ACTION PLAN RESEARCH

MC ELT - 1

ABAS, JHONWEL L.
BSED ENGLISH 1 - 2108
 THE GAP BETWEEN AVAILABLE EXPERIENCE AND ATTAINED COMPETENCE IN LANGUAGE
ACQUISITION

CONTEXT AND RATIONALE:

Language acquisition is the process by which humans acquire the capacity to perceive and comprehend
language (in other words, gain the ability to be aware of language and to understand it), as well as to
produce and use words and sentences to communicate.

The linguistic information that kids are exposed to doesn't seem to be enough to predict, on its own,
how much linguistic knowledge kids will later have. The logical difficulty of language acquisition has been
described as the discrepancy between the experience that is provided and the competence that is
gained. The approach to a solution, which has been adopted in linguistic theory over the past 20 years, is
to propose that the gap is closed by an inherent Universal Grammar, which is a system of knowledge
about what a human language may be and innate domain-specific mechanisms for arriving at a
grammar. Foreign languages are also accessible to adults. Abstractly speaking, the logical challenge of
learning a foreign language as an adult is the same as learning a child's native tongue: describing how
acquisition occurs in the context of the data's limits. But the issue also differs in several significant
respects. Foreign language learning varies in the degree of success, the nature and uniformity of the
resulting systems, susceptibility to factors like motivation, and the pre-existing state of the organism:
The learner already has a working knowledge of one language and a robust system of general abstract
problem-solving abilities.

The majority of adult language learners think that developing a vocabulary large enough to suit their
receptive and productive communicative demands is the most challenging part of learning a second
language. Although they acknowledge that grammar and the sound system must be taught, they believe
that spending the greatest time and effort on vocabulary learning is the most important. They are
probably correct intuitively, albeit possibly not for the intended causes. For instance, a normal learner
(particularly one who is in a classroom) will say that memorizing a form (either phonological or pictorial)
and its associated meaning is necessary for the acquisition of words. However, the issue is far more
intricate than this. Learning a lexical item involves learning a variety of properties, including the sound
sequence and the meaning(s) attached to it, as well as the syntactic category it falls under, co-
occurrence restrictions, and, if the item is a verb, the number of arguments it can accept, the thematic
roles of the arguments, and the potential syntactic encoding of these arguments and their thematic
roles. The subject of how the vocabulary is taught would therefore seem to have received considerable
attention from linguists. However, neither in the research on first language acquisition nor in the
research on second language acquisition is this the case. This may not come as a surprise.
ACTION RESEARCH QUESTIONS

This action plan aims to answer the following questions:

1. How did you learn second language? Is it through available experience or attained competence?
2. Differentiate the gaps between available experience and attained competence
3. How hard is to learn the second language considering all the factors that affects language
learning?
4. How hard is to teach second language to students who have that available experience and to
students who have attained competence?

PROPOSED INNOVATION, INTERVENTION AND STRATEGY

A. PROPOSED INNOVATION

Combining the two scopes of this research which is the students who have been in available
experience and attained competence are the one that comes in mind because combining these
two in one set up helps us in making the differentiation of the two scopes of this action plan
research. It is a sort of limited face to face classes to determine and answer the question that
this research paper is trying to solve. From this we can determine whether what is the logical
problem of foreign language in language learning, the gaps and how it can be successfully
implemented soon.

B. PROPOSED INTERVENTION

Considering that we are under slightly strict mode because of the current situation brought to us
by this pandemic, this proposed intervention includes surveys on the adults, students and
teachers on how this scope affects each individual in two different fields in language acquisition
though various observation when they attended limited face to face class.

C. PROPOSED STRATEGY

Researchers will be conducting a survey and observations in 3 different schools to tell whether
what is the discrepancy of these two scopes and to answer the questions that this paper want to
answer and sooner, will be discussing what would be the result and focusing more on the side
allowing or diminishing the gap that this action research was trying to figure out.

ACTION RESEARCH METHODS

A. PARTICIPANTS
This action research plan shall be participated by the following individuals:
 Students
 Adults
 Teachers
B. DATA GATHERING METHODS
The data shall be gathered though series of surveys and observation from both
students, adults and teachers

C. DATA ANALYSIS PLAN

Data shall be interpreted considering the process below

 Surveys questionnaire must be prepared along with it, is the respondents answer with
attached with the documentation.
 Creating a Sets where it is a merged set of respondents assisted by the teacher to
observe the gaps between the two
 Teacher can brainstorm the ideas they get from sets they observed
 Identify the gaps
 Conclusion must be concluded and later will properly executed

ACTION RESEARCH WORKPLAN

APRIL MAY JUNE JULY AUGUST SEPTEMBER

Surveys will be given to the
respondents for them to be
able to know what is the
purpose of this action
research plan and for them
to be prepare and
understand the bottom-line
of this paper.
Interview or surveys has
been done to the
respondents. Research has
been applied and
interpreting the result to
make conclusions.
The data was successfully
interpreted and concluded
and still furnishing and
studying the result for the
smooth application and
implementation of the data
gathered as well as the
proposed intervention and
strategies.