88 UNP Research Journal Vol.

XIX January-December 2010

Linguistic Errors in the Oral Expositions of Speech

Communication Students of the College of Teacher
Education in the University of Northern Philippines
Rommel V. Tabula, MAT

Abstract

The study generally examined the linguistic errors in the oral expositions
of Speech Communication students of the College of Teacher Education in the
University of Northern Philippines. It investigated and described: (1) the profile of
the respondents according to sex, course, type of high school graduated from,
geographical location, parents’ educational attainment, parents’ work status,
language used at home, and exposure to mass media; (2) the linguistic errors
committed by the respondents in their oral expositions; (3) the strategies of the
students in monitoring their linguistic errors; (4) the significant relationship
between the profile of the students and their linguistic errors; (5) the significant
relationship between the profile and the strategies of the students in monitoring
their linguistic errors; and (6) the significant difference in the linguistic errors
between and among the group of respondents.

Data were obtained from forty (40) Teacher Education students, who were
enrolled in Speech Communication and Debate during the First Semester of the
Academic Year 2009-2010. Descriptive method of investigation in evaluating the
linguistic errors of the students was employed. From the tape recorded speeches of
the respondents, their linguistic errors and strategies in monitoring those errors
were listened, transcribed and analyzed using the following statistical tools:
frequency and percentages, weighted mean, point biserial correlation, chi-square
test, and analysis of variance.

Results revealed that majority of the respondents are female; equal number
of students from the four curricular offerings of the college participated in the
study; a great number of them graduated from the public high schools; many are
residents in the rural areas; most of their parents have finished college and self-
employed; the language they frequently use at home is Iloko; and they are
moderately exposed to print media but highly exposed to electronic media. It also
revealed that the linguistic errors committed by the respondents in their oral
expositions are phonological and grammatical in nature; in terms of phonology,
they committed errors in vowel sounds and consonant quality; and in terms of
 Linguistic Errors in the Oral Expositions of Speech Communication Students 89

grammar, their errors are mostly morphological and the least is lexical. It further
disclosed that the strategy used by the respondents in monitoring their
phonological errors is self-correction; and in grammatical errors, the strategies
used were stammering, restructuring, and verbosity. Furthermore, it was found out
that in phonology, there exists a significant relationship with regard to type of high
school graduated from, geographical location, course, parents’ educational
attainment, parents’ work status, language used at home, and exposure to mass
media; and in Grammar, there exists a significant difference with regard to
geographical location, course, parents’ work status, language used at home, and
exposure to electronic media. Moreover, there was a significant relationship
between the strategy in monitoring phonological errors and sex, type of high
school graduated from, course, parents’ educational attainment, parents’ work
status, language used at home, and exposure to mass media; and between the
strategies in monitoring grammatical errors and the type of high school graduated
from, course, parents’ educational attainment, parents’ work status, language used
at home, and exposure to electronic media. It was also noted that there was also a
significant difference in the linguistic errors between and among the groups of
respondents.

Based from the conclusions, the following recommendations were

forwarded: since learning a language will preferably be acquired in early years of
schooling, a good program in the elementary level with regard to teaching students
on the articulation of sounds should be considered; the language curriculum of the
college and of the university should be reviewed and revised to conform with
relevant theories exposed in communicative competence; English subjects should
be made relevant to the needs of the students; the teachers should employ
communicative approaches, methods and techniques to ensure the competent use of
the English language among Teacher Education students; and similar studies
should be undertaken to generalize the findings of the study.

Introduction
Background of the Study

The ability to communicate is the primary factor that distinguishes human beings
from animals. It is the ability to communicate well that distinguishes one individual from
another. The fact is, apart from the basic necessities, individuals need to be equipped with
habits for good communication skills, as this is what will make them happy and successful
human beings.
90 UNP Research Journal Vol. XIX January-December 2010

Today, human beings are living in a world of sophistication characterized by rapid

advancement in science and technology. The age they live in may be defined as the
communication age. Effective communication is considered one of the most important
skills that individuals should have. Receptive and expressive language abilities constitute a
significant aspect of effective communication in terms of language skills. One of the
expressive language elements is speaking skill.

In order to develop these habits, one needs to first acknowledge the fact that
individuals need to improve communication skills from time to time. They need to take
stock of the way they interact and the direction in which their work and personal relations
are going. The only constant in life is change, and the more one accepts one’s strengths
and works towards dealing with their shortcomings, especially in the area of
communication skills, the better will be their interactions and the more their social
popularity.

Speaking is the most common and important means of providing communication

among human beings. The key to successful communication is speaking nicely, efficiently
and articulately, as well as using effective voice projection. Furthermore, speaking is
linked to success in life, as it occupies an important position both individually and socially.

As in the case of many basic skills, one of the important periods to improve
speaking skill is during primary education. Murphy and Hildebrandt (1991) claimed that
speaking skills acquired and developed during primary education are significant with
regard to both acquisition and permanence. Therefore, it is essential that efficient and
effective teaching methods are employed in order to improve speaking skills during
primary education.

It is sometimes believed that in universities, writing is more important than

speaking. This view arises from the perception that most assessments of students (both
coursework and examinations) still seem to involve mainly writing (rather than speaking).

Effective oral communication skills can benefit people in various fields and
positions, but it cannot be taught as easily as most personal skills. It is important to keep in
mind that practice is essential to acquiring these skills.

