1

CHAPTER I

INTRODUCTION

Lexical competency is the ability to produce a language. It

is an aspect of both linguistic competence and communicative

competence Nordquist (2017). It is far more than the ability to

identify a given number of words. The process which learners

acquire a great deal information about a word takes place

gradually over a long period of time, and it is very elaborate.

In today’s modern generation people are engage in the English

language and make use of it in communication. English has been

considered to be the first global lingua franca. In today’s

modern world the English language has become part and parcel of

every existing field. It is vital in communication. Communication

is not effective without the use of lexemes or using vocabulary.

Today everyone is considered to be literate by their degrees and

diplomas, but the knowledge of English language makes an

individual literate.

Lexical competencies help the student to familiarize the

other meaning or relate it on what they already know. It helps

the learner to use another word for them to relate vocabulary of

language.

One should be able to pronounce the words in question, know

it’s part of speech, know how the word is used in a clause, the
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basic meaning of the word, ,and know the situation where the word

can be appropriately use.

According to Khatib and Hassandeh (2001) as cited by TAK

Eltahir (2016), vocabulary learning strategies are the actions,

set of techniques or language learning behavior that learners

take to help themselves to discover the meaning of new words and

retain them in long term memory

Along the Lexical Competence it includes inter-lexical and

intra-lexical domain. Vocabulary a set of familiar words within a

person’s language. A vocabulary usually developed by age, serves

as a useful and fundamental tool for communication and acquiring

knowledge. Acquiring an extensive vocabulary is one of the

largest challenges in learning a second language.

The Inter-Lexical Domain is the assumption behind the idea

of “mental lexicon” is that an individual goes beyond the

information given. Given a set of data, we operate on it and do

something. More specifically, we do two things: grouping and

generalizing. We group lexical items with respect to semantic

fields and hierarchical structures.

In teaching proficiency it is the primary need to enhance

their language skills. It also refers to the lexical knowledge

that is the ability of the students to comprehend, acquire and

recall the vocabulary items with relative success. Learners are

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also always concerned with the English vocabulary or the lexicon

knowledge. Vocabulary learning is an essential part in language

as the meanings of new words are very often emphasized, whether

books in classrooms and also the vocabulary knowledge is viewed

as a critical tool for second language learners because a limited

vocabulary in a second language impedes communication.

Teachers noticed the weaknesses of the students throughout

writing composition and also in terms of speaking. Through

English Language will determine the ability of the learners on

how they cope in using second language acquisition. Teachers play

a critical role in supporting language development. Beyond

teaching children to read and write in school, they need to help

children learn and use aspects of language associated with the

academic discourse of the various school subjects.

They need to help them become more aware of how language

functions in various modes of communication across the

curriculum. They need to understand how language works well

enough to select materials that will help expand their

students’ linguistic horizon and to plan instructional

activities that give students opportunities to use the new

forms and modes of expression to which they are being exposed.

Teachers need to understand how to design the classroom

language environment so as to optimize language and literacy

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learning and to avoid linguistic obstacles to content area

learning. A basic knowledge of educational linguistics is

prerequisite to promoting language development with the full

array of students in today’s classrooms. Almost every

classroom teacher recognizes the need to teach vocabulary (the

lexicon), and most teachers do so. Usually, technical or unusual

words used in texts are targeted for instruction. Definitions for

each one are solicited from the students or are supplied by the

teacher before the text is read in interactions

Students’ encountered difficulties in terms of lexicon on

how to use the words properly. Students have difficulties in

lexemes, it generally includes sensitivity many words are

ambiguous over one sense (“watered" means “diluted" or

"nourished"). It can leads to confusion when they encounter the

word it is difficult to understand because some of words have

more equivalent meanings or the synonyms.

We have different system of words or how people use to

language in expressing thoughts and feelings share their ideas

towards others. And as of different countries English is the

second language used as universal language for communication.

In general, the amount of vocabulary is a simple and clear

index of telling the level of proficiency in a second

language, the learners are also always concerned with the size of

English vocabulary or lexicon knowledge.

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In the Philippine setting, the traditional education is

reinforced into a progressive and developed design to K to 12

curriculums. Under the objectives and values of the recommended

concepts in K to 12, the English language learners in secondary

level is assigned to work multitask to develop and introduce the

skills that approaches lexical competence and new academic styles

in meaningful learning to pattern on the interest of each student

to identify their strengths and weaknesses.

Lexical competence is an important skill for the attainment

of full mastery of the four language skills in order to enable

students to cope with academic tasks at tertiary level.

Therefore, CBSUA aims to develop globally competitive

graduates and well equipped in the new curricula. This study

could all be a valuable item to be more aware on students’

learning lexical competence and improve learning strategies in

communication and understanding lexical skills.

STATEMENT OF THE PROBLEM:

This study will determine the lexical competencies of CBSUA

(Central Bicol State University of Agriculture) students in

Pasacao Campus.

Specifically, the study will seek to answer the following

questions:
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1. What is the level of lexical competencies of CBSUA students

Pasacao Campus along:

a) vocabulary

b) grammatical competence

2. Is there a significant difference among groups and level of

lexical competency?

3. What strategies can be suggested to enhance the lexical

competencies of the students in CBSUA Pasacao?

OBJECTIVES OF THE STUDY

This study will determine the level of Lexical Competencies

of students in CBSUA Pasacao and determine if there is

significant difference among majors. Among the objectives of the

study are:

1. Determine the level of lexical competency of CBSUA students

Pasacao Campus among majors along their vocabulary, grammatical

competence.

2. Test whether there is a significant difference among groups

and level of their lexical competency along their vocabulary, and

grammatical competence.
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3. Identify the strategies that can be suggested and recommended

to enhance the lexical competencies of the students in CBSUA

Pasacao.

SIGNIFICANCE OF THE STUDY

The result of this study is beneficial to the following:

Students: This study will let the students be aware of their

lexical skill. They will be able to improve their lexical

competency and make use of it in their future teaching.

