Thesis About English Proficiency Among Bshrm Students
The researchers also wanted to thank their family who inspired ,encouraged and fully supported for every trials that comes in their way . In giving them not just financial ,but morally and spiritually . To their group mates who willingly helped gather the necessary data’s and information needed for this compilation. The researchers also wanted to express their gratitude to all the people who have given their heart whelming fullsupport in making this compilation a magnificent experience . For being hospitable, a special thanks to the Staff and Administrator of National Library.
Their thanks must go also to the Librarians and Faculty staff who give them a full support for making their thesis. To God the father of all ,they thank for the strength that keep them standing and for the hope that keep them believing that this would be possible and more interesting.
Only then can he/she be sure that the learning experience is pleasant, relevant and realistic to the learner. Since English is very much a part of the intellectual and social life of most Filipinos, It plays an important role in relation to all school activities s well as to life outside the school. It is in the vein that the English language is still a medium of instruction in the present Philippine educational system mandated in article XIV sec. 07 of the 1987 constitution. As the country’s second language, the significance of mastering skills in English is clearly recognized by the school system.
English Proficiency is considered one of the indicators of a student’s success. A proficient English speaker and writer possess a valuable tool that open him a vast storehouse of knowledge and opportunities that he uncovers between covers of any printed medium and conversations. Educators and even leaders are alarmed by the seeming retrogression of the youth and students in the learning of the language. Many teachers lament or bewail the inability of their students to communicate effectively in English. Educators and even administrators are concerned with the negative turn off events.
Since formal education is the best vehicle for language learning, it is not surprisingly why the school is the easy suspect for the problem. If learning takes place in the school, as indeed it does, then English instruction should be improved. Many factors could be cited for the deterioration of English in the country- taking most of the blame is school. Communication Arts in English is one of the core subjects in college. Yet, for all its importance, English teachers have been played a great number obstacles in their attempt to create an ideal communicative learning situation in the classroom.
English, as a second language, requires a good deal of mastering before it can be used adequately by the student. This suggests that teacher’s parents and school officials should be aware of the student’s strengths and weaknesses so as to avoid activities that may prove to be hindrance in language learning in the classroom. The identification of the strengths and weaknesses as well as problems and deficiencies constitutes one of the basic functions of the educative process. It allows for the objective evaluation of learning gains as well as the identification of answers were difficulties or obstacles are present.
It follows that teaching standards have to be streamlined and raised. One way of doing this is through the development of language skills using present structures of the students Language. It becomes imperative therefore that both skills and deficiencies, in English be identified toward a view of correcting them. Collarly to this, the researcher believes that the variables which bear a relationship to the proficiency in English need to be studied and analyzed and therefore, must be identified to strengthen their effects.
The ability to read and comprehend English makes vast amounts of Philippine history and heritage, along with East Asian and world history, accessible to Filipinos. Constantly promoting English, as a means for contract workers to find jobs abroad or in domestic call centers, perpetuates a colonial mentality and degrades an important academic discipline. English should be regarded primarily as an educational tool which enhances a student’s or the general public’s knowledge of the Philippines, builds up national intellectual capabilities and enriches national culture and identity.
Books in English also open up vast reservoirs of collective human nowledge regarding world history, science, religion, political theory, literature and the arts. Works originally written in English or translated into modern English over the last several centuries make up the largest repository of printed information. Despite the marvels of the Internet, I still believe reading full-length printed books is the best way to absorb complex information. Spend a few hours in a library or in any of the new bookstores opening in the malls around Manila and you will be surrounded by an overwhelming number of fascinating publications for all ages and all interests.
There are illustrated books and magazines ranging in topic from art to architecture, biology to biography, cooking to crime, erotica, the environment, finance, fiction, gardening, philosophy, sports, travel and on and on. This phenomenon of big, full service bookstore chains, many connected to international publishers, is blossoming in Singapore, Bangkok and Hong Kong and in upscale malls around the world. For harder to find or out-of-print books just click Amazon or ABE books on the Internet and search by title, author or subject.
If the Philippines loses its college level English language skills, which seems to be happening at present, it will be losing access to much of its own indigenous history and national memory. Some parochial nationalists argue that this is just fine with them; let the nation build its future on a local Malay-based language such as Tagalog. What they overlook is that the majority of educated Filipinos have been writing in English or have been translated into English from Spanish for well over a century.
Despite the fact that many Filipinos were reported to be literate in various dialects at the time of the Spanish conquest in 1565 there is virtually no evidence of a substantial canon of work written in native Filipino languages. In the 16th, 17th and 18th centuries there were travel accounts of the Philippines in Spanish, French and English, voluminous reports to Spain by officials and friars, and Spanish dictionaries of Filipino languages phonetically spelled out in the Roman alphabet.