Riceowl (2002) as cited by Ruth and Wysocki (2004) claims that speaking
effectively is extremely crucial for success in most positions in a formal working
environment. It has been proven that employees spend more time speaking than writing,
whether talking on the phone, conversing informally with colleagues, conducting meetings,
or making sales presentations. Research also reveals that the higher an employee moves
within an organization, the more important speaking skills become.
Linguistic Errors in the Oral Expositions of Speech Communication Students 91

Clearly, effective oral communication is important in all aspects of one’s career.

The ability to speak confidently and communicate effectively is crucial to professional and
personal success. Communication empowers individuals to remember the past, act in the
present, and anticipate the future. Communication is the vehicle by which they mange
relationships with others in contexts ranging from ―one-to-one‖ to ―one-to-many‖ using
personal and public speaking skills. When they can speak with integrity in a style that
engages their listeners, they can accomplish just about anything.

For very long, it was thought that to test one’s oral exposition skills was an
impractical endeavor. While the wisdom in doing so was recognized, it was considered
next to impossible, especially as it meant individuals had to be assessed singly. And if
large group had to be tested, definitely the matter of oral testing was ignored. Thus, while
the widely held notion of the L-S-R-W (Listening, Speaking, Reading, and Writing)
sequence of testing and teaching a language, for that matter, was talked about, everybody
turned away from consideration of assessing oral exposition skills. Ironically, whereas in
the field of Descriptive Linguistics, the oral aspect of language has primacy over the
written, yet it was the aspect most neglected in the area of teaching and testing. In the book
of Castillo and Lorenzo (2002), they challenged the readers to consider

that the linguist takes sound to be the basic manifestation of language, that
language is sound, that sounds of language have primacy over their
representation in writing.

These words allude to the utmost significance of speech. Unfortunately, its

significance was overshadowed by the inability of its proponents to handle intricacies of
oral testing. However, modern tests of language ability recognize the communicative
function of language and its integrative nature. Nothing can be truer measure of one’s oral
language ability than a speaking test (Castillo & Lorenzo, 2002).

It is in this light that the researcher necessitated to conduct a study on linguistic

errors in the oral expositions of Speech Communication students of the College of Teacher
Education. This study elicited information as to what measures can English teachers and
curriculum planners institute to help students enhance their oral exposition skills and be
able to help them upgrade their communicative competence.

This study likewise looked into the factors that influence the linguistic errors of
students of the College of Teacher Education in the University of Northern Philippines so
as to have inputs in the general design of the speech communication curriculum.

Finally, this study is expected to benefit students, English teachers, and curriculum
planners as this will provide information on how English teachers can further improve the
oral skills proficiency and the overall linguistic competence of college students.
92 UNP Research Journal Vol. XIX January-December 2010

Objectives of the Study

This study aimed to determine the linguistic errors of Speech Communication

students of the College of Teacher Education in the University of Northern Philippines
during the First Semester of the Academic Year 2009 -2010.

Specifically, the following problems were investigated:

1. What is the profile of the respondents in terms of the following:

a. Sex,
b. Course,
c. Type of High School Graduated From,
d. Geographical Location,
e. Parents’ Educational Attainment,
f. Parents’ Work Status,
g. Language Used at Home, and
h. Exposure to Mass Media?
2. What are the linguistic errors committed by the respondents in their oral
expositions based on the following variables:
a. Phonology, and
b. Grammar?
3. What are the strategies of the students in monitoring their linguistic errors
according to:
a. Phonology, and
b. Grammar?
4. Is there a significant relationship between the profile and the linguistic errors
of the respondents?
5. Is there a significant relationship between the profile and the strategies used by
the students in monitoring their linguistic errors?
6. Is there a significant difference in the linguistic errors between and among the
groups of respondents?

Scope and Delimitation

This study focused mainly on the linguistic errors of the Speech Communication
students of the College of Teacher Education in the University of Northern Philippines
during the First Semester of the Academic Year 2009-2010. It likewise looked into the
profile of the respondents in terms of sex, course, type of high school graduated from,
geographical location, parents’ educational attainment, parents’ work status, language used
at home, and exposure to mass media, and how these variables are related to the
respondents’ linguistic errors. Further, it determined the strategies used by the respondents
Linguistic Errors in the Oral Expositions of Speech Communication Students 93

in monitoring their linguistic errors and their relationship to the profile of the respondents.
Moreover, it investigated the significant difference in the linguistic errors between and
among the group of respondents.

The respondents of the study who were chosen at random were the forty (40)
students from the College of Teacher Education enrolled in Speech Communication during
the First Semester of the Academic Year 2009-2010. Of the 40 respondents, ten (10) were
enrolled in Bachelor in Secondary Education, 10 were taking up Bachelor in Elementary
Education, 10 were earning Bachelor of Science in Industrial Education, and 10 were
obtaining Bachelor in Library and Information Science.

The nature of the analysis of the data was taken into consideration in getting only
40 students as respondents to represent the four (4) curricular offerings of the college. The
students were asked to deliver an extemporaneous speech for three minutes each. Their
speeches were tape recorded, transcribed and analyzed. From their tape recorded oral
expositions, their phonological errors were analyzed according to vowel quality and
consonant quality. Then, the same taped oral expositions were listened for the second time
to analyze their grammatical errors. For the third time, the same taped oral expositions
were listened to analyze the strategies in monitoring their linguistic errors.

Review of Related Literature

Works of authorities and contributions of researches on subjects and topics related

to the study that will enhance the understanding of the paper were reviewed.

The results of the study of Tabula (2010) on the oral exposition skills of Mass
Communication students in the University of Northern Philippines stated that the
respondents’ level of oral exposition skills is ―Competent‖ in all areas of purpose,
language, content, organization, and delivery. He also found out that there is a significant
relationship between the student-related variables on type of school graduated from,
parents’ educational attainment, language used at home, and exposure to mass media and
their level of oral exposition skills. He, then, recommended that a research looking into the
practices of teachers in teaching speaking and language as a whole be pursued to figure out
the cause of the low oral exposition skills proficiency of the students.

