MODULE 3

ENGLISH (SECONDARY)
THEORETICAL FOUNDATIONS OF
LANGUAGE, CULTURE, LITERACIES,
AND LITERATURE
___

By JOAN ADRIAN C. TABALANZA

“Language is a process of free creation; its laws and principles are

fixed, but the manner in which the principles of generation are
used is free and infinitely varied. Even the interpretation and use
of words involves a process of free creation.”

– Noam Chomsky –
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INTRODUCTION
A key component of learning a language and having efficient communication is grammar. To

effectively teach and communicate grammatical concepts to students, an English language teacher

must possess a solid understanding of these concepts. The ability to describe and analyze the form,

significance, and application of distinct language structures is a requirement for demonstrating

knowledge and grasp of grammatical principles.

For language growth and effective communication, having a solid knowledge of grammar is

essential. In order to construct meaningful sentences and express ideas in a clear and succinct

manner, grammar gives the structure and rules. Students can develop their language skills and

communicate clearly in a variety of contexts by comprehending the shape, function, and use of

various language structures.

When a teacher demonstrates knowledge and understanding of grammatical concepts, students'

language skills improve and their self-confidence in using the language increases. Teachers can lay

a strong foundation for their students' language development and give them the skills they need to

communicate clearly in both academic and practical settings by having a thorough understanding of

grammar.
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Structure of English

Objectives:

1. Manifest knowledge and understanding of the grammatical concepts by being able to describe
and analyze the form, meaning and use of various language structures.

Language structure is governed by a set of rules and ideas known as grammatical notions. These
ideas have been researched for centuries by linguists and scholars of language, and they remain a
major area of study in the discipline of linguistics.

1. History: The study of grammatical notions dates back to the time of the ancient Greeks,
when authors like Aristotle and Plato discussed the principles underlying linguistic
construction. Researchers like Johann Christoph Adelung and Johann Gottfried Herder
started to create more methodical approaches to the study of grammar in the 18th and 19th
centuries. The study of generative grammar, pioneered in the 20th century by academics like
Noam Chomsky and Morris Halle, tried to understand the underlying linguistic knowledge
that underlies a language's capacity to produce an endless number of sentences.

2. Meaning: There are many reasons why studying grammatical ideas is crucial. First of all, it
aids in our comprehension of how language is composed and used to express meaning.
Many other domains, including language teaching, language assessment, and machine
translation, can benefit from this knowledge. Second, it aids in our comprehension of the
cognitive procedures involved in language learning, which can guide the creation of
educational initiatives and interventions. Thirdly, it aids in our comprehension of the variety
of languages and their relationships, which can help those researching language interaction
and change.

3. Academics: Some well-known experts in the study of grammatical ideas are:

Noam Chomsky, who created the generative grammar theory, which contends that an innate
understanding of linguistics is what allows a language to produce an endless number of
sentences.

Morris Halle, who jointly created the generative phonology theory with Chomsky and asserts
that language knowledge is innately present in order to form and recognize speech sounds.

Ronald Langacker, who created the Cognitive Grammar hypothesis, which contends that
grammar is ingrained in the way we conceptualize the world and is not distinct from
meaning.
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Talmy Givon is the author of the functional grammar theory, which contends that a
language's grammar is influenced by the communicative purposes it serves.

4. Grammar topics are shown by the following examples:

Syntax: The guidelines that determine how words are arranged in a sentence.

Morphology: the study of the internal organization and morphology of words.

Phonology is the study of a language's sound system.

Semantics is the study of language's meaning.

Pragmatics is the study of how language is used to transmit meaning in a given

environment.

It is important to note that these are not all of the grammatical notions that have been researched by
academics, and there are many others. In addition, grammar is a discipline that is continually
changing, and new studies are being done to improve our comprehension of the design and
application of language.

References:

Chomsky, N. (2009). Syntactic structures. In Syntactic Structures. De Gruyter Mouton.

Halle, M., & Clements, G. N. (1983). Problem book in phonology: a workbook for introductory courses
in linguistics and in modern phonology. MIT Press.

