A STUDY OF THE INTERLANGUAGE FOSSILIZATION OF FRESHMEN AND SOPHOMORE

ENGLISH MAJOR STUDENTS AT ASBURY COLLEGE, INC.

Presented to the Faculty of

Asbury College, Inc.

Anda, Pangasinan

In Partial Fulfillment of the requirements for the degree

Bachelor of Secondary Education Major in English

By:

Joyce Ann Borre

Honeylyn Caspe

Trina Cobus

Jay-Ann Gacusan

Mae Pilapil

Student Researchers
 Chapter 1

The Problem

Background of the Study

According to Robert Henry Robins and David Crystals (2022) language, a system of conventional

spoken, manual (signed), or written symbols by means of which human beings, as members of a social group

and participants in its culture, express themselves. The functions of language include communication, the

expression of identity, play, imaginative expression, and emotional release.

There are many different types of languages spoken all over the world. A native language is generally

the first one a child is exposed to. Some early studies referred to the process of learning one's first or native

language as First Language Acquisition or FLA, but because many, perhaps most, children in the world are

exposed to more than one language almost from birth, a child may have more than one native language. As a

consequence, specialists now prefer the term native language acquisition (NLA); it is more accurate and

includes all sorts of childhood situations. (Fredric Field, Bilingualism in the USA: The Case of the Chicano-

Latino Community. John Benjamins, 2011). Also known as a mother tongue, first language, or arterial language.

Mother tongues are the foundation of the culture that is exploited in the creative economies (Kristeva

[2010]). The mother tongues provide not only the language but the socio-cultural practices that go into

performance art and dance. It is, therefore, essential to ground the knowledge of a mother tongue in the

knowledge of the culture that it is embedded in.

According to Karize Uy, February 2023, the term “first language” refers to the language a person is most

familiar with and most accustomed to speaking. Usually, it is the language that a person hears and eventually

learns in the following years after he was born.

This can be contrasted with a second language. A second language is any language that a person uses other

than a first or native language. Contemporary linguists and educators commonly use the term L1 to refer to a

first or native language, and the term L2 to refer to a second language or a foreign language that's being studied.

(By Richard Nordquist, January 2020).

 Interlanguage is the type of language or linguistic system used by second- and foreign-language learners

who are in the process of learning a target language. Interlanguage is dynamic and permeable as it serves as a

bridge between L1 and L2 when learners lack knowledge and fine mastery of rules. They refine certain rules

and obtain new ones. (Study.com, 18 June 2018). Contrastive Analysis and Error Analysis paved the way for

Interlanguage theory in describing L2 learners' errors in the acquisition process of L2 (El khereshah 2015).

Interlanguage changes all the time but can become fossilized language when the learners do not have the

opportunity to improve. It is important for teachers to understand this and also to see interlanguage as a series of

learning steps. The theory of Internalization put forward by Vygotsky suggests that an individual is able to

observe and internalize the ideas and processes of their surroundings as they partake in social interaction

defined as, “new ways of thinking” (Duchesne, S., & McMaugh, A., 2016).The continuous transformation of

social meanings into private meanings and private meanings into social ones partly explains the richness and

complexity of the second language learning processes (2013 Azarola). This is why the internalization area can

widen the scope to illustrate the errors of the learners and minimize them. Through the usage of secondary

information, internet and personal observation, as one of the processes of the qualitative research method would

implicate better learning strategies and more progressed learners.

According to Mrs. Jennie Babe Buca, one of the instructors in Asbury College, Inc., this phenomenon is

commonly evident specially during writing and speaking activities wherein learners tend to associate the

language rules of their native language with English, which is their second language. As interlanguage

fossilization is inevitable, it becomes an issue since it interferes with language learning. Accordingly, the

primary reason might be the fact that learners are not English natives or to simply put, they have varying native

languages in which they are primarily inclined. Given this, interlanguage fossilization can hinder the learners in

becoming fluent in the English language. Especially the freshman and sophomore English major students at

Asbury College Inc. as they are the most likely to experience it.

Along with this is code-switching, a phenomenon that exists in bilingual societies where people have the

opportunity to use two or more languages to communicate. Being able to speak more than one language,

bilinguals can code-switch and use their languages as resources to find better ways to convey meaning. Code-
switching can also be defined as: “the alternation of two languages within a single discourse, sentence, or

constituent”(Jamshidi & Navehebraim 2013).

Furthermore, according to Richard Nordquist (2019) Mispronunciation is the act or habit of pronouncing

a word in a way that is regarded as nonstandard, unconventional, or faulty. Words and names are sometimes

deliberately mispronounced for comic or malicious purposes.

The purpose of the translation is to transfer the equivalent meaning of a source language (SL) to a target

language (TL) (Budianto and Fardani, 2010: 3). The information delivered from writers can be understood by

the readers as a whole. The readers are expected to understand the meanings, values and messages of the ST. In

conveying meanings, the preceding activity is to understand the message of the source language. The translators

exchange language discourses based on the target language because each language has its own rules or

arrangements. In other words, translation consists of transferring meanings but changing the form of language.

The researchers selected the Freshmen and Sophomore English Major Students At Asbury College,

Incorporated because they are the one who are most likely to experience Interlanguage Fossilization.

On top of this, the researchers are determined to finish their study because they believe that this study is

beneficial to the administrators, teachers, students, parents, as well as future researchers who will conduct

parallel studies.

Given the information above, the researchers intend to determine the Interlanguage Fossilization of

Freshmen and Sophomore English Major Students at Asbury College, Inc.

Statement Of the Problem

The study intends to determine the Interlanguage Fossilization of Freshmen and Sophomore English Major

Students at Asbury College Incorporated. Specifically, this answered the following:

1. What is the profile of the respondents?

a. Age

b. Native Language

c. Number of hours being exposed to the English language at school

 d. Number of hours being exposed to the English language at home

e. Number of hours being exposed to the Native Language at school

f. Number of hours being exposed to the Native Language at home

g. Learning style

h. Level of Motivation

2. What are the issues with the interlanguage fossilization of the respondents?

a. Code switching

b. Pronunciation

c. Accent

d. Translation

e. Grammar

3. What is the English proficiency level of the respondents in terms of:

a. Subject-verb agreement

b. Tenses of Verb

c. Prepositions

4. Is there a significant relationship between the profile of the respondents and issues along the

interlanguage fossilization of the respondents?

5. Is there a significant relationship between the profiles of the respondents and their English proficiency

level?

6. What solutions can be profound by the researchers?

Hypothesis

1. There is a significant relationship between the profile of the respondents and issues related to the

interlanguage fossilization of the respondents.

2. There is a significant relationship between the profiles of the respondents and their English proficiency

level.
Significance Of the Study

The information of the study is expected to be of great benefit to the following groups:

School Administration: The findings of this study will help them in developing fluent English-language

students. The administration will be informed of the strategies that can be used to improve the student's English

fluency.