When Torricer (2009) explored the English language proficiency of the Second
Year college students of Ilocos Sur Community College, she discovered that the speaking
ability of her respondents are significantly related with their sex, fathers’ occupation and
educational attainment, availability of English newspapers and encyclopedia, exposure to
radio programs in English and Iloko, and exposure to TV programs in English and Filipino.
94 UNP Research Journal Vol. XIX January-December 2010

In the same year, Fuentes et al (2009) determined the speaking proficiency level
vis-à-vis motivation level of the AB-English Freshmen of Western Mindanao State
University. Their study revealed that sex does not modify the relationship between the
students’ English speaking proficiency and their levels of motivation.

But according to Bambico (2008), sex is significantly related to the grammar and
reading comprehension components of the English language proficiency of the students.
She also noted that place of origin has no significant relationship with the students’ English
language proficiency. Similar findings were disclosed in the study of Bobila (2008) when
she determined the learning styles and English language proficiency of her respondents.

In 2004, Cadiz found out that the educational attainment of the parents did not have
significant relationship with the oral communication skills of the respondents because, at
home, in the neighborhood, and in the larger community, they interact, communicate, and
socialize through their mother tongue. She said that although parents may have acquired
college degrees, those educational attainments do not affect in any way the students’
proficiency in communicating English. The oral communication skills of students are
confined to classroom situations and any other context where focus on grammar,
pronunciation, diction, and fluency are generally observed.

The study of Altamirano (2002) revealed that there is no significant difference

between the phonological errors of the students and the curriculum enrolled in, gender, and
the type of high school graduated from. She also found out that ethnic affiliation and grade
point average have significant effect to the grammatical errors of his respondents.

While Evasco (2000) found out that college entrance test, first language, television
viewing and print media account for small variances in oral discourse competence of the
student teachers, Yap-Aizon (2000) revealed that sex significantly influence the reading
proficiency in English and Filipino poetry and essay among female students.

Finally, Bautista (1987) disclosed that the type of high school the subject students
graduated from does not affect the level of English proficiency of the student teachers. She
also found out that the grade point average affects the grammar structure and vocabulary
usage of the respondents.

Conceptual Framework

In the conduct of the study, the researcher was guided by the paradigm in Figure 1
presented as follows:
Linguistic Errors in the Oral Expositions of Speech Communication Students 95

Independent Variables Dependent Variables

Profile of the Respondents Linguistic Errors in the

Oral Expositions of the
 Sex, Speech Communication
 Course, Students
 Type of High School
Graduated From,  Phonology
 Geographical Location  Grammar
 Parents’ Educational
Attainment,
 Parents’ Occupation, Strategies of the Students
 Language Used at Home, in Monitoring their
Linguistic Errors
and
 Exposure to Mass Media
 Phonology
 Grammar

Figure 1. Research Paradigm

As illustrated in the paradigm, the independent variables or the profile of the

respondents such as sex, course, type of high school graduated from, geographical location,
parents’ educational attainment, parents’ work status, language used at home and exposure
to mass media are believed to influence their linguistic errors and their strategies in
monitoring those errors.

Methodology

Research Design. The researcher employed the descriptive method of

investigation in evaluating the linguistic errors of Speech Communication students of the
College of Teacher Education in the University of Northern Philippines during the First
Semester of the Academic Year 2009-2010.

Statistical Treatment of the Data. The following statistical tools were utilized to
analyze and interpret the data gathered: frequency and percentages, weighted mean, point
biserial correlation, chi-square test, and analysis of variance.
96 UNP Research Journal Vol. XIX January-December 2010

Results and Discussion

The data gathered were presented in tabular form, analyzed and interpreted in this
section.

The frequency distribution on the profile of the respondents is summarized in

Table 1.

On Sex. Of the forty respondents, majority (28 or 70%) of them are female while
only few (12 or 30%) are male. This means that students who wish to become teachers are
predominantly females. This further supports the fact that teaching is a female dominated
profession.

On Course. The respondents who participated in the study shared equal numbers
and percentages: 10 (25%) were enrolled in Bachelor in Secondary Education, 10 (25%)
were taking up Bachelor in Elementary Education, 10 (25%) were earning Bachelor of
Science in Industrial Education, and 10 (25%) were obtaining Bachelor in Library
Information and Science. This means that the four curricular offerings of the college were
well-represented by the respondents.

On Type of High School Graduated From. Majority (28 or 70%) of the

respondents graduated from public high schools while few (12 or 30%) of them graduated
from private secondary institutions. This could be due to the fact that public high schools
collect minimal fees making them more affordable compared to private educational
institutions which, in general, collect exorbitant fees.

On Geographical Location. As can be gleaned from the table, only few (6 or

15%) of the respondents were found to be residing in the urban areas while the majority (34
or 85%) comes from the rural areas. The findings suggest that students from the rural areas
usually resorted to study in nearby schools while some students from the urban areas are
enrolled in Metro Manila or other prestigious schools.

On Father’s Educational Attainment. Biggest in percentage are those who are

college graduate (12 or 30%) and those who finished some years in college with (12 or
30%); followed by those who are high school graduates (10 or 25%); then, by those who
had the chance to go to high school (2 or 5%), and elementary level (2 or 5%); and finally,
by a master’s degree holder (1 or 2.5%) and with some units in the master’s degree
program at (1 or 2.5%). The findings show the importance of education as a need
qualification in the occupational world.
Linguistic Errors in the Oral Expositions of Speech Communication Students 97

Table 1. Profile of the Respondents.