Teacher: The result of this study may leads to effective

teaching strategies applicable in the teaching process for

student lexical skill development.

Parents: The result of this study will help them to

understand the lexical competence of the students and its

significance.

Researcher: This study will help the researcher to gain

knowledge and information that they can use in their future

career and to complete the requirements of their subject.

Other researcher: The result of this study may help other

researcher to serve as their reference for more information about

lexical competency.
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Community: The result of this study may leads to awareness

on how far the student learned and progress in school. The

community can give attention and support, to be productive and

competitive individuals.

SCOPE AND DELIMITATION OF THE STUDY

The research will determine the level of lexical competencies

of CBSUA students Pasacao, Camarines Sur along these parameters:

vocabulary, and grammatical competence.

The gathered information from the subjects will identify

their Lexical Competencies among the four majors of CBSUA Pasacao

students the English, Science, Mathematics, and Elementary

Education.

This study will use sampling to measure the specific

respondents. The reason of using this method is the size of the

population.

ASSUMPTION

The students among majors in CBSUA Pasacao use strategies to

enhance their level of lexical competence.

HYPOTHESIS
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There is a significant difference in the level of lexical

Competencies among majors of CBSUA students in Pasacao Campus.

DEFINITION OF TERMS

The following terms are conceptually and operationally

defined for clearer understanding.

Communicative Competence: This refers to synthesis of

knowledge of basic grammatical principles, knowledge of how

language is used in social settings to perform communicative

functions, and how knowledge of utterances and communicative

functions can be combined according to the principles of

discourse (Curriculum Guide 2016). In this study, it is defined

as the ability to develop their speaking skill using the

language.

Grammatical Competence: This refers to the ability to

understand and express meaning by producing and recognising well-

formed phrases and sentences.

Lexical Competence: This refers to the ability to produce

and understand the words of a language (Nordquist 2017).In this

study, it is defined as the process of using the second language

acquisition.

Strategy: This refers to a careful plan or method for

achieving a particular goal usually over a long period of time

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(Merriam Webster Dictionary). In this study, it is defined as

using different techniques to promote knowledge.

Vocabulary: This refers to the body of words used in

particular language (Oxford Dictionary). In this study, it is

defined as how individual person known by using the words.

Qualitative Analysis: This refers to the type of analysis

focuses on in-depth reasoning and quality of results. This type

of analysis does not use any statistical tools in the process.

Quantitative Analysis: This refers to a technique that seeks

to understand behaviour by using mathematical and statistical

modelling, measurement, and research.

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NOTES

Richard Norquist (2017).Lexical Competence” Available at

https://www.thoughtco.com/what-is-lexical-competence-1691114

Nordquist,R. "English as a lingua franca (ELF)." ThoughtCo,

Mar. 7, 2017, thoughtco.com/english-as-a-lingua-franca-elf-
1690578. Available at: https://www.thoughtco.com/english-as-a-
lingua-franca-elf-1690578

TAK Eltahir (2016).“Depth of Lexical Processing Scale and

Vocabulary” Available at: http://www.tesl-ej.org/pdf/ej78/a5.pdf
https://en.wikipedia.org/wiki/Vocabulary

Pak Jupiter Paul (2010) “Communicative Competence”

Retrieved from:
https://www.scribd.com/document/43704386/Communicative-Competence

Shigenori Tanaka “Lexical Competence in English”.COCONE

Institute for Language Education. Available at:
http://www.cifle.jp/news/cifle_report_008.pdf

THE IMPORTANCE OF VOCABULARY IN LANGUAGE LEARNING AND HOW TO

BE TAUGHT. International Journal of Teaching and Education.(Vol.
III, No. 3 / 2015) DOI: 10.20472/TE.2015.3.3.002. Retirieved
from: http://webcache.googleusercontent.com/search?
q=cache:kaqM3lMXqeoJ:www.iises.net/international-journal-of-
teaching-education/publication-detail-213%3Fdownload
%3D2+&cd=1&hl=en&ct=clnk&gl=ph

Kristina,R. (2018)”Five Things Teachers Can Do to Improve

Learning for ELLs in the New Year”. Available at:
http://www.colorincolorado.org/article/five-things-teachers-can-
do-improve-learning-ells-new-year
 12

Lily,W.(2000) What Teachers Need to Know About Language

Retrieved from:
https://www.readingrecovery.org/images/pdfs/Conferences/NC12/Hand
outs/Rosser_Mary_Lily_Wong_FIlmore-Oral_Language.pdf
G. Chloes research

DepEd K to 12 BASIC ENGLISH CURRICULUM. Available

at: http://www.d eped.gov.ph/sites/default/files/page/20
16/English%20CG_0.pdf

Shigenori Tanaka “Lexical Competence in English”.COCONE

Institute for Language Education. Available at:
http://www.cifle.jp/news/cifle_report_008.pdf

https://www.slideshare.net/mobile/sulmaupb/grammatical-
competence-2
https://www.merriam-webster.com/dictionary/strategy

https://en.oxforddictionaries.com/definition/vocabulary

http://www.statisticssolutions.com/qualitative-analysis/
https://www.investopedia.com/terms/q/quantitativeanalysis.asp
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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the various readings related

literature and studies from different sources such as master’s

thesis, internet, and books which were directly and indirectly

relevant to this study.

RELATED LITERATURE

According to (Newton, 2001) cited by Moghaddam (2017),

teachers need to ensure that through tasks, learners are given

opportunities to meet and explore new vocabulary without direct

teacher assistance, and to use this vocabulary to meet meaningful

task goals.

Communication is the source of a person’s daily

conversation. People tend to listen more rather than speaking.

Listening is used more because people tend to give all ears and

do accept messages even though it is unintentional. According to

Grimsley (2003) as cited by Apolonio and Basilan (2017),

communication is sending and receiving information between two or

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more people. The person sending the message is referred to as the

sender, while the person receiving the information is called the

receiver. The information conveyed can include facts, ideas,

concepts, opinions, beliefs, attitudes, instruction and even

emotions.