Teachers: The findings of this study will make them more conscious of the teaching styles they will employ

when teaching English. As a result, they will be able to consider strategies that they can implement in their

classroom to improve students' fluency.

Students: The findings of this study will increase their motivation to become fluent in English, broaden their

perspectives on the language, and improve their ability to understand and use it in their daily lives.

Parents: The findings of this study could serve as a foundation for parents to guide and teach their children

about proper language usage. They can also provide methods and strategies for assessing their children's

efficiency and improving the quality of their language use.

Future Researchers: The evidence of this study may contribute to expanding knowledge by measuring the

fluency of the students, which can be used as an instrument for further investigation or study.

Scope and Delimitation

This study focuses on determining the issues regarding the Interlanguage Fossilization of Freshmen and

Sophomore English Major Students at Asbury College, Inc. The primary subjects and respondents of this

research study will consist of the students enrolled for A.Y. 2022 - 2023 at Asbury College, Inc. in the Division

of Anda, Pangasinan.

Definition of Terms
For better comprehension of the terms used, the following are conceptually and operationally defined:

Accent - According to Richard Nordquist (2018)

The term accent has various meanings, but in speaking, an accent is an identifiable style of pronunciation, often

varying regionally or even socioeconomically. An accent is a particular way of pronouncing a language. It can

be contrasted with a person's dialect, which includes regional vocabulary.

Code-switching - Nilep (2010, p. 2) defines code switching “as the use of language alternation or of code

choice in order to contextualize an utterance”. He regards this as a matter of code choice where a speaker

chooses to speak one language rather than the other. In other words, language switching or selection of codes

which is considered a problem because the speaker chooses to speak in just one language.

Fossilization - Selinker (1972 as cited in Arab World English Jornal 2019) postulates that fossilization is a

linguistic phenomenon and Fossilizable linguistic phenomena are linguistic items, rules and subsystems which

speakers of a particular native language will tend to keep in their inter-language relative to a particular target

language, no matter what the age of the learner or amount of explanation or instruction he receives in the target

language

Grammar- According to Merriam-Webster Dictionary Grammar is the study of the classes of words and their

functions and relations in the sentence Corder (1981 as cited in Arab World English Jornal 2019) defines

interlanguage is the temporal change in grammatical rules that is made by the learner to approximate the

grammar of the target language. He states the interlanguage of the second or foreign language should be

developed continually and gradually until it becomes similar to the target language.

Interlanguage - According to Crystal (2008 as cited in Arab World English Journal 2019) defines interlanguage

as a type of language that is not similar to the learners’ native language nor to the foreign language they intend

to study along the process of learning.

Pronunciation - definition taken from Oxford Dictionary states pronunciation is the way in which a language or

a particular word or sound is spoken, Pronunciation is the act or manner of pronouncing words; utterance of
speech, a way of speaking a word, especially a way that is accepted or generally understood, and a graphic

representation of the way a word spoken, using phonetic symbols.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

On factors affecting Interlanguage Fossilization

Foreign and Local Literature and Studies

Interlanguage changes all the time but can become fossilized language when the learners do not have the

opportunity to improve. It is important for teachers to understand this and also to see interlanguage as a series of

learning steps. The theory of Internalization put forward by Vygotsky suggests that an individual is able to

observe and internalize the ideas and processes of their surroundings as they partake in social interaction

defined as, “new ways of thinking” (Duchesne, S., & McMaugh, A., 2016).

Vanpatten and Benati (2015:119) define fossilization as a concept that refers to the end-state of SLA,

specifically to an end-state that is not native-like. By end-state, we mean that point at which the learner’s mental

representation of language, developing system, or interlanguage (all are related constructs) ceases to develop.”

Richards (2015) explains interlanguage as the process of acquiring a new language by second language

learners as a type of language system. Interlanguage is nearly like native but its performance cannot be like

native.

Selinker in Fauziati (2011:30) introduced the term interlanguage (IL)refers to the intermediate states of a

student’s language as it moves toward the target language. As noted by Selinkerin Fauziati (2011:23) that most

of second or foreign language learners fail to reach the same level of target language competence. They oftenuse

deviant forms from target language norms permanently. The reason for theoccurrence of errors is the difference

between the source language and the foreignlanguage. As a result, their target language (TL) always contains

errors. In general, sucherrors are considered as an inevitable sign of human weaknesses, for example, as

aconsequence of lack of attention, poor memory, or incomplete knowledge of thelanguage on the part of the

learners, or inadequacy of the lecturers’ teaching. It can beconclude that interlanguage fossilization is very
urgent to be prevented in Englishlanguage instruction within Indonesian context. It has drawn much attention

andcommonly acknowledged at home and abroad.

On Age

Foreign and Local Literature and Studies

The age factor has been a concern of debate in second language acquisition studies for several decades.

According to Gomleksiz (2010), the age of the learner influences successful language acquisition.

Researchers have examined different questions – how young and older learners differ in the language

learning process, which instructions are the most beneficial for certain age categories, which age category of

learners demonstrates the highest success, and others (Aydin & Ozfidan, 2014; Aydin & Koc, 2012; Spinner &

Gass, 2019). The literature includes investigations of the age factor, which consider the age of students, the

learning environment, and the exposure to the target language.

Young learners have significant differences from older learners, who are adolescents and adults. Older

learners are cognitively mature, which deprives them of natural, or subconscious, way of language acquisition.

They benefit from formal settings with clear instructions and explicit rules (K. Hyland & F. Hyland, 2019).

Researchers claim that older learners outperform young learners in academic achievement, with the

exception of pronunciation (Spinner & Gass, 2019). Adolescents benefit from repetition and memorization, and

display relatively low results in public activities. Adults are more organized, self-motivated and responsible,

which makes the teaching process easier (Ziglari & Ozfidan, 2016). They profit from a cooperative environment

and formal instructions.

On Native Language

Foreign and Local Literature and Studies

A growing body of research was doneon the first language transfer in second language acquisition.

Almost all of the previous researchers believe that first language has interference in second language

acquisition. For example, Karim and Nassaji (2013) investigated the first language transfer in L2 writing, and

they found that when second language learners write in L2, their L1 has an effect on their writing. Fatemi,
Sobhani and Abolhassan (2012) investigated the differences in consonant clusters orally in the first and second

language, and pointed out if the structures of first and second language were different, learners have difficulty in

L2 pronunciation because they faced to unfamiliar phonological rules,

The second language will always activate first language associations, no matter what level of proficiency

the person has (Spivey & Marian, as cited in Horst, White & Bell, 2010). Even if teachers avoid and forbid the

use of the mother tongue in the classroom, the connection and links between both languages will always exist in

the learners’ minds (Cohen, as cited in Horst et. al, 2010). In the early stages of second language acquisition,

learners process the new language, making connections with their mother tongue. The links between both

languages can make learning contexts even richer (Horst et al. 2010).