Profile Frequency Percentage

Sex Male 12 30
Female 28 70
Total 40 100
Course BSE 10 25
BEED 10 25
BSIE 10 25
BLIS 10 25
Total 40 100
Type of High School Graduated Private 12 30
From Public 28 70
Total 40 100
Geographical Location Urban 6 15
Rural 34 85
Total 40 100.00
Parents’ Educational Attainment
Father Elementary Level 2 5
Elementary Graduate 0 0
High School Level 2 5
High School Graduate 10 25
College Level 12 30
College Graduate 12 30
With Master’s Units 1 2.5
Master’s Graduate 1 2.5
Total 40 100
Mother Elementary Level 2 5
Elementary Graduate 0 0
High School Level 2 5
High School Graduate 12 30
College Level 10 25
College Graduate 13 32.5
With Master’s Units 1 2.5
Master’s Graduate 0 0
Total 40 100
Parents’ Occupation
Father Unemployed 3 7.5
Self-employed 16 40
Employed 15 37.5
Retired 2 5
Deceased 4 10
Total 40 100
98 UNP Research Journal Vol. XIX January-December 2010

Table 1continued

Profile Frequency Percentage

Mother Unemployed 9 22.5
Self-employed 15 37.5
Employed 11 27.5
Retired 2 5
Deceased 3 7.5
Total 40 100
Language Used at Home Iloko 23 57.5
Iloko and Tagalog 12 30
Iloko, Tagalog, and English 3 7.5
Tagalog and English 2 5
Total 40 100

On Mother’s Educational Attainment. A great percentage (13 or 32.5%) finished

college; comparably great in number finished high school (12 or 30%); followed by college
level (10 or 25%); then, by high school level (2 or 5%) and elementary level (2 or 5%); and
lastly, with master’s units (1 or 2.5%). The findings denote that mothers are given equal
opportunities to enhance themselves professionally.

On Father’s Work Status. Most of the fathers of the respondents are self-
employed (16 or 40%). A large number of the fathers are employed (15 or 37.5%) either in
the government or private agencies; however, there are some who are deceased (4 or 10%);
others are unemployed (3 or 7.5%) and retired (2 or 5%).

On Mother’s Work Status. Most of them are self-employed (15 or 37.5%). Out
of the total population, 11 or 27.5% are employed; 9 or 22.5% are unemployed; 3 or 7.5%
are deceased; and 2 or 5% are retired.

On Language Used at Home. The language most frequently used by the

respondents at home is Iloko which registered at 57.5%. This is followed by Iloko and
Tagalog at 30%; then Iloko, Tagalog and English at 7.5%; finally, Tagalog and English at
5%. This finding is not surprising since the respondents are pure Ilocanos; naturally, they
use their mother tongue when communicating with their folks. It is interesting to note,
however, that some respondents use Tagalog and English as auxiliary languages for
communication.

Presented in Tables 2.a and 2.b is the extent of the respondents’ exposure to mass
media. In this study, mass media is classified into print and electronic, the former
presented in Table 2.a and the latter in Table 2.b. Under each category are specific types of
mass media.
Linguistic Errors in the Oral Expositions of Speech Communication Students 99

Table 2.a. Extent of Exposure of the Respondents to Print Media

Print Media
Level/ Magazines/
Books Newspapers Tabloids
Description Journals
f % f % f % f %
(5) Always 0 0 0 0 0 0 0 0
(4) Often 10 25 5 12.5 4 10 3 7.5
(3) Sometimes 25 62.5 17 42.5 19 47.5 16 40
(2) Rarely 5 12.5 17 42.5 14 35 18 45
(1) Never 0 0 1 2.5 3 7.5 3 7.5
Total 40 100 40 100 40 100 40 100
Mean 3.12 2.65 2.6 2.48
Description Moderate Moderate Low Low
Overall 2.71 (Moderate)
Legend:
4.21 – 5.00 Always Very High
3.41 – 4.20 Often High
2.61 – 3.40 Sometimes Moderate
1.81 – 2.60 Rarely Low
1.00 – 1.80 Never Very Low

The above table exhibits the extent of exposure of the respondents to print media.
As manifested in the table, the respondents are moderately exposed to books and
newspapers as evidenced by their means of 3.12 and 2.65, respectively. In terms of
magazines and journals as well as tabloids, the respondents have low exposure with their
mean ratings of 2.6 and 2.48, respectively. Taken as a whole, the respondents have
―Moderate‖ exposure to print media with a mean of 2.71. This implies that the respondents
have not developed yet their passion or love in reading.

The above table reveals the extent of exposure of the respondents to electronic
media. As can be seen on the table, in terms of television, the respondents very highly
exposed with a mean of 4.32. In the case of radio and computer or use of internet, they are
highly exposed with their respective means of 3.7 and 3.6. As regards to motion pictures,
they are moderately exposed with a mean of 2.78. Taking into account its overall mean of
3.6, it clearly manifests that the respondents are highly exposed to electronic media.
100 UNP Research Journal Vol. XIX January-December 2010

Table 2.b. Extent of Exposure of the Respondents to Electronic Media

Electronic Media
Computer/ Motion
Level/ Television Radio
Internet Pictures
Description
F % f % f % f %
(5) Always 19 47.5 12 30 9 22.5 2 5
(4) Often 16 40 11 27.5 9 22.5 8 20
(3) Sometimes 4 10 10 25 19 47.5 9 22.5
(2) Rarely 1 2.5 7 17.5 3 7.5 21 52.5
(1) Never 0 0 0 0 0 0 0 0
Total 40 100 40 100 40 100 40 100
Mean 4.32 3.7 3.6 2.78
Description Very High High High Moderate
Overall 3.6 (High)
Legend:
4.21 – 5.00 Always Very High
3.41 – 4.20 Often High
2.61 – 3.40 Sometimes Moderate
1.81 – 2.60 Rarely Low
1.00 – 1.80 Never Very Low

Linguistic Errors Committed by Speech Communication Students

Linguistic errors refer to the errors of the students in phonology and grammar. The
phonological errors of the students refer to the errors committed in the process of
articulation of sounds, as in pronunciation of vowels and consonants of the sound system of
the English language.