Langacker, R. W. (1986). An introduction to cognitive grammar. Cognitive science, 10(1), 1-40.

Givón, T., & Givon, T. (1995). Functionalism and grammar. Amsterdam e Philadelphia: J. Benjamins.
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Grammatical Concepts

A wide range of grammatical principles must be understood by those who teach English, as it is a
very demanding and sophisticated job. It is crucial for teachers to understand these ideas in order to
properly teach their lessons and support students in reaching their language learning objectives.
Sentence structure, verb tenses, subject-verb agreement, pronunciation, and the use of modal verbs
are only a few examples of grammatical notions.

Understanding grammatical principles is essential for English language teachers since it allows
them to assess the learning results of their pupils as well as convey knowledge to them. Teachers
must have a thorough understanding of the numerous grammatical components of the English
language, as well as how these components interact to create intelligible sentences and speech, in
order to accomplish this effectively. Furthermore, a thorough grasp of grammar equips teachers to
give students specific feedback that helps them repair errors and speed up the learning process.

Finally, it should be noted that mastery of grammatical principles is crucial to the success of English
language teachers in assisting students in achieving their language learning objectives. Teachers
who are well-versed in grammar's principles are better able to interact with their pupils, give
insightful comments, and ultimately assist them in developing their English-speaking skills.

Common Examples

1. Parts of speech: Parts of speech are the categories that words are assigned to based on their
grammatical functions in a sentence.

Noun: A noun is a word that represents a person, place, thing, or idea. For example, "dog", "city",
"book".

Verb: A verb is a word that expresses an action, occurrence, or state of being. For example, "run", "is",
"were".

Adjective: An adjective is a word that modifies or describes a noun or pronoun. For example, "happy",
"red", "exciting".

Adverb: An adverb is a word that modifies a verb, adjective, or other adverb. For example, "quickly",
"very", "well".

Pronoun: A pronoun is a word that takes the place of a noun. For example, "he", "she", "it".
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Preposition: A preposition is a word that shows the relationship between a noun (or pronoun) and
other elements in a sentence. For example, "in", "on", "by".

Conjunction: A conjunction is a word that joins words, phrases, or clauses. For example, "and", "or",
"but".

Interjection: An interjection is an exclamatory word or phrase used to express strong emotion. For
example, "oh!", "wow!", "ouch!".

2. Noun

Singular: A noun that refers to one person, place, thing, or idea is singular. For example, "cat",
"house", "desk".

Plural: A noun that refers to more than one person, place, thing, or idea is plural. For example, "cats",
"houses", "desks".

Proper: A proper noun is a specific name of a person, place, or organization, and it is always
capitalized. For example, "John", "Paris", "Microsoft".

Common: A common noun is a general name for a person, place, thing, or idea, and it is not
capitalized. For example, "boy", "city", "book".

Concrete: A concrete noun is a noun that can be perceived through the five senses, such as touch,
taste, smell, hearing, or sight. For example, "table", "apple", "dog".

Abstract: An abstract noun is a noun that refers to ideas, emotions, or concepts that cannot be
perceived through the five senses. For example, "love", "justice", "happiness".

3. Verb

Transitive: A transitive verb is a verb that requires an object to complete its meaning. For example,
"She broke the vase".

Intransitive: An intransitive verb is a verb that does not require an object to complete its meaning. For
example, "She laughed".

Action: An action verb is a verb that expresses a physical or mental action. For example, "run", "write",
"think".

Linking: A linking verb is a verb that links the subject of the sentence to additional information about
the subject. For example, "is", "become", "seem".
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Auxiliary: An auxiliary verb is a verb used with a main verb to express tense, mood, or voice. For
example, "She has been running".

4. Adjective

Describing words: An adjective is a word that describes or modifies a noun or pronoun. For example,
"happy", "red", "exciting".