According to Sollier (2005) as cited by Apolonio and Basilan

(2017), communication is about more than just exchanging

information. It’s about understanding the emotion and intentions

behind the information. Effective communication is also a two-way

street. It’s not only how one convey a message so that it is

received and understood someone in exactly the way the speaker

intended, it’s also how a person listens to gain the full meaning

of what’s being said and to make other person feel heard and

understood.

Allen (2002) as cited by Wangru (2016) defined lexeme

“lexemes can be regarded as groupings of one or more word forms,

which are individuated by their roots and for derivational

affixes.” Hence, “the use of the term ‘vocabulary’ or ‘word’ has

general common sense validity and is serviceable when there is no

real need to be precise

According to Hasegawa (2016), several recent studies have

concentrated on effective teaching strategies for second/foreign

language education. One aspect, vocabulary acquisition, is an

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essential component of target language learning. Learners’ sense

of difficulty in the target language usage largely involves

vocabulary knowledge, as their word knowledge plays a decisive

role in enhancing their confidence as well as both receptive and

productive skills in the language. Although vocabulary learning

was neglected as an important part of second/foreign language

learning in the past, it has become one of the most dominant

current research areas in second/foreign language education.

Some studies have shown that learners need multiple

opportunities to encounter target words through engaging in

classroom A Comparison of Formative Vocabulary Tests as Credited

and Non-Credited Assessment Tasks activities, and this is

especially the case where the teacher plays an active role.

However, there is commonly insufficient teaching/learning

time for students’ vocabulary learning and acquisition during

contact hours in class, especially in higher education where

there are strict constraints on the number of classroom teaching

hours allocated in the interest of saving the faculty’s

management costs.

Dwyer and Neuman (2009) as cited by Zentner (2016) defined

vocabulary as the words we must know to communicate effectively:

words in speaking (expressive vocabulary) and words in listening

(receptive vocabulary). Students’ vocabularies play important

roles in their lives future possibilities.

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Over the years vocabulary instruction has been more a

priority for older age groups, but research indicates that

students are beginning school with these vocabulary gaps. The

NICHD (2000) as cited by Zentner (2016) identified vocabulary as

one of the pillars for comprehension and noted how little

research had been conducted on vocabulary instruction outside of

third and eight grade. This is, possibly due to little emphasis

on vocabulary instruction in early grades.

According to Coyne et. al., (2009) as cited by Zentner

(2016), students’ knowledge of word meaning develops from no

knowledge, through varying levels of partial knowledge, to more

full and complete knowledge.” He also observed that how well a

word is known is determined by whether a student can discriminate

a word from other words and understand it in novel contexts and

in different forms. The knowledge of a word’s meaning becomes

gradually more refined with every new exposure to that word.

University of Iowa (2015) stated that in many professions,

the need for communication skills has never been more critical.

Employers consistently cite communication skills as the major

requirement for success in professional careers. Students of

communication studies learn to analyse written, oral, visual, and

electronic messages from historical, critical, and social science

perspectives. They also learn to produce such messages as a means

of artistic and functional expressions.

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According to Krashen (1983) as cited by Schutz (2014),

‘learning’ is less important than ‘acquisition’. Acquisition

involves the subconscious acceptance of knowledge where

information is stored in the brain through the use of

communication; this is the processed used for developing the

nature language.

One of the skills that should be learned and developed in

every educational institution is communication skills. In Siman’s

article (2013) as cited by Durante “How to Improve the

Communication Skills of the Learners,” he disclosed the vital

role of communication towards understanding of everyone involved

in the process. He explained that in the classroom setting, the

teachers are faced with the challenges of how to improve the

communication or speaking and writing of the learners.

According to Siman, there was blaming that continues to

lurk. Secondary school teachers tend to blame the elementary

school teachers foe producing pupils who are lagging behind in

terms of communication skills. College and University Professors

wonder how the high school mentors academically nurtured the high

school students they come to them unequipped with the

communication abilities. Most of the college students cannot

express simple ideas clearly nor write effective and properly

structured compositions or even sentences.

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Because of this, Siman recommended effective tips that he

has practiced in improving the language sentences every time they

answer a questions, give everyone a chance to report so that

everybody gets the chance to polish their speaking craft, and

implement formal or informal theme writing in every class,

encourage teachers to develop the habit of reading and impose the

“Speak English” and “Magsalita sa Filipino” campaign in every

classroom. He challenged every teacher to be a model of all the

activities cited above for the learners and follow mentors to

emulate.

Gideon Tavora (2013) Language Acquisition is the process by

which humans acquire the capacity to perceive, produce and use

words to understand and communicate. This capacity involves the

picking up the diverse capacities including syntax, phonetics and

an extensive vocabulary. This language might be vocal as with

speech or manual as in sign. Language acquisition usually refers

to first language acquisition, which studies infants’ acquisition

of their native language, rather than second Language acquisition

that deals with acquisition in both children and adults of

additional languages.

Chomsky’s generative grammar ignores semantics and language

use, focusing on the set of rules that would generate

syntactically correct strings. This led to model of acquisition

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which attempted to discover grammar from examples of well- formed

sentences, ignoring semantics or context. However it turns out

that infinitely many rules set or grammars can explain the data,

so discovering one would be difficult. Indeed, trained

linguistics working for decades have not been able to identify a

grammar for any human language.

Chomsky suggested that what was universal across all

languages were a set of principles that were modified for each

particular language by a set of parameters.

Noam Chomsky proposed the language acquisition device, The

LAD concept is a component of the nativist theory of Language.

This theory asserts that humans are born with the instinct or

“innate facility” for acquiring language. Chomsky has gradually

abandoned the LAD in favour of a parameter- setting model of

language acquisition (principles and parameters). A person’s

vocabulary is the set of words they are familiar with in a

language. A vocabulary usually grows and evolves with age, and

serves as a useful and fundamental tool for communication and

acquiring knowledge.