Presented in Table 3 is the frequency of linguistic errors of Speech

Communication students of the College of Teacher Education in terms of phonology.
Linguistic Errors in the Oral Expositions of Speech Communication Students 101

Table 3. Linguistic Errors of Students in Terms of Phonology

Phonological Errors Frequency of Errors Percentage

Vowel æ 33 82.5
ɔ 27 67.5
υ 22 55
ɚ 3 7.5
Consonant ð 28 70
θ 28 70
f 6 15
p 6 15
zh 3 7.5
dz 3 7.5
v 3 7.5
b 3 7.5
ft 3 7.5

On Vowel Sounds. Out of the 11 vowel sounds, there were 4 vowels recorded as
common errors of the students. The table manifests that 82.5% of the respondents
committed error in [æ] sound as in [man] for [mæn] and [stand] for [stænd]. It also reveals
that 67.5% of them have errors in [ɔ] sound as in [olweyz] for [ɔlweyz] and [pos] for [pɔs].
Further, an error in [υ] sound was noted from 55% respondents like saying [ʃud] instead of
[ʃυd] and [god] instead of [gυd]. Moreover, an error in [ɚ] sound was evident from 7.5%
respondents like saying [ənadεr] instead of [ənaðɚ] and [sεntεr] instead of [sεntɚ].

The abovementioned errors committed by the respondents under vowel quality can
be attributed to the confusion of phonemes with other vowel phonemes during articulation
which Richards (1978) as cited by Altamirano (2002) calls indigenization or nativization of
the target language. Since these vowel sounds do not exist in the Philippine languages and
even most of the world’s languages, the second language (L2) speakers find it difficult to
master the sounds of English.

On Consonant Sounds. Of the 24 consonant sounds, there were 9 consonants

registered as common errors of the students. In the above table, it was manifested that 70%
of the respondents committed errors in [ð] sound as in [dat] for [ðæt] and [deyr] for [ðeyr];
and in [Ɵ] sound as in [tɪŋ] for [θɪŋ] and [tIk] for [θIk]. It was also revealed that 15% of
them have errors in [f] sound like saying [plat] instead of [flæt] and [prεnd] instead [frεnd];
and in [p] sound like saying [fɚhæps] instead of [pɚhæps] and [fəzIʃən] instead of
[pəzIʃən]. It was also shown that 7.5% of the respondents have errors in [zh] sound as in
[measure, treasure, and leisure]; [dz] sound as in [college, pledge, and courage]; [v] sound
102 UNP Research Journal Vol. XIX January-December 2010

as in [victory, vigor, very]; and [b] sound as in [bridge, bright, brother]; and consonant
cluster [ft] sound as in [gIp] for [gIft] and [lεp] for [lεft].

The above findings are similar to the results of the study of Igno (2006) as cited by
Enriquez (2008) that most of the Tagalog native speakers had a difficulty in pronouncing
the English contrasted consonants like /p/ and /f/, /b/ and /v/, /θ/ and /ð/, /s/ and /ds/, and /s/
and /z/.

The grammatical errors of students were categorized using Hendrickson’s Model

which are lexical, syntactic, and morphological. Lexical errors refer to the misuse or
omission of any unbound morpheme of noun, verb, adjective, and adverb. Syntactic errors
include deviations in the use of articles, prepositions, coordinators, subordinators, pronouns
and word order. Morphological errors consist of deviations in verb form, subject-verb
agreement, and plural markers.

Presented in Table 4 is the frequency of linguistic errors of Speech Communication

students of the College of Teacher Education in terms of grammar.

Table 4. Linguistic Errors of Students in Terms of Grammar

Grammatical Errors Frequency of Percentage

Errors
Lexical Misused Verb 22 55
Omitted Verb 16 40
Misused Adjective 2 5
Syntactic Misused Pronoun 17 42.5
Misused Preposition 5 12.5
Word Order 11 27.5
Morphological Subject-Verb Agreement 30 75
Verb Form 22 55
Plural Marker 22 55

On Lexical Errors. As reflected on the table, 55% of the respondents committed

lexical errors through misused verb as in the following sentences:

1. I love teaching because I see fulfillment in it. (The sentence should be: I
love teaching because I feel fulfillment in it.)
2. The personalities we see on television and the voices we hear over the
radio make a journalistic approach in conveying their message. (The sentence
should be: The personalities we see on television and the voices we hear over the
radio do a journalistic approach in conveying their message.)
Linguistic Errors in the Oral Expositions of Speech Communication Students 103

3. Every teacher should envision the highest possible standards of quality

education. (The sentence should be: Every teacher shall uphold the highest
possible standards of quality education.)