On Number of Hours Being Exposed to The English Language at School

Foreign and Local Literature and Studies

Unsworth et al. (2015) found that after two years of instruction, amount of classroom exposure (more

than 60 minutes of weekly classroom exposure versus 60 minutes or less) was a significant predictor of

children’s outcomes in receptive vocabulary and grammar skills. Language learning 69 (3), 747-782, 2019

Learners in the second year of secondary education would typically be in their first year of English

instruction (2 hours per week; one hour = 50 minutes) and in their fourth year of French instruction (4 hours per

week). Five learners reported to have had more years of French (six to eight years). Learners in the fourth year

of secondary education would be in their third year of English instruction (2 hours per week) and in their sixth

year of French instruction (3 or 4 hours per week2, except for six learners who had received more years of

French instruction, seven to ten years).

The effect of the amount of instruction has also been investigated in research with children and

adolescents. In a study where very young Chinese EFL learners (aged 3-8) were followed for one and a half

years, Sun et al. (2016) found that the total amount of school input significantly predicted English L2 outcomes

in relation to productive and receptive vocabulary and receptive grammar skills, especially in the latter.

A few studies have examined the effects of extensive FL instruction in order to identify the language

dimensions that are more enhanced in young adults’ classrooms. For instance, two studies with Spanish-Catalan
college students found that years of formal instruction were more significantly associated with their receptive

knowledge of vocabulary and global proficiency (as measured by the Oxford Placement Test) in English than

with measures of phonetic identification and oral performance, with the exception of measures of syntactic

complexity (Muñoz, 2011, 2014).

Similarly, in a study with young learners in the Netherlands starting English lessons at age 4, Unsworth

et al. (2015) found that after two years of instruction, amount of classroom exposure (more than 60 minutes of

weekly classroom exposure versus 60 minutes or less) was a significant predictor of children’s outcomes in

receptive vocabulary and grammar skills.

Consequently, several reasons can be considered as to why the Philippine Education System and English

Language Teaching (ELT) in particular should be taken into account for Indonesian learners. Perhaps, among

the most practical one is the tuition rate which is comparatively lower than that of ten overseas universities

(MANAGEMENT, 2015). Another viable reason could be thorough exposure to the English-speaking

environment in schools. A student, for example, does not need to take an additional English course since almost

all subjects are taught in English accompanied by English textbooks.

On Number of Hours Being Exposed to The English Language at Home

Foreign and Local Literature and Studies

DeWilde et al. (2021) found that even though the amount of English instruction significantly impacted

overall proficiency, speaking skills, and receptive vocabulary in a group of Dutch-speaking children in Flanders

(aged 10-12 at the first time of measurement), this effect disappeared when the effect of the English knowledge

acquired outside school before classroom instruction was introduced into the analysis.

Azzolini et al. (2020) found that although school factors were positively associated with the

development of various English skills, especially in countries with native languages that are more distant from

English, factors related to out-of-school exposure played an even more important role in the development of

English skills in countries with both high and low linguistic distances from English. This finding underlies the

strong influence that the informal language learning opportunities available to adolescents through different

types of media have on their language proficiency (European Commission, 2012).

 Studies looking into the effects of out-of-school exposure on language learning have looked at different

types of exposure: reading, watching television (with and without subtitles), listening to music, gaming, and use

of social media. Much research has been devoted to the importance of reading in language acquisition.

Researchers agree that reading contributes to contextual word learning (see Ford-Connors & Paratore,

2015, for a review of the evidence). However, it is also becoming clear that this type of input is very limited

when it comes to children learning a new language in informal settings.

In a more recent study by Peters and Webb (2018) adults were shown a single full-length television

program and again contextual learning of vocabulary occurred. These studies prove that new vocabulary can be

acquired in a foreign language by watching television in that language (with or without subtitles in the mother

tongue).

Ryu (2013) states that playing computer games can lead to language learning in different ways. Learners

can pick up words and phrases from the game through repeated exposure to this language during gaming.

Furthermore, when playing massively multiplayer online games (MMOGs), learners unwittingly practice the

language through interaction with native or more fluent peers as they often use (audio)chat functions with

players who are on their team to discuss their gaming strategies and approach (Ryu, 2013; Peterson, 2010).

On Number of Hours Being Exposed to The Native Language at School

Foreign and Local Literature and Studies

Since students in bilingual schools may have little or no exposure to the second language outside the

classroom, it is important for teachers to understand the process by which a second language (L2) should be

taught, using the first language (L1) as support in order to ensure understanding and learning (Dixon et al.,

2012)

Studies have demonstrated that the use of the first language is seen as a natural psychological process in

language development (Stern, as cited in Ghorbani, 2011). In fact, Ghorbani’s (2011) findings are related to

Vygotsky´s theory because he suggested that during group activities, the first language is used to extend

learners' zone of proximal development.

 The second language will always activate first language associations, no matter what level of proficiency

the person has (Spivey & Marian, as cited in Horst, White & Bell, 2010). Even if teachers avoid and forbid the

use of the mother tongue in the classroom, the connection and links between both languages will always exist in

the learners’ minds (Cohen, as cited in Horst et. al, 2010). In the early stages of second language acquisition,

learners process the new language, making connections with their mother tongue. The links between both

languages can make learning contexts even richer (Horst et al. 2010).

Using the mother tongue in the classroom has been found to enhance classroom participation, decrease

attrition, and increase the likelihood of family and community engagement in the child’s learning (Trudell,

2016).

On Number of Hours Being Exposed to The Native Language at Home

Foreign and Local Literature and Studies

Most research now concludes that learning achievement is enhanced when children are taught in their

mother tongue for at least the first six years of primary school before the second language, the main language of

instruction, is introduced (Ball, 2011; Benson, 2004; Pinnock, 2009a, 2009b; UNESCO, 2016).

According to Nesteruk (2010), home language erosion could be supported by having “parents who share

the same heritage language and speak it at home, friends of the same national origin, and supportive ethnic

networks” (p. 273). Speaking a heritage language at home consistently seemed to be a significant forecaster of

retaining first language loss (Hakuta & D’Andrea, 1992, p. 82).

Although certain language skills can be positively transferred and may assist in the development of

corresponding skills in another language, the first language must be sufficiently developed before exposure to

the new language (Cummins, as cited in Gebauer, Zaunbauer & Möller, 2012).

Zapata also writes that “immigrant children use the majority language in a variety of contexts, with a

variety of speakers, for a variety of purposes. The use of the heritage language, on the other hand, is more

limited both in quantitative and qualitative terms: it is typically used at home with few speakers on topics

concerning the everyday routine” (Zapata, 2019, para. 9).