Comparative and Superlative Forms: Adjectives can also be compared using comparative and
superlative forms. Comparative forms are used to compare two things, while superlative forms are
used to compare three or more things. For example:

Comparative: "happy" (one thing) vs. "happier" (comparing two things)

Superlative: "happy" (one thing) vs. "happiest" (comparing three or more things)

5. Adverb

Modifying Verbs: An adverb can modify a verb to describe how the action is performed. For example,
"She sings beautifully".

Modifying Adjectives: An adverb can also modify an adjective to describe how much of the quality
described by the adjective is present. For example, "She is extremely happy".

Modifying Other Adverbs: An adverb can also modify another adverb to describe the degree to which
the action is performed. For example, "She sings very beautifully".

6. Pronoun

Personal: Personal pronouns are used to refer to specific people or things and include "I", "you", "he",
"she", "it", "we", "they".

Possessive: Possessive pronouns show ownership and include "mine", "yours", "his", "hers", "its",
"ours", "theirs".

Reflexive: Reflexive pronouns are used when the subject and the object of a sentence are the same,
and include "myself", "yourself", "himself", "herself", "itself", "ourselves", "yourselves", "themselves".

Indefinite: Indefinite pronouns refer to people or things without specifying who or what they are and
include "someone", "anyone", "nothing", "all", "both", etc.
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Relative: Relative pronouns introduce relative clauses and include "that", "which", "who", "whom",
"whose".

7. Preposition

Showing Relationship: A preposition is a word that shows the relationship between a noun (or
pronoun) and other elements in a sentence. For example, "The cat is on the mat", where "on" is a
preposition showing the relationship between the cat and the mat.

8. Conjunction

Joining Words, Phrases, and Clauses: A conjunction is a word that joins words, phrases, or clauses.
For example, "I will go to the store and buy some milk". In this sentence, "and" is a conjunction joining
two clauses.

9. Interjection

An Exclamatory Word or Phrase: An interjection is an exclamatory word or phrase used to express

strong emotion. For example, "Oh!", "Wow!", "Ouch!".

10. Subject-Verb Agreement: Subject-verb agreement refers to the agreement between the subject of
a sentence and the verb that is used to describe the action performed by the subject. The number
(singular or plural) of the subject must match the number of the verb in a sentence. For example,
"The dog barks" (singular subject, singular verb) vs. "The dogs bark" (plural subject, plural verb).

Specific Examples of Subject-Verb Agreement

For learners, subject-verb agreement can be difficult because it necessitates knowing the proper
form of verbs to correspond with the subject of a sentence. Among the difficulties are:

1. Compound subjects are formed up of two or more nouns or pronouns joined together by the
conjunction "and." The verb should be in the plural form in these circumstances. "John and
Jane are going to the park," for instance.

2. Indefinite pronouns: Depending on the context, indefinite pronouns like "someone," "nobody,"
"everyone," etc., can be singular or plural. "Everyone is here," for instance, as opposed to
"Everyone is having a fantastic time" (plural).

3. Collective nouns: Depending on the context, collective nouns like "team," "group," "family," etc.,
may be singular or plural. In contrast to "The team are divided on the topic," "The team is
ready" (singular) (plural).
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4. There are instances where singular nouns can be used to refer to plural entities. As in "The
jury has returned a verdict" (singular noun, plural entities).

5. Interruptive phrases: Interruptive phrases, like as "along with" or "as well as," can lead to
misunderstandings about the subject-verb agreement. For instance, "The instructor is taking
the class on a field trip" (singular subject, singular verb).

6. Quantity terms: When it comes to subject-verb agreement, words like "all," "none," "some," etc.,
might be confusing. For instance, "There are no more cookies" (plural subject, plural verb).

When the subject is one but the verb is plural, this is known as a singular subject with plural
verbs. For instance, "The expenditures are the biggest issue with the strategy" (incorrect,
should be "is").

It's crucial to practice choosing the appropriate verb form to match the subject, to pay
attention to sentences that break the subject, and to be aware of singular nouns that refer to
plural entities if you want to master subject-verb agreement.