It was also shown that 40% of them committed lexical errors through omitted verb
as in the following situations:

1. Having inspired by her words of wisdom, I became more persistent to

reach my goals in life. (The sentence should be: Having been inspired by her
words of wisdom, I became more persistent to reach my goals in life.)
2. She shares stories that related to our topic. (The sentence should be: She
shares stories that are related to our topic.)
3. An example, the passage by William Shakespeare that goes, “A bit of a
serpent is better than a thankless child.” (The sentence should be: An example is
the passage by William Shakespeare that goes, “A bit of a serpent is better than a
thankless child.”)

Further, it was revealed that 5% of them committed lexical errors through misused
adjective as in the following cases:

1. It is bad to act on something without considering its consequences. (The

sentence should be: It is dangerous to act on something without considering its
consequences.)
2. The best measure of success is self-fulfillment. (The sentence should be:
The real measure of success is self-fulfillment.)
3. His golden voice makes us attentive in listening to his lecture. (The
sentence should be: His audible voice makes us attentive in listening to his lecture.)

On Syntactic Errors. As manifested on the table, 42.5% of the respondents

committed syntactic errors through misused pronoun like in the following sentences:

1. The ultimate happiness of a teacher is to witness the success of their

students. (The sentence should be: The ultimate happiness of a teacher is to witness
the success of his/her students.)
2. The love that brings us pain should be the same love that would heal
your hearts. (The sentence should be: The love that brings us pain should be the
same love that would heal our hearts.)
3. Find your place in this world where we will feel that everything is going
to be alright. (The sentence should be: Find your place in this world where you will
feel that everything is going to be alright.)
It was also reflected that 12.5% of them have committed syntactic errors through
misused preposition like in the following situations:

104 UNP Research Journal Vol. XIX January-December 2010

 1. I felt a mother’s special kind of love in my teacher. (The sentence should
be: I felt a mother’s special kind of love from my teacher.)
2. If you want to succeed in life, you must be contented of what you have.
(The sentence should be: If you want to succeed in life, you must be contented with
what you have.)
3. I love my career because people respect me in what I do. (The sentence
should be: I love my career because people respect me for what I do.)

Further, it was noted that 27.5% of them committed syntactic errors in word order
like in the following cases:

1. The child’s mind is a tabula rasa, that is, an empty sheet according to
the English philosopher John Locke on which experience is imprinted. (The
sentence should be: According to the English philosopher John Locke, the child’s
mind is a tabula rasa or an empty sheet on which experience is imprinted.)
2. You know that we, Filipinos, I believe, are filled with hope that the next
generation will be able to overcome the problems of the present and will also be
able to fulfill the promise of the future. (The sentence should be: I believe that we,
Filipinos, are filled with hope that the next generation will be able to overcome the
problems of the present and fulfill the promise of the future.)
3. In the teaching-learning process, learning is assumed that it did not take
place when the idea that was first learned was not used and internalized. (The
sentence should be: In the teaching-learning process, it is assumed that learning
did not take place when the idea that was first learned was not used and
internalized.)

On Morphological Errors. As evidenced on the table, 75% of the respondents

have committed errors in subject-verb agreement as in the following examples:

1. The idea of respect and understanding are the byproducts of wisdom.

(The sentence should be: The idea of respect and understanding is the byproduct of
wisdom.)
2. I believe that the pathways to success always begins at the foot of the
cross. (The sentence should be: I believe that the pathways to success always begin
at the foot of the cross.)
3. There are Filipinos, one way or another, who desires to visit or work in
other countries. (The sentence should be: There are Filipinos, one way or another,
who desire to visit or work in other countries.)

It was also disclosed that 55% of them committed errors in verb form as in the
following cases:

Linguistic Errors in the Oral Expositions of Speech Communication Students 105

 1. We watched the sunset before we go home. (The sentence should be: We
watched the sunset before we went home.)
2. Today, the state of English language teaching in the Philippine
education was at critical point. (The sentence should be: Today, the state of
English language teaching in the Philippine education is at critical point.)
3. Teachers guide their students to become responsible citizens in an
aspiring to be an industrialized and developing nation without compromising the
earth because it was only borrowed from the future of the children. (The sentence
should be: Teachers guide their students to become responsible citizens in an
aspiring to be an industrialized and developing nation without compromising the
earth because it is only borrowed from the future of the children.)

Moreover, 55% of them have errors in plural markers as in the following sentences:

1. They are the symbol of our unrelenting grit and determination to

succeed. (The sentence should be: They are the symbol of our unrelenting grit and
determination to succeed.)
2. We were able to get all the number shown on TV. (The sentence should
be: We were able to get all the numbers shown on TV.)
3. To build and strengthen our national identity, pride and dignity, we need
to become defenders like soldier. (The sentence should be: To build and strengthen
our national identity, pride and dignity, we need to become defenders like
soldiers.)

Table 5. Monitoring Linguistic Errors in Terms of Phonology

Strategy Frequency Percentage

Self-correction 14 35

As recorded from the students’ oral expositions, Table 5 clearly shows that 35% of
the respondents used self-correction by repetition as a strategy in monitoring their
phonological errors. They say the correct pronunciation of the mispronounced word when
they repeat it as in the following illustrations:

1. You have to pight… fight for your rights as students.

2. The liblary… library is still better than the internet.

106 UNP Research Journal Vol. XIX January-December 2010

 Table 6. Monitoring Linguistic Errors in Terms of Grammar

Strategy Frequency Percentage

Restructuring 17 42.5
Stammering 20 50
Verbosity 12 30

It was reflected on Table 6 that 42.5% of the respondents monitor their

grammatical errors through restructuring wherein they develop an alternative construction
plan as in the following examples:

1. A good teacher does not only educate the learners, but, ahm, ah, but
also inspires them to reach their dreams.
2. If a teacher imparted wrong information to students, he, ah, has, ah, he
has poisoned thousand minds.