“Focal Vocabulary” is a specialized set of terms and

distinctions that is particularly important to a certain group;

those with a particular focus of experience or activity. A

lexicon or, or vocabulary is a language’s dictionary, its set of

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names for things, events, and ideas. Some linguistics believes

that lexicon influences people’s perception on things. English

speakers can also elaborate their snow and cattle vocabularies

when the need arises.

Learning vocabulary is one of the first steps of learning

a second language, yet one never reaches the last step of

vocabulary acquisition. Whether in one’s native language or a

second language, the acquisition of new vocabulary is a

continuous process. Many methods can help one acquire new

vocabulary.

Teachers are one of the school environmental factors who

have important roles in increasing students learning achievement,

Wang (2013).Teachers are vital tools who have duties to transfer

knowledge to the learners. The teacher is also important in the

teaching and learning process in the classroom because they can

assess if their students know to read proficiently or not.

Yanosky et al., (2012) stated that all students

received an initial screening called the Assessing Comprehension

and communication in English State-to-State for English Language

Learners (ACCESS) that assesses students 'English language

proficiency in reading, writing, listening, and speaking. The

ACESS assigns students to a basic proficiency level that teachers

can use for making grouping decisions. The proficiency levels are
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entering, emerging, developing, expanding, bridging, and

reaching. The final level represents students who have progressed

through their English Language development and are proficient in

English.

Rafael (2012) as cited by Durante, mentioned that

communication is a key to learning because it is the most

essential and vital element in sharing and acquiring knowledge.

It is therefore the root of all knowledge and wisdom because even

the subject are taught in all educational institutions have their

own descriptors and contents, but there is only one process that

deals with them all, that is, communication. She viewed

communication as an essential function of civilization which

includes listening, speaking, reading, and writing. She also

traced the functionality of communication in the transfer of

information from past generation with the use of scripture and

printed materials.

Delos Angeles (2012) recommended that “Speak English

Campaign” should be launched in schools to strengthen the English

Instruction, parent and community leaders should also be involved

in the school’s “Speak English Campaign”. He also cited Cioco and

said that classroom management” is the result of the combination

of a large numbers of factors and influence. These factors came

from the teacher, learners and from the nature of the subject.
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According to Diamond and Gutlohn (2010), vocabulary knowledge

is not something that can ever be fully mastered, it is something

that expands and depends over the course of a lifetime.

Instruction in vocabulary involves far more than looking of words

in a dictionary and using sentence. Vocabulary is acquired

incidentally through indirect exposure to words and intentionally

through specific words and word learning strategies.

Oxford, as cited by Chen (2010) defined language learning

strategies in specific actions or techniques that learners use to

assist their progress in developing second or foreign language

skills, language learning strategies are believed to play a vital

role in learning a second language, as they may assist learners

in mastering the forms and functioned required for reception and

production in the second language and thus affect achievement.

The classification of learning strategy also varies. Perhaps

the most comprehensive classification of language learning

strategies to date is developed by Oxford (Ellis, 1994). Oxford’s

(1990) Strategy Inventory for Language Learning (SILL) is divided

into direct and indirect classes.

Direct strategies include the strategies used directly in

dealing with a new language. The direct strategies are further

subdivided into three strategies: memory, cognitive and

compensation strategies. Memory strategies are those learners use

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to store and retrieve information. Compensation strategies help

student to overcome knowledge gap to continue the communication

such as guessing intelligently and overcoming limitations in

speaking and writing (Oxford, 1990). Indirect strategies are used

for general management of learning.

Indirect Strategies are further subdivided into three

groups: metacognitive, affective and social strategies.

Metacognitive strategies help learners to control their own

mental processes for instance centring their learning, evaluating

and planning their learning and evaluating their learning.

Affective strategies help to control emotions, motivations and

attitudes such as lowering their anxiety, encouraging themselves

and taking their emotional temperature. Social strategies involve

learning interaction with others e.g. asking questions,

cooperating with others and empathizing with others.

Hsiao (2008) as cited by Vedad, asserted that the learning

strategies of good language learners, once identified and

successfully taught to less proficient learners could have

considerable effects on facilitating the development of second

language skills. Therefore, if language teachers know more about

effective strategies the less proficient learners will enhance

these learners’ language skill.

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RELATED STUDIES

In the study of Mokhtar (2016), entitled “The English

Lexical Acquisition of Adult Learners in Instructional Setting”

examined the receptive and productive English vocabulary

knowledge of tertiary students. Vocabulary Level Tests (VLT)

consist three tests which were used to collect the data, namely

Passive Vocabulary Tests (PVT), Controlled Active Vocabulary

Tests (CAVT) and Free Active Vocabulary Tests (FAVT). A total of

360 first-, second- and third-year university students were

involved in the study. The findings revealed that majority of

them had very limited lexical knowledge to use English as their

second or foreign language, though formal exposures to English

language had been given to them for at least 11 years before

entering the tertiary level. In trying to unfold the unsuccessful

attempt to enhance the students’ lexical competence through the

present Malaysian education system, the issue of lexical input in

terms of quality and quantity had been raised

Carranza et al. (2015) in their study, “Vocabulary Learning

and Strategies Used by Teacher Education Students ”. In the light

of the findings of the study, it is concluded that the different

strategies in learning vocabulary are mostly oftentimes used by

the Teacher Education students. The students achieved nearly

 25

competent level of performance in context clues, word analysis

and dictionary skills.

Furthermore it was recommended that the provisions for

students’ vocabulary learning activities and strategies in

English subjects be further emphasized through independent and

cooperative learning to improve their skills. This signifies that

more intensive vocabulary trainings and activities be given to

Teacher Education students to enhance and sustain their skills in

this area of English study. Along this line, a vocabulary module

for Tertiary Education students was developed to enhance the

vocabulary skills of the students. A similar/follow up study

incorporating other variables that may affect the vocabulary

performance of the students in similar or other fields may be

conducted to strengthen results of this study.