7. Tense: The time period that a verb is occurring in is referred to as the tense. The present,
past, and future are the three main tenses.

Present tense: Describes actions taking place right now or on a regular basis. "I eat breakfast
every day," as an example.

Past tense: Describes events that took place in the past. "I ate breakfast this morning," for
instance.

The future tense describes events that will take place in the future. I'll eat breakfast
tomorrow, for instance.

8. Voice: The connection between a sentence's subject and the activity it is carrying out is
referred to as voice. Active and passive voices are the two main types.

Active voice: Used to describe the action's subject. "John composed the letter," as an
example.

Passive voice: Talks about the object of the action. For instance, "John wrote the letter."

9. Mood: The speaker's attitude toward the action being described in a sentence is referred to
as the mood. The indicative, imperative, and subjunctive moods are the three primary types.

Indicative mood: Refers to a factual or subjective remark. "The sun rises in the east," for
instance.
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Imperative mood: Describes a request or instruction. Say, "Close the door," for instance.

Subjunctive mood: Refers to a hypothetical or unreal action in the subjunctive mood. "If I
were rich," for instance, I would explore the world.

10. Inflection refers to the modifications made to a word's form to express tense, number,
degree, etc. As an example, adding -s to the end of a verb signifies that it is in the present
tense and third person singular (e.g. "he talks").

11. Syntax: Syntax is the arrangement of words and phrases to create whole sentences. The
syntax of a statement determines its meaning. For instance, "The cat chased the mouse" and
"The mouse chased the cat" have different meanings because of their varied syntax.

12. A clause is a grammatical construction that consists of a subject and a predicate. The two
types of clauses are independent and dependent clauses.

Independent clause: Can stand alone as a complete sentence. For example, "She is eating
dinner."

Dependent clause: Cannot stand alone as a complete sentence. For example, "Because she
is hungry."

13. A phrase is a collection of words that come together to accomplish a particular task within a
sentence. Prepositional, verbal, adjectival, and adverbial phrases are the four primary
categories of phrases.

Prepositional phrase: Has a noun or pronoun in it and is followed by a preposition (the object
of the preposition). "In the park," as an illustration.

Verb phrase: Contains a verb and all of its complements. "Is playing the guitar," for instance.

Noun phrase: A noun or pronoun is modified by an adjective. Take "The cheerful dog," as an
example.

Adverbial phrase: Modifies a verb, adjective, or adverb. For instance, "Ran to the store
quickly."

14. Sentence structure: Sentence structure refers to the arrangement of clauses to form a
complete sentence. There are four main sentence structures: simple, compound, complex,
and compound-complex.

Simple sentence: Contains a single independent clause. For example, "I like pizza."
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Compound sentence: Contains two or more independent clauses joined by a conjunction. For
example, "I like pizza, but she likes burgers."

Complex Sentence: A complex sentence is a sentence structure that contains one

independent clause and one or more dependent clauses. The dependent clause cannot
stand alone as a complete sentence. Example: "The cat slept on the couch, because it was
tired from playing all day."

Compound-Complex Sentence: A compound-complex sentence is a sentence structure that

contains two or more independent clauses and one or more dependent clauses. Example:
"The cat slept on the couch, but the dog slept on the floor because he was guarding the
house."

15. Run-on Sentences: A run-on sentence is a sentence that is too long and combines two or
more independent clauses without proper punctuation. Example: "The cat slept on the couch
he was tired from playing all day."

16. Sentence Fragments: A sentence fragment is a group of words that resembles a sentence
but is missing a subject, a verb, or both, and therefore cannot stand alone as a complete
sentence. Example: "Walking in the park."

17. Capitalization:

Sentences should begin with a capital letter for the first word. The cat slept on the couch, for
instance.

Proper nouns should be capitalized since they are the precise names of individuals, places,
and things. Example: "John took a trip to New York City."

Punctuation is a set of symbols used in written language to express tone, make meaning
clearer, and improve reading fluency.