It was also revealed that 30% of them used verbosity wherein they provide
information beyond that which is necessary to carry on the interaction which may include
repetition as in the following situations:

1. The school needs competent and effective teachers in order to achieve

its vision and mission, since the ultimate goal of the school is to provide quality
education to the students, so a good competent and effective teacher, who has
honed their skills in the art of teaching, is needed. (The speaker gave additional
information to explain what he meant by ―competent and effective teachers‖.)
2. Teaching is a noble profession and especially important nation building
because it is not only imparting knowledge and skills but also values, attitudes,
good character or good manners and right conduct that mold the hearts and minds
of the students. (The speaker provided additional information by giving an
example which can actually be stated in a simple sentence.)

It was further manifested that 50% of them monitored their grammatical errors
through stammering wherein they pause for a while because they know that the words they
might say may be erroneous as in the following instances:

1. Teaching is a noble profession… many say… some people say, it is… it

is more of a vocation rather than a profession.
2. Society is entering an era in which… in which the future will essentially
be determined by… the people’s wise use of knowledge.
Linguistic Errors in the Oral Expositions of Speech Communication Students 107

Table 7. Correlation Coefficient Between Profile of Respondents and Phonological

Errors

Correlation
Variables t-Value
Coefficient
Sex .0458 .282
Type of High School Graduated from -0.698* -5.931
Geographical Location -0.524* -3.792
Chi-Square Statistics Critical Value
Course 23.34* 12.59
Mothers’ Educational Attainment 40.27* 23.68
Fathers’ Educational Attainment 36.96* 23.68
Mothers’ Work Status 27.07* 15.51
Fathers’ Work Status 17.52* 15.51
Language Used at Home 22.93* 12.59
Print Media 16.83* 9.49
Electronic Media 25.52* 9.48
Legend:
*Significant at .05 probability level
**Significant at .01 probability level

It can be gleaned from the table that there exists a significant relationship on the
phonological errors committed by the respondents with regard to type of high school
graduated from, geographical location, course, parents’ educational attainment, parents’
work status, language used at home, and exposure to mass media. However, there is no
significant relationship between the phonological errors of the respondents and sex.

The findings of this study conform to the findings of Altamirano (2002) that there
is no significant difference on the phonological errors in consonant quality, vowel quality,
and word stress with regard to gender. This is further supported by the finding of Cadiz
(2004) that the educational attainment of the parents did not have significant relationship
with the oral communication skills of the respondents. However, the findings are contrary
to the results of the study of Yap-Aizon (2000) which reveal that sex significantly influence
the reading proficiency in English and Filipino poetry and essay among female students.
108 UNP Research Journal Vol. XIX January-December 2010

Table 8. Correlation Coefficient Between Profile of Respondents and Grammatical

Errors

Correlation
Variables t-Value
Coefficient
Sex -0.256 -1.633
Type of High School Graduated from -0.747 -6.918
Geographical Location -0.514* -3.694
Chi-Square Statistics Critical Value
Course 21.53* 12.59
Mothers’ Educational Attainment 20.04 23.68
Fathers’ Educational Attainment 20.86 23.68
Mothers’ Work Status 19.11* 15.51
Fathers’ Work Status 18.93* 15.51
Language Used at Home 24.19* 12.59
Print Media 4.19 9.49
Electronic Media 28.87* 9.48
Legend:
*Significant at .05 probability level
**Significant at .01 probability level

It is reflected in the table that there exists a significant relationship on the

grammatical errors committed by the respondents with regard to geographical location,
course, parents’ work status, language used at home, and exposure to electronic media.
However, there is no significant relationship between the grammatical errors of the
respondents and sex, type of high school graduated from, parents’ educational attainment,
and exposure to print media.

The findings of this study confirm the results of the study of Altamirano (2002)
that the type of high school graduated from does not affect the lexical and morphological
errors of the students but it affects their syntactic errors. These findings also support the
findings of Bautista (1987) that the type of high school graduated from does not affect the
level of English proficiency of the student teachers. Nevertheless, the above findings are
contrary to the results of the study of Torricer (2009) that significant relationship exist
between the speaking ability of the students and their sex, fathers’ educational attainment,
availability of English newspapers and encyclopedia, exposure to radio programs in
English and Iloko, and exposure to TV programs in English and Filipino.
Linguistic Errors in the Oral Expositions of Speech Communication Students 109

Table 9. Correlation Coefficient Between Profile of Respondents and Strategies in

Monitoring Phonological Errors

Chi-Square
Variables Critical Value
Statistics
Sex 5.03* 3.84
Course 25.05* 7.81
Type of High School Graduated from 9.23* 3.84
Geographical Location 3.8 3.84
Mothers’ Educational Attainment 20.88* 14.07
Fathers’ Educational Attainment 20.88* 14.07
Mothers’ Work Status 20.27* 11.07
Fathers’ Work Status 11.5* 11.07
Language Used at Home 15.92* 7.81
Print Media 7.77* 5.99
Electronic Media 29.14* 5.99
Legend:
*Significant at .05 probability level
**Significant at .01 probability level

Table 9 indicates that there exists a significant relationship between the strategy in
monitoring phonological errors committed by the respondents with regard to sex, type of
high school graduated from, course, parents’ educational attainment, parents’ work status,
language used at home, and exposure to mass media. However, there is no significant
relationship between the strategy in monitoring phonological errors of the respondents and
geographical location.