 Furthermore, school and home must provide opportunities that enable disadvantage English language

learners to catch up and obtain crucial learning skills and meet the demands of language and communication

such as skills in speaking. Hence, for IP learners, schools are compelled to teach the national curriculum in a

language they can easily understand (EFA-GMR, 2016; & Ball, 2011).

On Learning Style

Foreign and Local Literature and Studies

Learning style is defined as learners’ profile of the habit of how they interact and respond to their

learning nvironment (Moenikia & Babelan, 2010). It is also seen as an approach used by learners to transform

information into their learning experiences and that is the way of how they learn better (Ajideh, Zohrabi, &

Pouralvar, 2018).

Concerning that, how the individuals learn a language is an important key to mastering an L2

(Tabatabaei & Mashayekhi, 2013). As language learning happens consciously and needs attentive engagements

(Tabatabaei & Mashayekhi, 2013), knowing their learning styles can help learners use various supporting

techniques to improve their L2 learning (Liu & He, 2014).

On Level of Motivation

Foreign and Local Literature and Studies

There are myriad of researches that relate to second language acquisition. The studies have explored

how cognitive and affective factors influence the process of language acquisition. In relation to motivation,

Mabila (2014) carried research that demonstrated the importance of the motivational constructs. Mabila (2014)

noted that goal setting and causal attributions play a critical role in language learning. Similarly, Gomleksiz

(2010) found that motivation plays an important role in the learning of the second language. In the study,

Gomleksiz (2010) compared the effects of motivation on a less able student and an intelligent student.

According to Gomleksiz (2010), “less able students who are highly motivated can achieve greater L2 fluency

compared to more intelligent learners who are not well motivated” (p. 219).

On Code switching
Foreign and Local Literature and Studies

Code-switching refers to the act in which the speaker diverts from his/her language, dialect or speaking

style in order to suit the listener’s environment (Gonzalez, 2017).

People use a particular code whenever they communicate. For one reason or another, they may switch

from one code to another. This phenomenon is known as code switching. According to Numan and Carter

(2001: 75), code switching (henceforth CS) is “a phenomenon of switching from one language to another in the

same discourse”. It exists in bilingual and multilingual societies as monolinguals cannot switch code since they

speak and understand only one language. (Cook, 2013)

According to Van Herk (2012: 199) “code switching refers to instances in which people alternate

between at least two languages or language varieties in a single conversation”.

Code-switching, additionally, is the mixing of two or more language varieties within a single utterance

or conversation (Lesada, 2017). The Philippines, being a nation with a wide diversity of language and culture,

such linguistic phenomenon commonly happen. Teachers inside the classroom do not have any other choice but

to utilize the use of the learners’ mother tongue in teaching their subjects for better and easier understanding.

Hence, it gave birth to the widely used term which is “Taglish” or the Tagalog-English code-switching.

According to Lesada (2017), Taglish has been described as “a very widespread predominantly spoken “mixed”

language variety whose phonology, morphology, syntax and semantics have been greatly influenced by English

and Tagalog” ( Tangco & Ricardo 2002, 391). Instead of teaching the key concepts, formulas and information to

be taught using the English language, teachers use Taglish so that there will be understanding and interaction

between him/her and the learners.

On Pronunciation

Foreign and Local Literature and Studies

As Luoma (2004) states, in spite of having a central role in speaking assessment, hardly any of the

studies in testing speaking skill are specifically concerned with pronunciation. This statement is also related to

the idea that the specific patterns of pronunciation affect the overall assessment of speaking (Celce-Murcia,

Brinton, & Goodwin, 2010).

As we conceive it, a top-down approach to teaching L2 pronunciation takes a more communicative orientation,

defining the instructional goal not as acquiring a native-speaker accent, but rather as ‘intelligibility’.2 Following

Levis (2018), we employ a broad interpretation of the term to include both actual understanding—whether

‘listeners can understand the speaker’s intended message’ (Derwing and Munro, 2015: 1)—and

‘comprehensibility’ or the degree of effort interlocutors must exert in order to understand. Obviously,

intelligibility relies heavily on the perception of the interlocutor with whom the L2 speaker interacts in the

communicative situation. Since judgments of intelligibility involve contextual factors, assuming both the

listener and the speaker are essential, as well as non-linguistic factors (cf. Levis, 2005), a more holistic top-

down approach has become preferable to improve intelligibility in L2 speaking (Derwing and Munro, 2015;

Murphy, 2014). The top-down approach to studying and teaching IL phonology is compatible with recent

second-language acquisition (SLA) theory and research (e.g. Douglas Fir Group, 2016), which highlight the

central influence of social factors on SLA and suggest a more top-down, holistic pedagogy to further develop IL

systems. This approach acknowledges the central influence of social context, interlocutor, and empathy—as

well as the importance of synchrony with non-verbal factors such as proxemics, gesture, and facial expression—

on L2 pronunciation.

On Grammar

Foreign and Local Literature and Studies

Grammar may be roughly defined as the way a language manipulates and combines words in order to

form longer units of meaning. There is a set of rules which govern how units of meaning may be constructed in

any language: one may say that a learner who knows grammar is one who has mastered and can apply these

rules to express him or herself in the acceptability of the language forms (Chung and Pullum, 2015).

Anent the above, grammar is regarded as one of the fundamentals of language. Regardless of any

language, competence in grammar is foundational to one’s ability to communicate in a particular language.

One’s good grasp of grammar implies the ability to send clearer messages, and the likelihood of being

intelligible and understood by others. Moreover, one can also produce good quality writings with a competent

mastery of grammar (Bradshaw, 2013).

Additionally, Kirkham (2010) summarizes grammar, at its core, as the rules of language. But how these rules

are imagined and what these rules encompass can vary greatly from definition to definition. As a result, the

common understanding of grammar differs in subtle but important ways from the linguistic sense of the term.

In the same way, Richards (2016) discloses that grammar is the system of rules used to create sentences

refers to the knowledge of parts of speech, tenses, phrases, clauses and syntactic structures used to create

grammatically well-formed sentences in English. The rules for constructing grammatically correct sentences

belong to sentence grammar.

Likewise, Eisenmann and Summer (2012) state that not only has grammatical competence focus long been

considered a necessary part of language instruction; it has also even to this day often been considered a

sufficient condition for successful language learning.

On Translation

Foreign and Local Literature and Studies

Ali (2012) also points out that translation stimulates learners of a foreign language to view L2 through

their native language so L2 learners always have a natural tendency to use translation and they either

consciously or unconsciously compare both languages involved in the teaching learning process.

Cook (2010) suggests that" being able to translate is a major component of bilingual communicative

competence."

Pan and Pan (2012) emphasize that translation " assists student to elude the interference of the mother tongue on

the first step and then further enhance their L2 learning." Learners are very dependent on their L1 especially at

the beginning stage of learning a second language.