Periods are used to signify the end of a declarative statement or an acronym. For instance, "I
adore ice cream."

Commas can be used to break up lists of items, demarcate beginning clauses, or divide
independent clauses. "I went to the store, got milk, and then came back," for instance.

Semi-colons: Used to separate two independent clauses that are closely related. Example: "I
finished my homework; now I can watch TV."
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Colons: Used to introduce a list or explanation. Example: "I have three items on my to-do list:
clean the house, do laundry, and go grocery shopping."

Exclamation marks: Used to express strong emotions. Example: "Wow!"

Question marks: Used to indicate a question. Example: "Are you going to the party?"

18. The act of dividing a piece of writing into paragraphs, each of which focuses on a different
idea or subject, is known as paragraphing. The organization and coherence of text are
improved by paragraphs.

19. Cohesion: The use of transitional words and phrases to link concepts and create a fluid flow
in writing is referred to as cohesion. The phrases "however", "on the other hand", "in addition",
"similarly", etc. are examples of transitional words and phrases. For instance, "I love pizza,
but I prefer extra cheese over spicy toppings."

20. Coherence: The logical flow of ideas and the way they are connected to and support one
another are referred to as coherence. Writing is more comprehensible and straightforward
when it is coherent.

21. The words a writer uses and how they are employed in writing are referred to as word choice.
Writing more clearly, using precise word choices, and avoiding ambiguous language can
improve writing effectiveness. Say "I have a headache" instead of "I'm not feeling well," for
instance.

22. Ambiguity: The term ambiguity refers to writing that could indicate several different things,
leaving the reader uncertain and perplexed. The chicken is ready, for instance, but is it
cooked and ready to eat, or is it uncooked and ready for something else?

23. Idioms and expressions are words or phrases whose meaning cannot be inferred from their
definitions in their literal sense. It's raining heavily, for instance, "It's raining cats and dogs."

24. Slang and colloquialism are informal words and idioms that are used in everyday
communication. In formal writing, they might not be acceptable or clearly understood. To go
to the gym, for instance, you may say, "Gonna hit the gym."

25. Figurative language: Figurative language uses figures of speech to give text depth and
intrigue, such as metaphors, similes, and personification. For instance, "Life is a journey"
(metaphor)

26. Rhetorical devices are language strategies employed in writing for emphasis, clarity, or
persuasion. Alliteration, assonance, consonance, onomatopoeia, etc. are some examples.
Sally sells seashells at the beach, for instance (alliteration)
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The fact that language is one of the most intricate and varied human talents and is essential to
communication makes it important to describe and analyze its structure, meaning, and use. For
efficient communication and the capacity to use language to transmit ideas, express emotions, and
make arguments, understanding the many linguistic components and how they interact is crucial.

1. Language's physical structure, including its words, phrases, clauses, and sentences, is
referred to as its form. Understanding the laws that control language's structure and how to
use it effectively comes from analyzing the way language is expressed. For instance,
knowing the various sentence kinds (declarative, imperative, interrogative, exclamatory)
enables us to select the most appropriate sentence form to effectively communicate our
thoughts and convey meaning.

2. Meaning: The ideas and concepts that words and phrases express are referred to as a
language's meaning. We can better comprehend word relationships, their meanings and
implications, and the social, cultural, and historical contexts in which they are utilized by
analyzing the meaning of language. For instance, knowing the various nuances of meaning
and cultural connotations of words aids us in selecting the appropriate words to convey our
ideas and prevent misunderstandings.

3. Language is employed to convey ideas and to further a text's overall meaning and purpose.
This is referred to as language use. Understanding how language is employed in a book can
help us better comprehend the stylistic decisions that authors and speakers make, how
various languages are utilized in various settings, and how language can affect how a work is
interpreted and received. For instance, comprehending how tone, tone of voice, and gesture
are employed in spoken language can assist us in responding and understanding the
speaker's intended message.

In conclusion, it is crucial for efficient communication, language proficiency improvement, and the
development of critical thinking abilities to describe and analyze the form, meaning, and usage of
language. It enables us to better communicate our ideas, thoughts, and feelings by enabling us to
comprehend how language functions.