The above finding validates the result of the earlier study of Tabula (2010) that the
level of oral exposition skills of Mass Communication students in the University of
Northern Philippines is not significantly related with their place of residence. Further, it
affirms to the findings of Bambico (2008) and Bobila (2008) whereby no significant
relationship was found between place of origin and language proficiency of the
respondents. Nevertheless, the finding of Blanco (2004) that the type of residence is
significantly related to the linguistic ability of the English Plus students in Divine Word
College of Bangued do not conform to the above findings.
110 UNP Research Journal Vol. XIX January-December 2010

Table 10. Correlation Coefficient Between Profile of Respondents and Strategies in

Monitoring Grammatical Errors

Chi-Square Critical
Variables
Statistics Value
Sex 2.14 7.81
Course 25.58* 16.92
Type of High School Graduated from 18.95* 7.81
Geographical Location 7.8 7.81
Mothers’ Educational Attainment 50.26* 32.67
Fathers’ Educational Attainment 35.53* 32.67
Mothers’ Work Status 41.18* 21.03
Fathers’ Work Status 28.72* 21.03
Language Used at Home 27.31* 16.92
Print Media 5.05 12.59
Electronic Media 31.13* 12.59
Legend:
*Significant at .05 probability level
**Significant at .01 probability level

Table 10 shows that there exists a significant relationship between the strategies in
monitoring grammatical errors committed by the respondents with regard to type of high
school graduated from, course, parents’ educational attainment, parents’ work status,
language used at home, and exposure to electronic media. However, there is no significant
relationship between the strategies in monitoring grammatical errors of the respondents and
sex, geographical location, and exposure to print media.

The above findings are similar to the results of the study of Evasco (2000) where
she found out that college entrance test, first language, television viewing and print media
account for small variances in oral discourse competence of the student teachers. These
further support the finding of Fuentes et al (2009) that sex does not modify the relationship
between the students’ English speaking proficiency and their levels of motivation. But this
contradicts the finding of Bambico (2008) that sex is significantly related to the grammar
and reading comprehension components of the English language proficiency of the
respondents.
Linguistic Errors in the Oral Expositions of Speech Communication Students 111

Table 11. Result of ANOVA on the Significant Difference of Linguistic Errors

Between and Among the Speech Communication Students of the College
of Teacher Education

Sum of Mean of
Source of Variation Df F F crit
Square Square
Between Groups 499.275 3 166.425 7.55 2.87
Within Groups 793.1 36 22.03056
Total 1292.375 39

As exhibited in Table 11, there exists a significant difference on the result of the
ANOVA test on the linguistic errors between and among the Speech Communication
students of the College of Teacher Education with 7.55 F-ratio at .05 level of significance.

Conclusions
Based on the aforementioned findings, the following conclusions were drawn:

1. Majority of the respondents are female, who are enrolled in the four curricular
offerings of the college: BSE, BEED, BSIE, and BLIS. A great number of them graduated
from the public high schools and are residents in the rural areas. Most of their parents have
finished college and self-employed. The language they frequently use at home is Iloko.
They are moderately exposed to print media but highly exposed to electronic media.

2. The linguistic errors committed by the respondents in their oral expositions are
phonological and grammatical in nature. In terms of phonology, they committed errors in
vowel sounds and consonant quality. While in grammar, their errors are mostly
morphological and the least is lexical.

3. The strategy used by the respondents in monitoring their phonological errors is

self-correction. In grammatical errors, the strategies used were stammering, restructuring,
and verbosity.

4. In phonology, there exists a significant relationship with regard to type of high

school graduated from, geographical location, course, parents’ educational attainment,
parents’ work status, language used at home, and exposure to mass media. In Grammar,
there exists a significant difference with regard to geographical location, course, parents’
work status, language used at home, and exposure to electronic media.
112 UNP Research Journal Vol. XIX January-December 2010

5. There is a significant relationship between the strategy in monitoring

phonological errors and the variables on sex, type of high school graduated from, course,
parents’ educational attainment, parents’ work status, language used at home, and exposure
to mass media. There is also a significant difference between the strategies in monitoring
grammatical errors and the type of high school graduated from, course, parents’ educational
attainment, parents’ work status, language used at home, and exposure to electronic media.

6. There is a significant difference in the linguistic errors between and among the
groups of respondents.

Recommendations
Based on the conclusions, the researcher forward the following recommendations:

1. Since learning a language is acquired in early years of schooling, school

administrators should seriously consider the importance of hiring qualified teachers who
could extraordinarily teach grammar and articulation of sounds.

2. School administrators should also assign the best teachers for Grade I and First
Year High School so that the learners would acquire a better foundation for the collegiate
level and could easily adapt to the challenges that they will face in multicultural settings.

3. The teachers are encouraged to attend seminars or conferences and other in-
service trainings for them to be updated with the latest trends or innovations in language
teaching, particularly on speaking.

4. The teachers should employ communicative approaches, methods and

techniques to ensure the competent use of the English language among Teacher Education
students.

5. The language curriculum of the college should be reviewed and revised to

conform with relevant theories exposed in communicative competence.

6. The contents of English subjects should be made relevant to the needs of the
students.

7. Similar studies should be undertaken to include other variables not used in the
study.
Linguistic Errors in the Oral Expositions of Speech Communication Students 113

References

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Evasco, Nora C. (2000). “Correlate Variables, Status, Common Errors of Oral Discourse Among
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Bobila, Isabel F. (2008). Learning Styles and English Language Proficiency of the Grade V of
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Cadiz, Lenaida A. (2004). Oral Communication Skills of the Second Year College Students of Abra
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