerns
itself with the contextual factors of the communicative act. This notion fundamentally
as well as the utterance itself. Fraser illustrated the concept with his categorization of
‘directives’, speech acts that intend to motivate the hearer into specific action by means of
an appeal to the hearer’s sense of moral obligation, sense of pride, sense of mutual
cooperation, sense of well-being, etc., appreciating that these appeals and the language
used may differ from one culture to another. Understanding that various speech acts reveal
specific intentions depending upon context and culture suggest the need for introducing a
examine the topic of pedagogical intervention and its relevance to pragmatic competence
pedagogical intervention takes place through the explicit teaching of pragmatic themes at
hand. In practice, the instructor pointedly discusses the relationship between the language
grammatical competence, one cannot assume that the learner is equally proficient in the
grammar and appropriate pragmatic usage of the language. That is to say, while learners
may exhibit a high degree of grammatical competence, this does not guarantee a
terms ‘advanced’ and ‘intermediate’ in this study refer to the particular course level of the
learner.
Much research has been conducted on the efficacy of ELT methods and contexts,
with the aim of determining what conditions promote successful English language
learning. However, that generalization also needs to be understood in terms of the impact
of the cultural values and norms that pervade school or ESL classrooms in countries
around the world. With this in mind, ideas of language competence are guided by what is
perceived as the purpose of language study, and what educational policies and influences
ELT has its stories of successes and failures around the world, in terms of how
well English language programs help develop proficiency and prepare learners to
communicate in an international context. Much research has been carried out in looking at
the factors that affect the quality of English language teaching and learning. One principal
factor is the status of English in the country where it is taught; is it viewed as a second or
foreign language, and, perhaps more importantly, how do policymakers view its
abroad; will it prop up a desire to develop tourism in the country? Or is it seen only as just
In the country, for example, the curriculum for many years in the 1980s and 1990s
deficiency which was later recognized by the late 1990s, when the English syllabus was
Another key aspect is funding, and the amount a country is either able to or willing to
Irin news report (2008) countries such as Nigeria suffer badly in this respect, with the
Elsewhere in parts of Africa, class sizes are too high for effective instruction – on
How well is school teaching integrated with private tuition, and is there adequate
teaching expertise or support? If English language teaching is not highly valued, salaries
and working conditions may be too poor to attract English language teachers who have
been willing to invest a great deal in their professional development, and who naturally
Education First (2012) that this is the main cause of the very poor English standards in
Latin America, as witnessed following an online self-test study conducted by EF, the
Anglophone country with pockets of high proficiency among the educated classes, the
average performance score is drawn downwards by the fact that most of the country is still
Another factor playing a role in English proficiency is access to English in the media
and how this is often utilized as authentic materials in the classroom. Yet another factor is
the way English is taught, and what methods have gained ground, which often depends on
learning has gained a lot of ground. Despite the debate around the efficacy of more
modern methods e.g. Task-based learning, the Lexical Approach, Suggestopaedia and
Total Physical Response (TPR) to name a few, with the admission that none of these is
likely to work as a standalone basis for a complete syllabus and approach, there is
agreement that these methods contribute to variety and satisfy a theoretical basis for
motivated learning.
“Test results at the end of the instructional period showed conclusively that
learners who had practised communication in lieu of laboratory pattern drills
performed with no less accuracy on discrete-point tests of grammatical structure. On
the other hand, their communicative competence as measured in terms of fluency,
comprehensibility, effort, and amount of communication in unrehearsed oral
communicative tasks significantly surpassed that of learners who had had no such
practice.” (Savignon, 2001 in CelceMurcia, p.16).
So where in the world is English proficiency highest? According to the previously
Scandinavia and countries in Central Europe (such as Austria, Poland, Hungary, Germany
and Switzerland) exhibit very high or high proficiency, with countries such as Singapore
and Malaysia faring well too, due to their colonial past and the recognition that English,
How does the report rate Iran? It is ranked 42nd out of the 60 countries who
paradoxically, EFL approaches have been constrained by a set of political and social
factors that tend to regard English speaking countries (especially America and Great
Britain) as a threat to Iranian stability. EFL has been neglected, with curriculum
development derived from an imposed societal view rather than what the students
themselves deem as appropriate. Indeed it is typical that a curriculum reflects national and
political trends.