Martirosyan, Hwang, and Wangjohi (2015), in their study

“Impact of English Proficiency on Academic Performance of

International Students.” states that along with language

proficiency, there may be many other factors associated with

international students' academic success such as motivation,

learning strategies, background variables, and personal

characteristics, as stated in Staynoff (1997). As noted in the

literature review, other contributing factors, especially those

within the cross-cultural dimension influencing academic

 26

performance of international students, should be considered as

intervening factors.

According to Rost (2004) as cited by Baran (2015) in the

study “Pupils Preferred Language Learning Activities and their

performance: Input to an enhance language learning program.”

proposed that there are three reasons speaking skill, first,

spoken language provides a means of interaction for the learner.

Because learners must interact to achieve understanding, access

to speakers of the language is inadequate, the quality of that

work – be it a product or service- will suffer as a result.

Ensuring “good” and “effective” communication is a fundamental

component of providing high qualities services and products, good

effective communication at work. Therefore is not a luxury or an

optional extra but essential for success.

Kuhr (2014) in his study on the “Students’ attitude towards

English Language Learning and Academic Achievement.” stated that

as English becoming more achievement for the students in any

field. He closely conclude that students view English Language

learning as closely associated with their overall academic

achievement and there is a positive attitude prevailing among the

business students about association between learning the English

language and their overall academic achievement.

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In the paper of Echeverria (2014) studied the “Acquisition

of Lexical Competence in English as a Second Language”. The

research focused on vocabulary acquisition necessary to bear in

mind all the complexities implied in knowing a lexical item in

order to delimit the assessment of vocabulary knowledge with

different components: the context of vocabulary use, vocabulary,

knowledge and fundamental process and metacognitive strategies

for vocabulary use.

Crossley, Salsbury and Mcnamara (2014) studied lexical

proficiency in oral and written texts produced by second language

(L2) learners of English. They examined the relationships between

analytic scores of depth of lexical knowledge, breadth of lexical

knowledge, and access to core lexical items and holistic scores

of lexical proficiency. Using a multiple regression analysis,

study found that collocation accuracy, lexical diversity and word

frequency are significant predictors of human evaluations of

lexical proficiency. Collocation accuracy explained the greatest

amount of variance in the holistic scores (84% in the written

samples and 89% in the spoken sample). The authors discussed the

importance of collocation accuracy in predicting human judgments

of lexical proficiency

Nation (2001), as cited by Huang and Eslami (2013), in their

study “The use of Dictionary in contextual Guessing strategies

 28

for vocabulary learning by advanced English-Language Learners”

stressed that learning vocabulary via guessing from context is

the most important of all sources of vocabulary learning

Vocabulary is one indicator of a learner's background

knowledge. If a learner understands a word, he or she probably

has an understanding of the concepts related to the word. A study

of reading comprehension found that background knowledge and

vocabulary were the strongest predictors of comprehension and

indirectly influenced whether a student would apply problem

solving strategies when meaning breaks down, according to Cromley

& Azevedo (2007) as cited in Douglas Fisher's study of vocabulary

and Background knowledge: Important Factors in Reading

Comprehension (2013)

According to Zareva (2013) in his study entitled “A model of

Lexical knowledge Assessment of Adult Native and Non Native

speakers of English”, here, structure of the mental Lexicon of

advanced and intermediate non- native speakers of English is the

cone of the research. The study focused on adult second language

(L2) learners. ”Structure of the mental lexicon and the

dimensions on which state the overall of their vocabulary

knowledge can be examined.” A model of studying Lexical

Competence was proposed, which distinguished within the receptive

and the productive domain two levels of assessment analysis: a

micro level knowledge of the grammar of individual words, and

 29

macro level the overall state of the learners” Lexicon as

reflected by bundies by published authors in history and biology

and by students at three different levels is those disciplines.

The finding of the study is indicated that students rarely used

these targets bundies in their writing. In addition when the

students dis uses certain bundies, their use did not correspond

to the uses of bundies employed by professional authors. “

In the paper of Ozturk’s (2013) “Lexical Competence in the

Common European framework of Reference for Language”, conducted a

critical evaluation of the construct of Lexical Competence as

defined as Common European Framework (CEF) is the light of

literature on lexical acquisition in a second language. The

comprehensiveness of the CEF was seen in the dimensions of

vocabulary knowledge, vocabulary control, vocabulary size, and

vocabulary image in the second language acquisition”.

According to Canale (2000) as cited by Swain (2013) stated

the separate fact about grammatical competence to Lexical

Competence. The grammatical competence includes knowledge of

lexical items, rules of morphology, syntax, sentence- grammar,

semantics, and phonology. The communicative paradigm has come to

dominate the way that we think about Language Competence in

general, and this has generally had a bad effect

 30

According to Hargrave and Senechal (2000) as cited by

Cayubit (2012) in his study Vocabulary and Reading Comprehension

as a measure of reading skills of Filipino Children. Vocabulary

is a component of reading that provides an indication of the

overall reading ability of the participants and participants who

scored high on this subscale demonstrates high skills in terms of

understanding and deducing the meaning of Filipino words common

among Grades 3 and 4 pupils.

Reading Comprehension was included because it has been

identified as one of the basic components of reading ability

(Baddeley et al., 1985) cited by Cayubit (2012). This measures

the level of understanding of the participants of the passages

that they have read by answering its succeeding questions.

Participants who score high on this subscale exhibit the ability

to understand and make inferences about what they have read.

Universities now explicitly state generic skills as a

requirement in the program outcome since 2008, consistent with

According to Iksan et al (2012) in their study, "Communication

Skills Among University Students", the role in producing

graduates in various fields to fulfil the market needs does not

only focus on academic achievement, but also on generic skills or

"soft skills" required for them to compete in the global market.

Furthermore, employers now place great importance on generic

 31

skills and personality in choosing their future employees.

Therefore, local "performance based curriculum" which started the

same year. Communication skills are important specifically during

the process of seeking job. The new graduate would be tested on

their communication during their job interview. Therefore,

universities and faculties have to ensure that students are

equipped with the ability to communicate clearly and effectively.