Leonardi‟s work, (2010: 62-3) argues that use of translation or L1 in SLA is perfectly natural since L1

and L2 are constantly interlinked in the learner’s mind (e.g. phonology, syntax, lexis and pragmatics), and that

the amount and mode of use of L1 should vary according to classroom environment and learner needs. Even the

communicative approach needs handling with care since over emphasis on communication rather than accuracy

may harm language learners.

 Leonardi (2010: 22-29), in arguing for use of translation notes particularly that translation (i) is not

simply mechanistic, and does involve all the four skills especially when using authentic texts, enabling the

learner to obtain a wider knowledge of language use in terms of structure, function and idiomaticity, (ii) is not a

waste of time since it allows concurrent development of all four language skills, (iii) allows switching between

L1 and L2, a useful and natural activity in an increasingly multilingual and multicultural world, (iv) allows for

CA between L1 and L2 enabling the learner to understand how words, idioms, and structures may be used

differently in L2, (v) can be a very comprehensive test of language ability if included in an examination since it

encompasses all four skills, (vi) helps develop students‟ analytical, creative, and problem-solving abilities

which can also be applied in other areas.

On Accent

Foreign and Local Literature and Studies

Language is a powerful social force that conveys more than just referential information. Research on the

social evaluation of speech styles, or language attitudes, has shown that people routinely make various

judgments about others based simply on how they speak (Garrett, 2010; Giles & Watson, 2013). Because of

this, these speakers often face profound challenges and barriers to access opportunities in a wide range of social

and professional settings (see Drago-jevic, Giles, & Watson, 2013).

Foreign-accented English speakers tend to be rated less favorably on various traits (e.g., intelligence and

friendliness) than native, standard-accented English speakers (Giles &Watson, 2013). Such negative language

attitudes are consequential because they canhave a number of adverse communicative and other social

consequences, including discrimination in the workplace, housing, courts, and education (Dovidio &

Gluszek,2012; Gluszek & Dovidio, 2010a, 2010b;)

Most previous studies on L2 English accents have focused on listeners’ judgments of accented speech

uttered by particular reference groups. However, since interaction is bidirectional, speakers’ attitudes toward

their own varieties should also affect intercultural communication by influencing their confidence, motivation

and willingness to communicate in L2. Nevertheless, introspective research on L2 English speakers’ perception

of their own accent has seldom been performed. Furthermore, learners’ attitudes toward accent often reflect
historical, political, and economic situations in individual learning environments (Kang, 2015). Given this,

accent perception needs to be examined by comparing multiple groups from different social contexts within a

single study. On the contrary, the majority of previous studies have limited participants from a single group

from one L1 background. In addition, these studies also combine multiple L1 speakers into a single group. In

reality, however, English speakers routinely encounter others from different L1 backgrounds, whose accents

they may not be familiar with. Thus, to obtain a global picture of language attitudes toward L2 accents, to

advance scholarship and find new pedagogical benefits, L2 English speakers’ perception of their own accent

should be explored cross-nationally.

Accordingly, Tokumoto and Shibata (2011) investigated L2 English users’ introspection by bringing

their attention to and having them evaluate their own accents. They compared the evaluative responses from

college students in three Asian countries: Japan, South Korea, and Malaysia. The results showed the distinctive

perception of their own English varieties. They concluded that the emphasis in English instruction and socio-

historical factors in each country appear to influence L2 English speakers’ construction of attitudes toward a

target language. Their research suggests that L2 English speakers have various schemas and stereotypes that are

culturally and socially approved of with respect to native and NNS English varieties.

On Subject Verb Agreement

Foreign and Local Literature and Studies

Subject – Verb Agreement, it would mean that the emphasized and given importance so that errors

agreement should be avoided. Dedeaux’s profound declaration states that difficulties are present in the learning

process and so learning must not only focus on what is right, mistakes may also be pointed out, awareness of

these errors may help in the achievement of correct language habit formation. Regarding Subject – Verb

Agreement, Perrie and Smith explain that singular subject takes singular verb and plural subject take plural

verbs. Subjects indicating the person speaking to person, spoken to, or the person or thing spoken about may

require different verb forms. This correspondence in form between related words in the statement is called

agreement. Problems of Subject – Verb Agreement rarely arise in typical sentence patterns. But case must be

taken with compared subjects that follow the verbs are separated from it. (Dubiner, Deborah. (2018).
 When a subject and a verb agree with one another, it is called subject-verb agreement. For clarity’s sake,

it’s important that subjects and verbs coincide on number wherever possible; if the subject is singular, the verb

is singular, and if the subject is multiple, the verb is plural. (Yustisia, 2018).

Subject-verb agreement mistakes are the most common kind of grammar mistake because students often

make them because they have a misunderstanding of the rules. This misunderstanding stems from improper

instruction, bias toward one’s native language, and a lack of experience. In addition, it is important to signal that

children be taught norms for punctuation to help them avoid making such mistakes in the first place (Murshidi,

2014).

A number of studies have been carried out in L2 acquisition focusing on subject-verb agreement and

word order in different languages. Further, in some studies (Jensen, 2016), acquisition of agreement and word

order is compared in order to investigate the more difficult grammatical phenomena to acquire in L2 acquisition.

In this regard, the present study is also focuses on acquisition of agreement and word order.

The study is developed based on the experiment of Jensen (2016) and it aims to further test Bottleneck

Hypothesis using Nepali L1 speakers. There are no other studies carried out earlier using Nepali L1 speakers

that compared the acquisition of agreement and word order in L2 acquisition of English. The distinct use of

agreement and word order in Nepali makes the present study different from the other studies, carried out in the

past.

On Tenses Of Verbs

Foreign and Local Literature and Studies

The verb often describes what happens or what someone does, and in the English language the verb

varies in forms according to when something happens or when someone does something. The change of form is

called tense and tense refers to different forms of verbs through various combinations. The word tense is the old

French word for “time” and, according to Viberg et al. (2012: 12), this is the most significant change affecting

form in the English verbs. However, tense and time do not always mean the same thing. The past tense can be

used for present time when someone expresses politeness, and the present tense can be used when talking about

past time in order to give a dramatic touch when telling a story (Estling Vannestål 2015: 195).
 The present and the past tense are the two only tenses that are considered being “real” tenses in the

English language, since these are verb forms that have a specific inflection: the present, I survive and the past I

survived (Estling Vannestål 2015: 194).

There is also a tendency to shift these two tenses while writing. Shifting between the past and present

tense creates a specific effect in narrative writing. One can write in the past tense, but all of a sudden shift to

present tense in order to make the story more exciting. Tense-shift often occurs in different texts, especially in

academic texts where a researcher describes how research was carried out (past tense) and draws a conclusion

from the results (present tense) (Estling Vannestål 2015: 197).