Darhmardeh (2006) has pointed out that even after studying English for seven
years through the school system, most Iranians typically cannot communicate effectively
in the language. He has concluded that in Iran no real attempt has been made to make the
Iran are often aligned with the principles of CLT, teachers and learners alike tend to agree
that those aims are not realistic or attainable in the context of state or private education,
due to limitations with time, materials and teaching approaches. Emphases tend to be on
reading comprehension and grammar, and, moreover, teachers are reluctant to assert that
their students can perform tasks that are communicative in nature, stating that preparing
the students for their final exams takes precedence. Furthermore, the teachers themselves
lack confidence in their own English and the teaching methods they use.
There is a specific profile to Iran, as well as other countries in the Middle East, that
disfavours motivation in English language learning. Even comparing Iran with countries
like India and Pakistan, there is the disadvantage that in the former English is a foreign
rather than a second language. Iran has created a barrier to International influence due to
the policies and attitudes of the Islamic Republic and its clerics. For example, the country
does not promote tourism, bans access to English-speaking programmes, and filters the
internet so that news, videos and social networking sites are blocked, denying the
populace to a wealth of real life English. Furthermore, the government makes it difficult
for Iranians to leave the country and travel abroad, though of course this is not impossible.
settings.
suggests a weak relationship between the two (Thomas).This assumption is based on the
fact that the branching of any area of human knowledge into various classes by means of
highlights a recognition that the two rely upon essentially different learning processes: one
based on form (grammatical), the other based on experience (pragmatic). Many definitions
of pragmatic competence state that it goes beyond what grammatical competence can
having made this assumption, a survey of the literature does not explicitly state that
research evidence proves the two competences are completely independent. It is therefore
a worthy area of investigation to test this assumption and examine the relationship
between the two. If grammatical competence only focuses on form and the meaning is
supplied by form, does this knowledge in any way contribute to pragmatic competence? If
the two are completely disassociated, is it reasonable to assume that EFL learners with
their levels of pragmatic competence? That is, if we compare two learners, one showing a
high level of grammatical competence gained through formal instruction, and the other
showing a low level of grammatical competence, the assumption is that if their exposure to
real life interactions in English is similarly limited, then we should expect no appreciable
An interesting link to this discussion is the fact that Iranian EFL learners who have
only learnt English in Iran are exposed to methods and materials that only focus on
fact. Karimnia and Zade (2007, p. 290) state that “the only way to learn English in Iran is
through formal instruction, i.e. inside the classroom where the language teachers are
native speakers of Farsi. There is little opportunity to learn English through natural
interaction in the target language. This is only possible when students encounter native
English speakers who come to the country as tourists, and this rarely happens.” In addition,
they state “in order for language learners to use the language more successfully, they
should be involved in real-life situations. But in Iran, English is used only as an academic
subject”. Finally, they add that EFL teaching methods in Iran focus almost entirely on the
“grammar translation method”. The implication is that many EFL learners from Iran have
had little or no exposure to real-life situations in English where they might develop
in order to test whether any relationship between grammatical and pragmatic competence
exists.
all its facets is unrealistic. However, one area where pragmatic competence is required is
in the way learners manage common social functions, such as coping with opening and
giving compliments. It is also required to recognize the intended purposes behind the
speech acts of others who are using language contextually in order to achieve their
cases, they may act or react inadequately or even inappropriately, and will be prone to
violating the social values of the target language group through lack of pragmatic
As shown in Figure 1 this research will examine the relationship between learning
students.
Independent Dependent
GRAMMATICAL
LEARNING CONTEXTS
COMPETENCE
PRAGMATIC
COMPETENCE
Figure 1.Conceptual Paradigm Showing the Relationship of the Variables in the Study.