Delos Angeles (2012) recommended that “Speak English

Campaign” should be launched in schools to strengthen the English

Instruction, parent and community leaders should also be involved

in the school’s “Speak English Campaign”. He also cited Cioco and

said that classroom management” is the result of the combination

of a large numbers of factors and influence. These factors came

from the teacher, learners and from the nature of the subject.

Gengesh (2011), in his study “The Relationship between

English Language Proficiency and Academic Performance of

university students - Should Academic Institutions Really be

concerned.” states that there is a significant but moderate

positive relation between the students' proficiency in English

and their overall academic success. Specifically, the higher the

English proficiency of students on entry to the university, the

better they performed in their degree area courses as well as in

their English Levels.

 32

Lucas et al (2010) discussed “A study on the Intrinsic

Motivation Factors in Second Language Learning among selected

freshmen students”. The paper presented skills where students are

intrinsically motivated to learn and they are speaking and

reading skills. Because of the nature of those skills and the

benefits them may gain from learning and mastering them, they

find them interesting and relevant, thus they are driven to learn

those skills. Also this study could be associated to the present

study how the students learn the second language.

THEORETICAL FRAMEWORK

There were sets of theories anchored to this study.

Discussed below are the theories that have been used to support

the intent of the study.

The main theory anchored on this study is the Theory of

Universal Language by Noam Chomsky (1960).

The framework illustrates how other theories support the

main theory and affect the lexical competence.

Noam Chomsky proposed a revolutionary idea: We are all

born with an innate knowledge of grammar that serves as the basis

for all language acquisition. He says that language for humans is

a basic instinct. The language properties inherent in the human

 33

mind make up 'Universal Grammar', which consists, not of

particular rules or of a particular grammar, but of a set of

general principles that

Scaffolding
Schema Theory
Theory
(Frederic
(Jerome
Bartlett, 1932)
Bruner, 1976)

Lexical Field
Social Learning
Theory Theory
(Albert (Jost Trier,
Bandura, 1977) 1931)

Theory of Universal
Grammar
(Noam Chomsky, 1960)
 34

Lexical Competence

Figure 1
Theoretical framework illustrating the main ideas and supporting
theories.

apply to all grammars and that leave certain parameters open;

Universal Grammar sets the limits within which human languages

can vary.

Another way to view Universal Grammar is to see it as part

of the brain. He proposed that we are all born with a fundamental

understanding of the underlying mechanisms of language. Chomsky’s

original work, called universal grammar, is the reason why humans

can recognize grammatically correct yet nonsensical phrases. Past

research has shown our ability to distinguish words from no

words even without an understanding of the language, is a skill

that even non-verbal babies possess.

 35

The universal grammar suggests humans learn language by

observing and memorizing grammatical cues. This theory posits

that our understanding of language is built solely on experience,

not an internal language processing feature which can help

students to improve their lexical competencies and attain the

different parameters used in this study.

The first supporting theory of this study is the Lexical

Field Theory by Jost Trier as cited by Willems (2014). Trier

argued that words acquired their meaning through their

relationships to other words within the same word-field. An

extension of the sense of one word narrows the meaning of

neighboring words, with the words in a field fitting neatly

together like a mosaic. If a single word undergoes a semantic

change, then the whole structure of the lexical field changes.

The lexical field is often used in English to describe terms

further with use of different words. Trier's theory assumes that

lexical fields are easily definable closed sets, with no

overlapping meanings or gaps. These assumptions have been

questioned and the theory has been modified since its original

formulation.

The above information is also supported by the Schema

Theory of Frederic Bartlett (1932) cited by Pappas (2014)

suggested that human beings apparently possess generic

 36

knowledge in the form of unconscious mental structures

(schemata) and that these structures produce schematized errors

in recall when they interact with incoming information. Thus,

it is through schemata that old knowledge influences new

information. So, basically, schemata (plural of schema) are

psychological concepts that were proposed as a form of mental

representation for selected chunks of complex knowledge, which

are then stored in the long-term memory.

The Scaffolding Theory by Jerome Bruner (1976), states that

when children start to learn new concepts, they need help from

teachers and other adults in the form of active support. They

are dependent on their adult support, but as they become more

independent in their thinking and acquire new skills and

knowledge, the support can be gradually faded. Scaffolding

can be seen as support a teacher offers to move the student

toward his/he potential understanding.

It is nearly related to the Social learning theory by Albert

Bandura (1977) cited by McLeod (2016) agrees with the

behaviourist learning theories of classical conditioning and

operant conditioning. He adds two important ideas, mediating

processes occur between stimuli & responses. Behavior is

learned from the environment through the process of

observational learning. Observational Learning, children observe

the people around them behaving in various ways.

 37

This is illustrated during the famous Bobo doll

experiment (Bandura, 1961).

Individuals that are observed are called models. In

society, children are surrounded by many influential

models, such as parents within the family, characters on

children’s TV, friends within their peer group and

teachers at school. These models provide examples of

behavior to observe and imitate, e.g., masculine and

feminine, pro and anti-social, etc.

The four theories supporting the main theory which was

discussed above supported the study, wherein their main focus

is to improve and attain the parameters in the study. The

said parameters have been very beneficial in developing the

lexical competencies of CBSUA students in Pasacao Campus.

CONCEPTUAL PARADIGM

The conceptual paradigm illustrate in figure 2 is the

process of the study centered by the parameters focusing on the

lexical competency of CBSUA students in Pasacao Campus.

The independent variable in this study provides information

to the parameters associates the lexical competency of the CBSUA

Pasacao students. These are vocabulary, inter-lexical competence,

and communicative competence to know the lexical competency of

 38

CBSUA students in Pasacao campus. The dependent variables are

measured by these parameters.

The first box in the left represents the input of the study

and the second is the process that will use, and the third and

last box is the outcome or output of the study.