Future tense can refer to something we think will happen in the future and the words be going to are

based on something we have heard or seen and therefore we express a prediction about the subject we are going

to talk about (Estling Vannestål 2015: 202).

The present tense refers to present time or a state of being. As mentioned before, the present tense can

also describe future and past time. However, the present and past tense in the English language have six forms:

the simple present, simple past, present continuous which is an aspect, past continuous, present perfect and past

perfect (Viberg et al. 2012: 12). Simple present tense is used to describe a regular action, in contrast to

continuous present tense which shows that an ongoing action is happening. The continuous past tense shows a

continuing action that occurred in the past, and the simple past tense indicates that something happened at a

certain moment in the past. Present perfect refers to actions that started in the past and continued to the present

and past perfect refers to an action that started and was finished in the past (Estling Vannestål 2015: 214)

On Prepositions

Foreign and Local Literature and Studies

According to Hornby (2015), a preposition can contain a word or more. To him, a preposition is “a word

or a group of words, such as in, from, to, out of and on behalf of, used before a noun or a pronoun to show

place, position, time or method” (p. 1154).

Fromkin, Rodman, and Hyams (2018) refer to prepositions as function words (articles, pronouns,

conjunctions, auxiliaries, and prepositions) as opposed to what they label content words (nouns, verbs,
adjectives, and adverbs). Unlike content words which contain the principal meaning of an utterance, hence the

name, function words do not convey much meaning. Although prepositions are considered function words and

are, therefore, usually unstressed in English discourse (Hendricks, 2010), any mistake made in their use by EFL

learners would meet with disapproval from native English speakers (Zaabalawi & Gould, 2017). Hendricks

(2010) advises teachers to alert their students to this particular language area and emphasizes that mastering it

helps learners convey their meanings properly in various English exchanges. She remarks that “since

prepositions are so indispensable to communication, and their misuse often distorts meaning, the requirement

for correct prepositional usage is essential, especially when writing or speaking in academic contexts or

describing abstract relations in more formal contexts” (p. 26).

The second linguistic factor which makes competence in English prepositional usage particularly elusive

for EFL learners is the fact that they often unconsciously transfer particular prepositions used in their respective

native languages into English (Alwreikat & Yunus, 2020; Daquila, 2021; Haddad, 2018; Murshidi, 2014; Nghi,

Thang & Phuc, 2021). As previously mentioned, prepositions do not necessarily correspond to one another

across languages (Hendricks, 2010).

Theoretical Framework .

Sociocultural Theory of Cognitive Development

According to the Sociocultural Learning Theory, language is a direct result of the symbols and tools that

emerge within a culture. An individual is able to learn language through a variety of social events, scenarios and

processes, which all result in the acquisition of language. This aspect of the Sociocultural Learning Theory

relies upon the idea that learners go through three stages of speech development. First, they must engage in the

social environment, which is known as “social speech” and begins at the age of 2. Next, they will learn about

“private speech”, which occurs when learners voice their thoughts aloud, and begins at the age of 3. The last is

“inner speech”, which takes the form of ideas that remain within our minds and directly impact our behavior or

thoughts, and begins at the age of 7.

 Psychologist Lev Vygotsky established this theory of learning, believing that parents, teachers, peers,

caregivers, and society at large influences an individual's cognitive development. Learning at its root involves

interacting with others around you. Vygotsky asserted that learning was a cultural phenomenon, with children

from different cultures embracing different styles of learning'.

Therefore, Sociocultural Theory of Cognitive Development is related to this study because it discusses

how we acquire knowledge, structure, differences, and strategies through our interactions with others so that we

make sense of the information we encounter. It is an inherently social process that helps us understand

ourselves, other people, and the world.

Conceptual Framework

The research paradigm shows the Interlanguage Fossilization of Freshmen and Sophomore English

Major Students at Asbury College, Inc. in their level of profile variables such as age, native language, number

of hours being exposed to the English language at school, number of hours being exposed to the English

language at home, number of hours being exposed to the native language at school, number of hours being

exposed to the native language at home, learning style and level of motivation. The issues with the

interlanguage fossilization of the respondents along with code switching, pronunciation, accent, translation and

grammar.
 INPUT PROCESS OUTPUT
 Conducting
Interview
Profile of the students in  Conducting
terms of: Survey
 Age  Listing all
 Native Language needed data in
 Number of hours terms of issues
being exposed to with the  Demonstration
the English interlanguage Teaching for a
language at school fossilization of Language
 Number of hours students Learning
being exposed to  Determining the
the English relationship
language at home between the
 Number of hours statement of the
being exposed to problem 1 and
the native language 2, and their
at school significant.
 Number of hours  Determining the
being exposed to relationship
the native language between the
at home statement of the
 Learning style problem 1 and
Issues with the 3, and their
interlanguage significant.
fossilization of the
freshmen and sophomore
English major students:
 Code switching
 Pronunciation
 Accent
 Grammar
 Translation
English proficiency level
of the respondents in
terms of:
Figure 1

Figure 1 deals with the flow of conducting research work. Box 1 deals with the profile variables of the

students in terms of age, native language, number of hours being exposed to the English language at school,

number of hours being exposed to the English language at home, number of hours being exposed to the native

language at school, number of hours being exposed to the native language at home, learning style, and level of

motivation. The issues with the interlanguage fossilization of the respondents along with code-switching,

pronunciation, accent, translation, and grammar. This also deals with the English proficiency level of the

respondents in terms of subject-verb agreement, tenses of verbs, and prepositions. Box 2 will deal with the

process or procedure to be used in conducting this study. And box 3 deals with the outcome of the study.
 Chapter 3

RESEARCH METHODOLOGY

Research Methodology

This paper presents research design, the respondents and location of the study, research instruments, data

gathering procedure and statistical treatment of data.

Research Design

Quantitative research is a way to learn about a particular group of people, known as a sample population.

Using scientific inquiry, quantitative research relies on data that are observed or measured to examine questions

about the sample population. Allen, M. (2017). Furthermore, Quantitative Research regarded as the organized

inquiry about phenomenon through collection of numerical data and execution of statistical, mathematical or

computational techniques. The source of quantitative research is positivism paradigm that advocates for

approaches embedded in statistical breakdown that involves other strategies like inferential statistics,

testing of hypothesis, mathematical exposition, experimental and quasi-experimental design randomization,

blinding, structured protocols, and questionnaires with restricted variety of prearranged answers (Lee, as cited in

Slevitch, 2011).3.0

Descriptive research is the research design in which data is collected in a qualitative manner and

analyzed using quantitative procedures (Nassaji, 2015). Descriptive research refers to the scientific

methodology in which observation of the sampled population is carried out in its natural surroundings. Creswell

(2012, p. 274) explained the purpose of descriptive method is to find a detailed explanation and description

about the object of the research systematically. Additionally, according to Calderon (2008), as cited by Alberto

et al (2011), descriptive method is also known as statistical research, it describes data and characteristics about

the population or phenomenon being studied. This research method is used for frequencies, averages and other

statistical calculations. Furthermore, according to Williams (2007) descriptive research is a research method that
can determine the current phenomenon. Nassaji (2015) also states that the goal of descriptive research is

drawing and classifying the phenomenon. In addition, Walliman (2011) defines that descriptive research relates

to an observation in collecting the data.