This chapter discusses the method and procedure used in attaining the
Research Design
The respondents will be the pre-service students of the College of Teacher Education
The researcher secured permission from the College Dean through the
recommendations of the Thesis Adviser, Program Chair of the MAED Programs prior to
administering the questionnaire and the grammatical and pragmatic competence test to
the respondents of the study. A questionnaire was used as the main instrument for
gathering data.
Research Instrument
to ascertain information relating to the learning contexts the respondents had been
establishment of a relationship with the test scores on the grammatical and pragmatic
tests.
The 10-point Likert scale was selected to measure the scale of exposure to each
The two tests adapted from Mojabi (2014), Universiti Malaya comprise 20 items, one
to measure the respondents’ ability in grammar and the other to measure their pragmatic
awareness or competence.
Quantitative
Measuring Instruments: Scoring:
Likert scale indicating exposure to
1.Survey Questionnaire learning methods favouring
grammatical or pragmatic competence
2.Tests Measuring the scores of the students
based on their grammatical and
pragmatic abilities
The following table will be used to give description to the scores of the respondents in
their view of learning context in their English Language ability.
Range Description
The following table will be used to identify pragmatic competence regarding their
grammatical competence.
Mean Description
20-17 Proficient
12-9 Competent
4-1 Poor
After the data were collected, the overall scores of the learners were considered in
order to determine the degree of their pragmatic and grammatical competence. The
statistical analysis of the raw scores of the quantitative tests (grammatical and pragmatic),
classroom setting with the respondents to be grouped into batches of 10-15 to ensure
comfort as well as exam-style separation (i.e. no talking or copying was allowed and
60 minutes to complete the survey questionnaire and competence tests. The times of the
sessions were scheduled in the morning to minimize the effects of tiredness potentially
skewing the results. The respondents were encouraged to book a session that was
convenient for them and did not fall in a period where other study commitments suggested
excessive pressure.
Each question in the survey questionnaire was scored d from 1 to 10. The scores
from each respondent for each of the seven questions were recorded separately and then to
be summed for each category, so that they could be correlated with the competence test
scores. The seven categories reflected the learning contexts covered by the questions in
the survey.
multiple choice questions, with each question having a correct answer (validated by the
teachers’ focus group). Therefore, the scores could potentially range from 0 to 20 or 21.
The answers and scores will be independently marked by the researcher and two
Table 1 shows the respondents’ view extent of the role of learning contexts in
As gleaned from the table, the mean ratings from 8.58 to 8.51 revealed that the
respondents were extremely satisfied and viewed that attending an English language
classes, attending university play and the number of years on studying English were
On the other hand, the mean ratings from 8.32 to 8.45 were showed that they were
also very satisfied. Thus, the learning contexts in their English language abilities were
very helpful in the improvement of their English language abilities were watching TV&
movies, listening to music, using the internet play in, schooling, self-study and talking to
Language Abilities.
gleaned from the table, as to the grammatical competence of the respondents, it can be
noted that the lowest score obtained by the respondents out of 20 items was 5 and the
highest is 21.00 which resulted to a grand mean of 15.71. Thus, level of the respondents’
On the other hand, as to their pragmatic competence, the lowest score obtained by
the respondents out of 20 items was 9 and the highest is 20.00 resulting to a grand mean of
15.86. Hence, the level of the respondents/ pragmatic competence is very competent.
Table 2. Grammatical and Pragmatic Competence of the Respondents.
No. of
Type Student Lowest Highest Level
s Score Score Mean
Grammatical 113 5.00 21.00 15.71 Very
competen
t
Pragmatic 113 9.00 20.00 15.86 Very
competen
t
Contexts in their English language abilities and their Level of Grammatical and
Pragmatic Competence.
Table 3 reveals correlation values from -0.04 to 0.15 with significance levels
greater than 0.05 which implied that the level of satisfaction of the respondents on the
contribution of different learning contexts in their English language abilities are not
with the role of watching TV and movies, listening to music, using the internet play in the
English language abilities of the respondents. Thus, there is a greater tendency that the
pragmatic competence of the respondents will become higher when they tend to always
Learning Contexts in their English Language Abilities and their Grammatical and
Pragmatic Competencies.
Grammatical Pragmatic
Items Competence Competence
Corr. Sig. Corr. Sig.