Lexical Competency of CBSUA students in

Pasacao Campus

Input Process

 Level of lexical
competencies of CBSUA
 Testing Questionnaires
students Pasacao Campus
along:
a) vocabulary
b) Grammatical  Gathering of Data
competence

 Significant difference  Interpreting Data

among the groups and
level of lexical
competency?  Presentation
 39

Output

 Seminar about: Strategies Enhancing Lexical Competency

of the Education students

Figure 2.Conceptual Paradigm

The researchers aim to gather data through questionnaires.

The data gathered will be manipulated by the statistical tools to

be a reliable one. The researchers aspire to know if there is a

significant difference in the in the level of lexical

competencies among majors along their vocabulary, and grammatical

competence. And also different strategies that can be suggested

used to enhance the students’ lexical competence.

SYNTHESIS-OF-THE-ART
 40

In the study of Moktar (2016) entitled “The English Lexical

Acquisition of Adult Learners in Instructional Setting” and

Zareva (2013) “A model of Lexical knowledge Assessment of Adult

Native and Non Native speakers of English” measure the lexical

competence of the adult non-native speakers of English. Majority

of his respondents had very limited lexical knowledge to use

English as their second or foreign language, though formal

exposures to English language had been given to them for at least

11 years before entering the tertiary level. This distinguished

within the receptive and the productive domain.

Moreover, the present study dealt with the lexical

competencies of CBSUA students in Pasacao Campus. Also, this

study identified the significant difference among groups along

their vocabulary, and grammatical competence.

There were also different strategies suggested that can be

used to enhance their lexical competence. This would be all

valuable for the awareness of the students’ in their lexical

competence and improve learning strategies in communication

through understanding lexical skills for their future field of

teaching.
 41

NOTES

http://repository.utp.edu.co/dspace/bitstream/handle/11059/5
525/42834083.pdf?sequence=1
Joshua A. Apolonio and Ma. Leticia Jose C. Basilan, Ph.D.
(2017) “Oral Communication in Context”, 3 and 33
http://repository.utp.edu.co/dspace/bitstream
/handle/11059/5525/42834083.pdf?sequence=1
 42

Cao Wangru, “Vocabulary Teaching Based on Semantic Field”.

Journal of Education and Learning: Vol.5,No.3;2016. Available at
http://www.ccsenet.org/journal/index.php/jel/article/viewFile/592
09/31717
Hiroshi, H. (2016). A Comparison of Formative
Vocabulary Tests as Credited and Non-Credited Assessment
Tasks: Japanese as a Second/Foreign Language at Tertiary
Level. International Journal of Languages, Literature and
Linguistics,(2016 ed.,Vol. 2, No. 4,). Available
at:http://www.ijlll.org/vol2/99-SA1020.pdf

Zentner, Randi, “Vocabulary Studies in Primary Grades: A

Review of the Literature”(2016). Culminating Projects in Teacher
Development.paper15.
University of Iowa (2015). “Communication Studies”.
Available at: http://www.Communication%20Studies%20_
%20Undergraduate#2 0Admission%20-%20University%20of%20IOWA.html
www.srareding.com
Tomasito D. Siman, “How to Improve the Communication Skills
of the Learners.” The Modern Teacher, Vol. LXII No. 7 (December
2013), 248-249.
Gideon Tavora (2013) “Encyclopaedia of Language, Linguistics
and Grammatical Analysis” (2013) Volume 1 , English Language
Communication , 110-117.
Xiaomin Wang (2013), Professional development module on
teaching technique Retrieved from
http://www.texascollaborative.org/teaching_module>htm)

Yanosky,T., sChong, A., Louguit, M.,Olson,E.,

Choi,Y.,MacGregor, D.,& Kenyon,D.M. (2012).Annual technical
report for ACCESS for ELLs English Language proficiency test,
series 202,2010-2011 administration (WIDA Consortium Annual
technical ReportNo.7). Madison,WI:Center for applied Linguistics.
Aurora C. Rafael, “The essence of Communication.” The
Modern Teacher, Vol. LXI No. 6, (November 2012), 210-211
Fe San Juaqin Delos Angeles,” Classroom Management Practices
of Multilingual Classes and their basic Academic Performance”.
(Unpublished Masters’ Thesis, University of Nueva Caceres, School
of Graduate Studies, Naga City 2012)
Yanosky,T., Chong, A., Louguit, M.,Olson,E.,
Choi,Y.,MacGregor, D.,& Kenyon,D.M. (2012).Annual Technical
Report for Access for ELLs English Language Proficiency Test.
 43

series 202,2010-2011 Administration (WIDA Consortium Annual

technical ReportNo.7). Madison, WI: Center for Applied
Linguistics.
Linda Diamond and Linda Gutlohn. “ Teaching vocabulary.
Reading Rockets”. (Online); Available
atwww.readingrockets.org.2010
In Chen “Language Learning Strategies used by High School and
Low English Proficiency Students in a Technology College.”
(Unpublished Master’s Thesis, National Changhua University of
Education, (Changhua, Taiwan, 2010)
T.Y. Hsiao (2008), “Comparing Theories of Language Learning
Strategies: A Confirmatory Factory Analysis.” Modern Language
Journal, 86, (2002), 368-383.

Ahmad AzmanMokhtar, “English Lexical Acquisition of Adult

Learners in Instructional Settings: Issue on Lexical Input. Vol.1
No.1 (2016).