The Quantitative method of research is appropriate in this study because the researchers want to

determine the issues with the interlanguage fossilization of the respondents along with code switching,

pronunciation, accent, grammar, and translation and their proficiency level in terms of subject-verb agreement,

tenses of verbs and prepositions.

Respondents of the Study

The researchers of this study will engage the thirty-seven (37) Freshmen and fifty-two (52) Sophomore

English Major Students of Asbury College Incorporated for Academic Year 2022 - 2023. They are deemed as

the most appropriate respondents of this study because they are the one who are most likely to experience

Interlanguage Fossilization.

It is important for them to know and understand Interlanguage fossilization for it will increase their

motivation in being fluent in English language, in addition, it expands their perspectives from which they view

English language and increase their ability to understand and use it in day- to-day life.

Research Instruments

This study will use survey questionnaire, researcher-made test question, and questionnaire-checklist.

Part 1 of the research instrument consists of survey questionnaire which gathers respondents' profile such as

Age, Native Language, Number of hours being exposed to English language at home, Number of hours being

exposed to English language at school, Number of hours being exposed to Native language at home, Number of

hours being exposed to Native language at school, and Learning Style.

Part II of the instrument consists of the researcher made test questions to determine the Interlanguage

Fossilization use of the respondents. The test composes of fifty (50) items which cover the Code Switching (10)
items, Pronunciation (10) items, Accent (10) items, Grammar (10) items, Translation (10) items.

Part III of the instrument is a checklist-questionnaire consisting the challenges of Freshmen and

Sophomore English Major Students along with their knowledge in Subject-Verb Agreement, Tenses of Verb

and Prepositions. The questionnaire composes Subject-Verb Agreement (10) items, Tenses of Verb (10) items

and Prepositions (10) items.

Part IV of the instrument consists of checklist that determine the level of acceptance of the proposed

solution of the researchers to enhance the critical thinking skills of the respondents. The checklist composes of

ten (10) items which cover the experiences and acceptance of the respondents.

Data Gathering Procedure

This study is entitled "A Study of Interlanguage Fossilization of Freshmen and Sophomore English

Major Students at Asbury College Inc."

The research begin by asking permission from Rev. Marsha Gail Alexander, A.C.I President. After

having obtained the needed approval, the researchers then will formulate the necessary data gathering

instruments to answer the problems stated in the statement of the problem. Then the researchers will give the

questionnaires to the respondents for them to answer. When the student finished with the test, the researchers

will collect the questionnaire, make test questions and check the items. Then the researchers will list down all

the needed data. When the results are all tallied and the researchers will submit it to the statistician for the

computation of the results.

Statistical Treatment of Data

According to Korb (2013), most personal information variables are represented using frequency and

percentage statistics. Frequency Count and Percentage have been applied in determining the profile of the

respondents based on their age, native language, number of hours being exposed to the English language at

school, number of hours being exposed to the English language at home, number of hours being exposed to the

native language at school, number of hours being exposed to the native language at home, and learning style.
 The level of motivation of respondents is described through the use of weighted mean score and

descriptive meaning.

The following scale is applied in determining the level of motivation of the students.

Weighted Score - Descriptive Equivalent

5 - Very Highly Motivated

4 - Highly Motivated

3 - Moderately Motivated

2 - Slightly Motivated

1 - Not Motivated

The issues with the interlanguage fossilization of the respondents along with code switching,

pronunciation, accent, translation and grammar of the respondents are described using the weighted mean and

descriptive rating.

The following scale is applied in determining the issues with the interlanguage fossilization of the

respondents, along with code switching, pronunciation, accent, translation, and grammar of the respondents.

Weighted Score - Descriptive Equivalent

5 - Always

4 - Often

3 - Sometimes

2 - Rarely

1 - Neve

The English proficiency level of the respondents in terms of subject-verb agreement, tenses of verb, and

prepositions are described using the weighted mean and descriptive rating.
 Weighted Score Rating Descriptive Equivalent

5 Excellent Outstanding

4 Good Very Satisfactory

3 Average Satisfactory

2 Fair Fairly Satisfactory

1 Poor Didn’t Meet Expectation

Chi Square has been utilized to determine the relationship between the profile of the respondents and

issues along the interlanguage fossilization of the respondents. According to the study of Adam Hayes (2020)

Chi-square tests are often used in hypothesis testing. The chi-square statistic compares the size any

discrepancies between the expected results and the actual results, given the size of the sample and the number of

variables in the relationship. For these tests, degrees of freedom are utilized to determine if a certain null

hypothesis can be rejected based on the total number of variables and samples within the experiment. As with

any statistic, the larger the sample size, the more reliable the results.

Chi Square has been utilized to determine the relationship between the profiles of the respondents and

their English proficiency level. It is appropriate to use in this survey because according to Adam Hayes (2020)

the Chi-Square statistic is most commonly used to evaluate Tests of Independence when using a cross tabulation

(also known as a bivariate table) Calculating the Chi-Square statistic and comparing it against a critical value

from the Chi-Square distribution allows the researcher to assess whether the observed cell counts are

significantly different from the expected cell count.

LETTER OF REQUEST TO THE SCHOOL PRESIDENT

March 15, 2023

Rev. Marsha Gail Alexander

ACI President

Greetings of solidarity!

We, the Second Year College of this institution taking up Bachelor of Secondary Education Major in

English and are currently enrolled in Language Education Research. We are currently working on our thesis,

entitled “A STUDY OF THE INTERLANGUAGE FOSSILIZATION OF FRESHMEN AND SOPHOMORE

ENGLISH MAJOR STUDENTS AT ASBURY COLLEGE, INC.” The said study is a partial requirement for

the aforementioned subject.

Having known you as an authority, we kindly ask your good office to allow us to administer our

questionnaires regarding the Interlanguage Fossilization of our respondents.

We shall greatly appreciate your kind help and permission.

Sincerely Yours,

The Researchers

QUESTIONNAIRE

I. Profile of the respondents

Directions: Put a check (√) mark next to the item that corresponds to your answer, or provide what is requested.

Name (Optional): ___________________________________

Age:
_____17-20

_____20-23

_____23-25

_____25 and above

Number of hours being exposed to English language at home?

_____1-2 hours

_____3-5 hours

_____6-10 hours

_____10 hours and above

Number of hours being exposed to English language at school?