1. Schooling 0.00ns 0.96 -0.05 ns 0.56
0.06 0.51 0.07 ns 0.44
2. Attending an English language classes ns
5. Watching TV& movies, listening to music, using 0.15 0.12 0.18 * 0.05
ns
the internet play
0.04 0.68 -0.06 ns 0.51
6. Talking to native speakers of English ns
ns
*Significant Not Significant
Table 4 shows the correlation value of 0.46 with 0.00 significance level which implied
that there is a significant relationship between the grammatical competence and pragmatic
competence of the respondents. Thus, the respondents will likely have a greater chance
that when their grammatical competence increases, the pragmatic competence will also
tend to increase. That is, the higher their ability to recognize and produce the distinctive
(Chomsky 1965), the more they will likely become more knowledgeable of the linguistic
the sequential aspects of speech acts, and finally, knowledge of the appropriate contextual
use of the particular language's linguistic resources (Kasper & Blum-Kulka, 1993).
Table 4. Relationship between the Respondents’ Grammatical Competence
and pragmatic Competence.
Pragmatic Competence
Type
Corr. Sig.
*Significant
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter contains the summary of the results and conclusions derived from the data
gathered and recommendations based on the analysis and findings of the data.
SUMMARY
This study investigated the relationship between the learning context, grammatical
Education in Isabela State University Echague Campus. Specifically, the study aimed to
ascertain the respondents view in the role of learning contexts in the English language
abilities, the grammatical and pragmatic competence of the respondents, the relationship
between learning context and grammatical competence, leaning context and pragmatic
the study were the one hundred thirteen (113) pre-service teaching students of College of
Teacher Education enrolled during the school year 2018-2019. A questionnaire adapted
from Mojabi (2014) was used in order to determine information relating to the learning
contexts the respondents had been exposed to during their English studies. In order to allow
the assignment of a quantitative score to each respondent, each of the 7 questions in the
survey questionnaire will employ a 10-point Likert scale. The scoring will permit the
potential establishment of a relationship with the test scores on the grammatical and
pragmatic tests. The data collected were checked for consistency, accuracy and
completeness, and coded, organized, processed and analyzed using the Statistical Package
Based on the data gathered by the researcher, the summary of the findings are as follows:
play and the number of years on studying English were exceptionally helpful in the
improvement of their English language abilities. While watching TV & movies, listening to
music, using the internet are very helpful in the learning contexts in their English language
abilities.
Regarding the grammatical competence of the respondents they had their score had the
grand mean of 15.71 which indicates that the respondents are very competent. Similarly,
the respondents are also very competent in their pragmatic competence with the grand
mean of 15.86.
The relationship of the learning context and grammatical competence has a weak
relationship however the relationship of learning context and the pragmatic competence has
positive relationship between each other. While the correlation between grammatical
competence and pragmatic competence has a significant relationship with the correlational
Based from the findings of this study, the following conclusions were obtained:
The study affirms the theory that the learning contexts greatly influence the students
The overall result of the respondents’ grammatical and pragmatic competence shows that
the respondents are very competent in both the competencies which implies that the
competencies.
The first hypothesis saying there is no significant relationship between the learning
contexts and grammatical competence is therefore accepted because of the weak correlation
While the second hypothesis stating that there is no significant relationship between the
learning context and pragmatic competence among the respondents is rejected because the
data of research shows that the learning contexts of students greatly affects the pragmatic
To conclude the overall findings, there are several factors that affect the English language
abilities students that can be associated to their learning contexts, grammatical competence
and pragmatic competence. These factor may include: social environment, learners’ stage
of development, teachers’ efficacy and strategies, students study habits, motivation and
interest, family background, economic status in life and exposure to the multimedia.
RECOMMENDATIONS
In the light of the findings and conclusions, the following recommendations are
3. The other research enthusiasts are encouraged to conduct a similar study on a wider
scope to find out the validity and reliability of the findings of the present study.
