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    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 động nâng cao năng lực ngôn ngữ tiếng Anh và xã hội học của sinh viên

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  6. Năng lực ngôn ngữ xã hội học của sinh viên năm thứ nhất tại Đại học Thái Nguyên: Đề xuất một số hoạt động nâng cao năng lực ngôn ngữ tiếng Anh và xã hội học của sinh viên

    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?



    THAI NGUYEN UNIVERSITY
    Socialist Republic of Vietnam



    BATANGAS STATE UNIVERSITY
    Republic of the Philippines
    ơ

    iii
    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.



    THAI NGUYEN UNIVERSITY
    Socialist Republic of Vietnam



    BATANGAS STATE UNIVERSITY
    Republic of the Philippines
    ơ

    iv
    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
    ơ

    v
    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
    ơ

    vi
    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
    ơ

    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












    THAI NGUYEN UNIVERSITY
    Socialist Republic of Vietnam



    BATANGAS STATE UNIVERSITY
    Republic of the Philippines
    ơ

    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



    THAI NGUYEN UNIVERSITY
    Socialist Republic of Vietnam



    BATANGAS STATE UNIVERSITY
    Republic of the Philippines
    ơ

    ix
    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



    THAI NGUYEN UNIVERSITY
    Socialist Republic of Vietnam



    BATANGAS STATE UNIVERSITY
    Republic of the Philippines
    ơ

    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



    THAI NGUYEN UNIVERSITY
    Socialist Republic of Vietnam



    BATANGAS STATE UNIVERSITY
    Republic of the Philippines
    ơ

    xi

    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







    THAI NGUYEN UNIVERSITY
    Socialist Republic of Vietnam



    BATANGAS STATE UNIVERSITY
    Republic of the Philippines
    ơ

    xii
    LIST OF FIGURES
    Figure
    1

    The Reasearch Paradigm .` .
    Page
    82

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