Many Filipinos were writing eloquently in Spanish in the 19th century — Jose Rizal, Pedro Paterno, Graciano Lopez Jaena, Marcelo H. Del Pilar, ApolinarioMabini, and other leaders of the Philippine Revolution and Wenceslao E. Retana, the great bibliographer. During the first years of American occupation of the country, American scholars translated thousands of Spanish books and documents into English and added a tremendous amounts of new sociological, cultural and scientific information in their lengthy reports.
Emma Blair and James A.Robertson’s 55 volume, annotated set of Philippine historical material is an outstanding example of the American dedication to written documentation. By the 1920s and onwards Filipinos such as Maximo M. Kalaw, Claro M. Recto, Manuel Quezon, CamiloOsias and Rafael Palma were writing in both Spanish and English. After the Second World War, major Filipino writers wrote mostly in English, including National Artists for Literature Nick Joaquin, F. Sionil Jose and Bien Lumbrera. Political theorists like Renato Constantino and eminent historian O. D.Corpuz, Resil B. Mojares, also choose English.
These are just a few of the distinguished Filipino thinkers and writers who wrote almost all their work in Spanish and later in English. Today the large majority of Filipino writers, historians, scholars and journalists are working almost entirely in English. English is very much part and parcel of the Philippine’s national birthright. Unfortunately for the ardent nationalists, the sheer practicality of trying to acquire a college graduate level education in the humanities solely in Filipino is not feasible.
Young people in third world countries, especially in the case of the Philippines, can spurn the serious study of foreign languages in the name of national sovereignty but ironically they will end up sacrificing a large portion of their own national memory and individual heritage. A nation that forgets its past identity and place in world history is ill-prepared for the inevitable challenges of future colonial pressures. Pop culture flooding the Philippines from other Asian countries is as shallow as anything Hollywood churned out in the 1950s.
The serious thinking arriving here from our East Asian neighbors is almost all in the form of books published in English in Tokyo, Hong Kong and Singapore. Filipino regional languages and their many spoken dialects are beautiful and deeply expressive of local cultures and the modern Philippine nation. They represent ancient and modern oral and written traditions which capture the finest nuances of the Filipino character and the Filipino world. However, as is true in all parts of the world, local languages are dying off or being hybridized at a rapidly increasing rate.
Much is being done to try to record and save these linguistic traditions but the loss is an inevitable result of high-speed, electronic, global communication. The positive side of this phenomenon is that greater and greater numbers of people across the globe are now able to communicate with each other in the remaining international languages and can share massive amounts of knowledge and information, stored in the collective libraries and archives of the world. The current government policy seems to give every poor Filipino a bit of fractured English and send them on their way abroad, hopefully to earn foreign exchange.
No class of people should be groomed to be overseas workers; they need jobs here at home, near their families, in the country they love. The high social cost of this public policy is broken homes, not to mention that intelligent and motivated citizens are being forced overseas when they should be home mentoring their children. Working the graveyard shift at call centers catering to foreign clients, is not much more desirable. Tremendous resources, local and foreign, are now being spent on teaching English to impoverished elementary school kids. The current mantra being that English is one’s passport out of the Philippines to high-paying jobs.
It would be better to strongly promote English for high school and college students, especially reading and writing skills, so they can build a strong new nation from within, on their own terms. Rich Filipinos automatically provide their children with this type of English instruction. It should be available to all who want it. High-quality text books, instructional material, libraries and reading centers should be available in every high school and college with standardized testing and mandatory reading assignments. Not only English but Chinese and Spanish should be promoted by the Board of Education.
For the evolving Philippine middle class this would create a new generation of highly articulate readers and writers with excellent abilities to access information and form critical opinions and thoughtful analysis of their society and leaders. By (Jonathan Best is the curator for the Ortigas Foundation Library and Philippine Studies Center in Pasig. ) Box 1 contains the input. The description of who the respondents are. It includes year level, Parent’s educational attainment, Parent’s occupation, combined family income, secondary school graduated, final grade in English IV.
The techniques and method that will be implemented to assess the respondents English Proficiency and identify some factors that need intervention in order to arrive at the expected outcome. Box 3 contains output. The perceived outcome of the study that is an HRM Student that is proficient in English and effective in communication skills will eventually excel in his/her future careers. This study is focused on the English Proficiency level of BSHRM students especially on their communication skills, reading, listening, speaking, and writing ability.