EXPLORING GRADE 7 STUDENTS’ SECOND LANGUAGE DIFFICULTIES: IMPLICATIONS FOR TEACHING AND LEARNING

European journal of education studies Pub Date : 2024-06-03 DOI:10.46827/ejes.v11i7.5403

Realyn A. Gruta, Susan F. Astillero

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Abstract

This study investigated the second language difficulties of Grade 7 students in one national high school in Sorsogon province, Philippines, S.Y. 2023-2024. Specifically, it identified the grammatical errors of students in their narrative essays along with subject-verb agreement and verb tenses. It determined the second language difficulties leading to their grammatical errors and their implications for language teaching and learning. Based on the 45 essays analyzed by the 15 students, the results showed that the grammatical errors identified were along the verb tense, which ranked highest (66%), and subject-verb agreement (42%), indicating a high level of students’ writing difficulty. Several linguistic difficulties that contributed to these errors were vocabulary gaps, limited knowledge of grammatical rules, syntactic differences between the students’ local language (L1) and English language (L2), the challenging learning environment, lack of resources, distractions, and insufficient family support. The students’ L2 difficulties may have implications for teaching and learning, particularly in terms of communicative effectiveness, reading comprehension, shift in teaching approach, and balancing formal and communicative activities. Article visualizations:

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探索七年级学生的第二语言困难：对教学的影响

本研究调查了菲律宾索索贡省一所国立高中七年级学生（2023-2024 学年）的第二语言困难。具体而言，研究发现了学生在记叙文中出现的主谓一致和动词时态方面的语法错误。研究还确定了导致语法错误的第二语言困难及其对语言教学的影响。根据对 15 名学生的 45 篇文章的分析，结果表明发现的语法错误主要集中在动词时态（66%）和主谓一致（42%）方面，这表明学生的写作难度很大。造成这些错误的几个语言困难是词汇差距、语法规则知识有限、学生的本地语言（L1）和英语语言（L2）之间的句法差异、具有挑战性的学习环境、资源缺乏、注意力分散和家庭支持不足。学生的 L2 困难可能会对教学产生影响，特别是在交际效果、阅读理解、教学方法的转变以及平衡正式活动和交际活动等方面。文章可视化：

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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European journal of education studies

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