_____1-2 hours

_____3-5 hours

_____6-10 hours

_____10 hours and above

Number of hours being exposed to Native language at home?

_____1-2 hours

_____3-5 hours

_____6-10 hours

_____10 hours and above

Number of hours being exposed to Native language at school?

_____1-2 hours

_____3-5 hours

_____6-10 hours

_____10 hours and above

Native Language: _____ Bolinao Language

_____ Ilocano Language

Learning Style: ______Visual (Spatial) Learner

 ______ Aural (Auditory) Learner

______ Verbal (Linguistic) Learner

______ Social (Interpersonal) Learner

______ Learner Solitary (Intrapersonal) Learner

Level of Motivation 5 4 3 2 1

Always Often Sometimes Rarely Never

1. It excites me to study English

subject lessons.

2. Studying English is prominent to

me because I am using it in my chosen

field.

3. Studying English is beneficial to me

because I can use it in my future

career.

4. I am happy with what I have already

acquired in terms of English language

learning.

5. I’m digging deeper into the lessons

we have discussed in our English

subject.

6. I am eager to do reporting using the

English language.

7. I like it when I understand difficult

words in English.

8. I am aware of my English language

competence.
 9. I want to be fluent in the English

language to impress my teachers and

classmates.

10. I want to be fluent in English for

my own satisfaction.

II. ISSUES WITH THE INTERLANGUAGE FOSSILIZATION OF THE RESPONDENTS ALONG

WITH:

Mark (√) the box that best describes each of the statements below.

Code-Switching 5 4 3 2 1

Always Often Sometimes Rarely Never

1. Mixing English and other languages

is a common phenomenon in the

classroom that I'm attending.

2. Mixing English and other languages

is a common phenomenon at home.

3. When I'm communicating at school,

I frequently mix English and other

languages.

4. When I'm communicating at home, I

frequently mix English and other

languages.

5. When the Teacher does a code-

switch, I easily understand the lessons.

6. When I switch codes, I am more

capable of expressing my thoughts.

7. I am comfortable when I do code-

switch during classroom activities.

8. I am comfortable when I do code-

switch during conversation at home.

9. I am conscious when I do code-

switching at home.

10. I am conscious when I do code-

switching at school

Pronunciation 5 4 3 2 1

Always Often Sometimes Rarely Never

1. I mispronounced words during class

recitations.

2. My teacher mispronounced words

during discussion.

3. Correct pronunciation helps to

understand lessons.

4. Communication practice helps to

enhance pronunciation

5. Correct pronunciation helps me to

understand the meaning of a context.

6. I mispronounced English words I

am not familiar with.

7. I mispronounced native language

words I am not familiar with.

8. Pronunciation can positively

influence my perception about

language learning.

9. Pronunciation helps me to determine

the spelling of words.

10. Mispronounced words lead me to

misunderstanding.

Accent 5 4 3 2 1

Always Often Sometimes Rarely Never

1. I mix my native’s language to

English language accent.

2. Accent became a barrier for me to

understand lessons.

3. Communication practice helps to

enhance accent.

4. Correct accent helps me to

understand the meaning of a context.

5. I adapt the accent of people I am

with most of the time.

6. I conclude someone’s origin by their

accent.

7. I feel stand out when I’m having a

good accent.

8. I believe that good accent can

sugarcoat one’s intelligence.

9. Accent helps me to emphasize a

 meaning.

10. I believe that accent impact the

view of people to me.

D. Grammar

Underline the appropriate word for the sentence.

1. She (dance, dances) well.

2. My friend (is, are) pretty.

3. Have you (take, taken) your medicine?

4. My mother knows someone (who, whose) can do make-up.

5. The girl (who, whose) plays guitar is my brother's best friend.

6. You can do (more, most) than that.

7. The third one is the (pretty, prettier, prettiest) of the three.

8. She looks (happy, happier, happiest) than the last time I saw her.

9. (These, this) instruments are owned by the school.

10. (This, These) is the bag that I used during school days.

E. TRANSLATION

Translate the sentences from English Language to your native language.

1. Dirty- ____________________________________________________

2. Tomorrow- ________________________________________________

3. You are beautiful.- __________________________________________

4. When are you leaving? - _____________________________________

5. What is your name? - ________________________________________

Translate the words and sentences from your native language to English language (Bolinao Speakers only)

1. Mabista- _____________________

2. Mataway- ____________________
3. Ngaran- ______________________

4. Sawanin-_____________________

5. Gurot- _____________________

Translate the words and sentences from your native language to English language (Ilocano Speakers only)

1. Nangan kay na- ___________________________________________________

2. Naimbag nga agsapa- ______________________________________________

3. Madik kayat-______________________________________________________

4. Ag uray - _________________________________________________________

5. Mano ti naalam? ___________________________________________________

III. LANGUAGE PROFICIENCY LEVEL OF RESPONDENTS IN TERMS OF:

B. Subject-Verb Agreement

Underline the verb that best describes the sentence.

1. She (know, knows) that tomorrow is my birthday.

2. I (guarantee, guarantees) you a high level of service.

3. He (deserve, deserves) the trophy.

4. The egg (is, are) my favorite breakfast food.

5. The (child, children) are adorable, with smiles on their faces.

6. (Are, Is) anybody home?

7. Everyone (play, plays) an essential role in the play.

8. She (don’t, doesn’t) know about our secret.

9. They (don’t, doesn’t) want to come with us.

10. (Are, Is) anyone in the class aware of the previous discussion? 

C. TENSES OF VERBS

Fill in the blanks with the verb form being asked.

1. She ____________ around the living room. (run‐present)

2. We ____________ our plans for the weekend. (discuss, past)

3. The boat ______________ as soon as the cargo of machinery is loaded. (sail, future)

4. Natasha __________ listening to music. (enjoy, past)

5. He ____________ musical comedies. (like‐present)

6. I __________ you my new leather jacket. (lend, future)

7. These arguments _________ you that I am right. (convince, future)

8. Although the car is old, it __________ well. (run‐present)

9. The shopper ____________ to see the manager. (ask, past)

10. The man in the corner ___________ lead guitar in the band. (play, present)

D. PREPOSITIONS

Underline the correct preposition that corresponds with the questions.

1. We may play basketball. It depends (on, of, from) the weather.

2. We want to see a big decrease (on, of, from) productivity.

3. Excuse me, ma’am. You haven't (pay, paid, paid for) your drink.

4. His daughter is suffering (of, with, from) cancer.

5. I love the thought (to of, for) going back to home.

6. I am sorry (for, about, to) your loss.

7. Who is responsible (of, for, with) the grocery this week?

8. I am pleased (in, about, to) my exam results.

9. She insisted (to, for, on) paying for the drinks.

10. I am having difficulty (in, with, to) my visa processing.