Implications

The following are some consequences for English language teachers when describing and analyzing
language's form, meaning, and use:
1. English language teachers can more effectively instruct their students by describing and
evaluating the structure, function, and use of language. Students can then learn how to utilize
language effectively in various settings and comprehend the language's laws and structures.
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2. English language teachers can more properly and fairly evaluate their students' language
ability by having a solid understanding of the structure, function, and usage of the language.
Teachers can evaluate their students' knowledge of vocabulary, comprehension, and
language structure as well as their ability to use language in various settings by looking at
the forms, meanings, and uses of other languages.

3. English language teachers can assist their pupils in developing their writing and speaking
abilities by looking at the structure, meaning, and use of language. They can assist students
create a clear and effective writing and speaking style by giving them feedback on their use
of language and making ideas for development.

4. fostering cultural understanding: English language teachers can foster cultural

understanding among their pupils by analyzing the meaning and use of language. Teachers
can assist students in appreciating the complexities and subtleties of the English language
as well as the cultural and historical contexts in which various words and phrases are used.

5. Enhancing critical thinking: English language teachers can help their pupils improve their
critical thinking abilities by explaining and evaluating the structure, purpose, and use of
language. Students can develop their ability to think critically about language and how it is
used to convey ideas and emotions by examining how language is used in various
circumstances.

The development of pupils' language skills and capacity for critical thought depend on an English
language teacher's ability to describe and analyze the structure, function, and usage of language.
Teachers may assist students in understanding how language functions and how to use language
effectively to communicate their thoughts and feelings by emphasizing language form, meaning, and
use.

Challenges and Issues

The following are 20 of the most difficult obstacles that Filipino students encounter when learning
the structure, significance, and application of language:

1. Vocabulary: Many Filipino students struggle with a limited vocabulary as they learn the
structure, significance, and use of language. This may make it more difficult for them to
comprehend and use English successfully.

2. Grammar: For Filipino students learning the form, meaning, and usage of language,
difficulties with grammar, particularly subject-verb agreement, tense, and sentence structure,
can provide additional difficulties.
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3. Pronunciation: For Filipino students learning the form, meaning, and usage of language,
pronunciation issues, particularly the proper pronunciation of words, can be a struggle.

4. Listening comprehension: For some Filipino students, especially those who are not exposed
to English on a regular basis, understanding spoken English might be difficult.

5. Reading comprehension: For some Filipino students, especially those who have had little
exposure to the language, reading and understanding written English might be difficult.

6. Writing: For Filipino students, writing in English—including writing structure, vocabulary, and
grammar—can be difficult.

7. Effective oral English communication, including pronunciation, grammar, and fluency, can be
challenging for certain Filipino students.

8. Filipino students may find it difficult to understand the structure, meaning, and practical use
of a language due to cultural differences, such as distinct ways of thinking and speaking.

9. Lack of English exposure: For some Filipino students, a lack of English exposure—either at
home or in the community—can act as a barrier to learning the structure, function, and usage
of the language.

10. Acquiring types: For some Filipino students, learning the form, meaning, and usage of a
language may provide challenges. These learning styles include visual, aural, and kinesthetic.

11. Low motivation to learn the language can be a hurdle for some Filipino pupils, especially for
those who do not see the immediate benefit of doing so.

12. Resources: Due to a shortage of books, equipment, and technology, certain Filipino students
may find it challenging to learn the structure, meaning, and application of a language.

13. Due to inadequate teacher preparation, some Filipino students may find it challenging to
learn English as a second language, particularly if their teachers are inexperienced or
underqualified.

14. Environment in the Classroom: Due to factors including instructor attitudes, class size, and a
lack of individualized attention, it may be challenging for some Filipino students to learn the
structure, meaning, and application of a language.

15. Socioeconomic Status: Some Filipino students may find it challenging to understand the
meaning, structure, and proper usage of language due to poverty and other socioeconomic
factors.