Likewise, they are encouraged to investigate other factors that may contribute to
4. Finally, the future researchers are also encouraged to focus on the impact of medias
such as TV, music and the internet on how it contributes to the pragmatic
APPENDICES
Think about your level of English language proficiency i.e. how well you speak and write
English, as well as understand English when you listen or read. Which of the following
contexts (there may be more than one) played a large role in developing your proficiency.
For example:
1-No role 6- Fair Role
2- Negligible role 7- Medium Role
3- Small negligible 8- Satisfaction role
4- Somewhat perceptible 9- Very Satisfaction role
5- Perceptible role 10- Large role
10 9 8 7 6 5 4 3 2 1
1.What role did daily schooling play in your English
language abilities.
In the above example, the respondent scored a 6, meaning that state schooling play a fairly
significant role in the his/her learning of English, but not a major role.
--------------------------------------------------------------------------------------------------------------
Hi! I am having a great time (0) -------- Rome. It's hot and sunny and the people (1) ---------
very friendly. Yesterday, we (2) ----------- to the Coliseum. It was very old (3) ------------
really interesting. This afternoon we're going shopping in the local markets. Tomorrow
we're (4) -------- to leave Rome in (5) ---------- morning and travel (6) --------- train to
Venice. We've got some friends there. They're going to take (7) -------- to St Mark's Square.
Read the short conversations and select the correct answer from the options below:
Man: Yeah.
Man: It’s good – I had some really nice adobo. The waiter wasn’t that great, but it
8. A man is talking about a restaurant he went to. What does he say about it?
3
c) The place was noisy.
d) The food was good.
The teacher asks Pedro to help with the plan for the class trip.
T: OK, so we'll go by the bus. Who lives near the bus station? Pedro, could you check
the bus times for us on the way home tonight?
P: No, I can’t tonight, sorry
If you marked ‘No' above, what do you think the problem was: a)
socially inappropriate or b) grammatically incorrect
If you marked (a) above, can you provide some explanation for it?
Read the dialogues. Then select the correct answer from the options below:
Woman: Can I talk to you?
Man: Well, I have to leave in five minutes.
Man: This is the second time I have been turned down as a teaching assistant. It is so
depressing.
Woman: Well, you are certainly qualified. I wish there were more positions open.
Woman: I thought you could check that article out of the library.
Man: I could, if I had my card with me.
Woman: 150 pesos! Can you believe how much they are charging for this conference?
Man: Yes, but if we had pre-registered, we could have saved thirty pesos.
Woman: You are always in the library. Don’t you get out sometimes to relax?
Man: The only way I can see myself getting ahead is to spend this much time on my
studies
c) Achieve success
Woman: You look like you are a bit under the weather. Are you going to be able to get
this paper done?
Man: I have certainly come down with something. I hope I can keep working on the
paper
Yesterday, Mary’s brother let her 1._____________ his car. Mary goes to school.
Her classmates are very 4. _______________. Clara and Mary work at the same place.
They see each other every day and meet for lunch.
the cafeteria
9- Jose's mother advised him ----------- too near the lion's cage in the zoo.
1) not go 2) not to go 3) to not go 4) does not go
10- The people ----------- in line to get into the theatre were cold and wet.
1) stood 2) stand 3) standing 4) to stand
13- In our family, the ----------- between father and his children is of high value.
1) project 2) measure 3) friendship 4) assignment
16- There are many species of plants and animals in danger of -----------.
1) pollution 2) vehicle 3) extinction 4) climate
Directions: Questions 17-21 are related to the following passage. Read the passage and
decide which choice (1), (2), (3), or (4) best fits each space. Then mark your answer
sheet.
Mother Teresa was a kind woman who devoted her time to helping poor people. Mother
Teresa, whose (17) -------- name was Agnes Gencha Bejaxhiu, was born in Skopje,
Macedonia, the daughter of a grocer. (18) -------- she was 18 years old, she (19) -------- the
Order of the Sisters of Our Lady of Loreto, in India. For 20 years she taught wealthy girls
at the Order's
school in Calcutta, which stood within sight of the city's worst slums. Then one night, she
(20) -------- what she herself described as "a call within a call." To Sister Teresa the (21)----
-- was clear. She must go among the poor and help them.