Carranza et al. (2015), “Vocabulary Learning and Strategies

Used by Teacher Education Students ”. Sorsogon State College,
Sorsogon City, Philippines. Available at:www.apjmr.com

Martirosyan , Hwang, and Wanjohi (2015) Impact of English

Proficiency on Academic Performance of International Students.
ISSN: 2162-3104 Print/ ISSN:2166-3750 Online Volume 5, Issue 1
(2015),pp. 60-71 Journal of international students
http://jistudents.org

Baran, Melanie R. “ Pupils Preferred Language Learning

Activities and their performance : Input to an enhance language
learning program. ” Naga city, Naga College Foundation 2015.
Samar Kuhr, “students’ Attitude towards English Language
Learning and Academic Achievement.” (Published Masters’ thesis,
Al Suffah college for Women, Sargadha, Pakistan, 2014)
Echeverria, Valeria, “Acquisition of Lexical Competence in
English as Second Language.” (Published Thesis, University of
Chile, 2014)
 44

Crossley, S., Salsbury, T.,& Mcnamara, D. “Assessing Lexical

Proficiency Using Analytic Ratings: A Case for Collocation
Accuracy Applied Linguistics(2014)36(5):570-590

Shufen Huang and Zohren Eslami, The use of Dictionary and

Contextual Guessing strategies for Vocabulary Learning ny
Advanced English-Language Learners” (Published Master’s Thesis,
Canada Center of Education, English Language and Literature
studies, 2013)
Douglas Fisher's study of Vocabulary and Background
Knowledge : Important Factors in Reading Comprehension (2013)
McGraw Hill Education. FLEX - Vocabulary -and- Bqckground
-knowledge.pdf

Ryan Francis Ortiz Cayubit, “Vocabulary and Reading

Comprehension as a measure of Reading Skills of Filipino”.
University of Santo Tomas. Available at:
https://www.researchgate.net/profile/Ryan_Francis_Cayubit?
enrichId=rgreq-f9762b52bc05d1ebe7e85f1ff25e36fa-
XXX&enrichSource=Y292ZXJQYWdlOzI4MjEyMTUxMDtBUzoyNzcwNzk1NDg1NDcw
NzRAMTQ0MzA3MjMyMDU2NA%3D%3D&el=1_x_5&_esc=publicationCoverPdf

Zareva , Allapetrova, “ A model of Lexical knowledge

Assessment of Adult Native and Non Native speakers of English” ,
( Published thesis , University of Georgia , 2013 ).
www. Oecd. org
Iksan et. al. (2012) "Communication Skills among University
of Kebangsan Malaysia. Available at: www.sciencedirect.com

Fe San Juaqin Delos Angeles,” Classroom Management Practices

of Multilingual Classes and their basic Academic Performance”.
(Unpublished Masters’ Thesis, University of Nueva Caceres, School
of Graduate Studies, Naga City 2012)

Ghengesh (2011), The Relationship Between English Language

Proficiency and Academic Performance of university students -
Should Academic Institutions Really be concerned.
 45

Rochelle Irene Lucas, et al, “A study on the Intrinsic

Motivation Factors in Second Language learning among selected
freshmen students”. Philippine ESL Journal.Vol.4,(February 2010);
1-21
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universal-grammar-right-its-hardwired-our-brains-364236
KlaasWillemsUGent(2014)WorterbucherzurSprach-und
Kommunikationswissenschaft(WSK)online.vol.11: Theories and
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Christopher Pappas, (2014). Instructional Design Models and
Theories: Schema Theory. Retrieved at:
https://www.google.com/amp/s/elearningindustry.com/schema-
theory/amp#ampshare=https://elearningindustry.com/schema-theory

http://link.springer.com/article/10.1007/s11251-015-
9351-z
https://www.simplypsychology.org/bandura.html

CHAPTER III

RESEARCH METHODOLOGY
 46

This chapter presents statistical techniques implied in the

conduct of the study. It discusses the research designs,

instruments, and methods of data collection and the statistical

tools that were used to interpret the data.

RESEARCH DESIGN

The explanatory mixed method research design will be used in

this study. The descriptive-evaluative and comparative design

will be used to determine the level of Lexical Competencies of

CBSUA students in Pasacao Camarines Sur along their vocabulary

and grammatical competence. The same is will be used to test

whether there is a significant difference in the level of among

groups and level of lexical competency.

Thus, to identify the strategies that can be suggested and

recommended to enhance the lexical competence of the student in

CBSUA Pasacao will be identified by the survey method.

RESEARCH LOCALE
 47

This study will be conducted in the students of Central Bicol

State University of Agriculture Pasacao Campus S/Y 2018-2019. It

is located in Sta Rosa del Norte, Pasacao Camarines Sur the only

college university in the Municipality.

The image above is a map showing where the Central Bicol

State University of Agriculture-Pasacao Campus is located in

Pasacao, Camarines Sur.

 48

POPULATION AND SAMPLING

This study included two-hundred forty eight (248)

respondents of CBSUA Students in Pasacao the manner of choosing

the respondents is through quota sampling.

The table 1 shows the equal frequency distribution of the

respondents. The four majors English, Math, Science, and BEEd

have the same proportion of 25% represent 62 respondents. Among

the 25% population of group is a total 100% representation of the

students.

RESEARCH INSTRUMENT

This study utilized mainly the survey questionnaires in

identifying the Level of Lexical Competencies CBSUA Students in

Pasacao, Camarines Sur along their vocabulary, and grammatical

competence.

On the other hand, the above mentioned instrument also used

to know if there is a significant difference in the level of

Lexical Competencies of CBSUA Students in Pasacao, Camarines Sur

among groups along their vocabulary, communicative competence and

inter-lexical competence.

In addition, the survey conducted to know the factors

affecting the level of Lexical Competencies of CBSUA Students in

Pasacao, Camarines Sur. And identify

 49

TABLE 1
NUMBER OF STUDENTS

Major Population Sample Percentage

BEEd 350 62 25%

ENGLISH 250 62 25%

SCIENCE 200 62 25%

MATH 200 62 25%

Total 1000 248 100%

 50

strategies that can be suggested to enhance the Lexical

Competencies of the students in CBSUA Pasacao. Moreover, the

following parameters measured through the survey questionnaire.

STATISTICAL TREATMENT

The following statistical treatment used in this study:

Mean used to identify the level of Lexical Competencies of

CBSUA Students in Pasacao, Camarines Sur.

The analysis of variance (ANOVA) used to determine the

significant difference of the level of Lexical Competencies of

CBSUA Students in Pasacao.

The analysis used to determine whether there are

statistically significant difference between the means of two or

more independent group.

 51

NOTES

https://statistics.laerd.com/spss-tutorials/one-way-anova-using-
spps-statistics.php