College of Teacher Education
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Item Phonological errors of students(2020-10) Alngrat, Sagar A.It is believed that the acquisition of a second language is not only dependent on the eagerness, but also on practice and commitment of both the teacher and students. This is unarguably why phonological error analysis is a crucial and an essential technique in teaching a second language so as to redesign and transform the teachers' perspective and readdress their method of teaching with the intention of fixing and filling the students gaps. At the point when an instructor understands the idea of his/her students' errors and their potential sources, he or she can settle on better choices, which will positively influence his/her performance and satisfy current pedagogical and professional demands. For sure, the process of language learning relies upon the choices and commitment of the students, in view of their experience of life and of language as people. A superior understanding of the student can enable the instructor to comprehend what components are assuming a role in the students learning process. In like manner, by breaking down and recognizing students' errors they might come to appreciate the way that errors are the most noteworthy proof of their endeavors to follow the path of the learning process. In this study, based on a linguistic description of the errors, there was generally an increase in the frequency of errors among the seven types of phonological errors identified in the study. The students were found to make more paradigmatic errors and few omission and contextual errors was perhaps due to the nature of interaction involving personal relationships. Some of these errors were related to "Filipino" language interference which was also confirmed by students as the most significant factor that affected their oral performance in speaking in English. The results of this investigation demonstrated that phonological error analysis buttress the motivation behind language teaching as it can possibly add to changes in students' familiarity with errors, lead to the acquiring of additional information, and assist them to improve overall oral performance. By this result, it means that school administrators and instructors should reinforce the schools' English language policy so as to curb the influence of mother tongue on the acquisition of English-speaking abilities. The teachers should likewise be role models to be emulated by students through speaking and teaching in English. In addition, the study also recommended strategies that would complement the efforts of the teachers to minimize errors and improve students' oral fluency and proficiency in English. This study is entitled "Common Phonological Errors". It is an attempt to determine the phonological error among high school students in the University of the Cordilleras. Specifically, it sought to answer the following research questions: 1. What are most common types of phonological errors made by the respondents? 2. What are the factors that account for the phonological errors committed by the respondents? A quantitative descriptive method was used, wherein an adopted questionnaire was used to gather data. Data was gathered from thirty grade ten students including two language teachers from the University of the Cordilleras. For the treatment of the data gathered, frequency was used to determine the demographic profile, and weighted mean was used to determine the factors that account for the phonological errors committed by students. Based on the data gathered, the following are the findings of the study: 1. The result manifest that paradigmatic errors was the most reoccurring error that affected students' oral performance in English. Often the students' produced repetitive words or sounds when expressing themselves in English which is an indication that Ll alone is not the only source of phonological error. 2. Linguistic factor such as influence of Ll (Filipino) and affective factors including lack of motivation and confidence as well as anxiety were found to be the major causative factors that affected students' oral performance in English. On the basis of findings, the following are the conclusions forwarded: 1. Students do not read extensively English language materials as well as practice speaking in English that will enable them gather sufficient vocabulary to utilize while communicating freely 2. Students' feel less motivated and confident to develop their oral performance and as such are often anxious of being mocked or harassed by classmates when expressing themselves in English. Based on the findings and conclusions of the study, the following are 1. Students ought to be encouraged and inspired by instructors so as to improve their self-confidence to do wide reading of variety of reading materials like newspapers and articles. Students should work on communicating in English in school and at home as opposed to being compelled to adhere to the language policy when in school only. 2. It is suggested that school administrators and instructors should reinforce the schools' English language policy so as to curb the influence of mother tongue on the acquisition of English speaking abilities. In addition, the teachers should likewise be role models to be emulated by students through speaking and teaching in English. 3. Teachers should apply audio-lingual strategy to improve the students' diction. The audio-lingual strategy is a style of teaching utilized in teaching English as a second language. The importance of this strategy is dependent on behaviorist theory that could be trained through a system of reinforcement. The emphasis is on the correct model of a sentence and the students would need to repeat it. The instructor should introduce the new words for the students so as to drill them to just memorize them. The exercises are based on oral drills and pattern practice by recitation, modulation, and restatement.