16. Learning issues: Due to learning impairments like dyslexia, certain Filipino students may find
it challenging to grasp the structure, meaning, and application of language.
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17. Language anxiety: For some Filipino students, learning the structure, meaning, and
application of a language can be challenging. This anxiety includes worry about making
mistakes and social anxiety.

18. Previous language learning experiences: Due to prior, particularly negative, language learning
experiences, certain Filipino students may find it difficult to grasp the structure, meaning, and
application of a language.

19. Perspectives on the English language: attitudes about the English language, particularly
negative attitudes. Having a bad attitude toward the language or thinking that English is too
difficult can be a major barrier for Filipino students learning the language. As a result,
students may become discouraged and demotivated and give up on their English studies.

20. Lack of exposure: Many Filipino students receive little English education outside of the
classroom. It could be challenging for kids to develop their language skills due to a lack of
speaking and listening chances.

21. Previous language learning experiences: Due to prior, particularly negative, language learning
experiences, certain Filipino students may find it difficult to grasp the structure, meaning, and
application of a language.

22. Limited resources: Many Philippine schools lack the necessary texts, audio-visual aids, and
qualified teachers to assist the teaching of the English language.

23. Language dominance: It may be difficult for students to switch to English when
communicating due to the predominance of Tagalog and the regional languages of the
Philippines. They may find it challenging to completely engage with the language and
improve their proficiency as a result.

24. Lack of practice: Students may find it difficult to internalize the grammar, vocabulary, and
pronunciation principles they are learning in the classroom if they do not have enough
opportunities for practice and application.

25. Speaking anxiety: Some students may struggle to practice and hone their English skills
because they are uncomfortable speaking in front of people.

26. Limited vocabulary: English language learners may not have a rich enough vocabulary to fully
understand and express themselves in English.

27. Grammar difficulties: Students may find English grammar rules and structures challenging,
particularly if they are different from the grammar rules of their first language.

28. Pronunciation difficulties: English pronunciation can be difficult for students, especially if
they have limited exposure to native English speakers.
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29. Limited listening skills: Without sufficient opportunities to listen to English being spoken,
students may struggle to understand the language when it is being spoken by others.

30. Reading and writing difficulties: Some students may find it challenging to read and write in
English, which can impact their overall language proficiency.

31. Cross-cultural differences: The cultural differences between the Philippines and
English-speaking countries can be a challenge for students learning English, making it
difficult for them to understand and communicate with native English speakers.

32. Lack of motivation: Some students may not feel motivated to learn English, especially if they
do not see the immediate practical applications of the language.

33. Different teaching methods: English language teaching methods can vary greatly between
teachers and schools, which can make it challenging for students to develop a consistent
understanding of the language.

34. Poor teacher training: Teachers who are not well-trained in English language teaching
methods may not be equipped to effectively support their students' learning.

35. Limited teacher resources: Teachers may not have access to adequate resources to support
their teaching, such as textbooks, lesson plans, and audio-visual materials.

36. Lack of student engagement: Students may become disengaged from their English language
studies if they are not being taught in a way that is meaningful and relevant to them.

37. Limited opportunities for assessment: Students may struggle to assess their own progress
in English without sufficient opportunities for assessment and feedback.

38. Technical difficulties: Students may face technical difficulties in accessing online English
language resources, such as videos and websites, which can limit their ability to develop
their language skills.

39. Poor language learning environment: A lack of a supportive language learning environment,
including inadequate facilities and resources, can impact students' motivation and overall
success in learning English.

In conclusion, having a thorough understanding of grammatical ideas is crucial for English language
teachers. The key to properly teaching and expressing these concepts to pupils is the capacity to
describe and analyze the shape, significance, and application of distinct language structures. A
teacher can lay a strong foundation for their pupils' language development and enhance their general
communication skills by demonstrating knowledge and grasp of grammar. As a result, they will be
better equipped to communicate clearly in a range of settings, including both formal and informal
ones.