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Factors Affecting Second Language Acquisition of Senior High Students
Factors Affecting Second Language Acquisition of Senior High Students
CHAPTER IV
This chapter presents the summary of the findings, conclusion drawn and
1. What are the barriers affecting the language acquisition in the second
language?,
The salient findings are based on the previous chapter and are presented
as follows:
1. The barriers, which affect the second language and most, appeared based
from the data. First, the item diffidence and shame, which has computed
weighted mean of 4.08 and descriptive rating of Agree. Second, the fast
speech with calculated of 4.12 and descriptive rating Agree. Lastly, the item
fear with computed weighted of mean 4.91 and descriptive rating Agree.
activities with the highest weighted mean of 4.32 and descriptive rating
weighted mean of 4.21 and descriptive rating Often, and the teachers use of
encountered and most appeared are the following: the teacher is confident
enough using the language which has descriptive rating Often and weighted
mean of 4.11, the teacher explains the topics clearly with calculated
weighted mean of 4.16 and a descriptive rating Often, and the teacher
allows the class to speak the second language has computed weighted mean
Conclusions
Based on the summary findings of the study the following conclusions are
drawn:
affected by the diffidence and shame, fast speech of the speakers and
their fear to use the second language. This deals with their interest and
the topics being discussed and it plays a major role in the development of
The teacher is confident enough using the language . This could be one
should become model to learners. In the item teacher explains the topic
The teacher allows the class to speak the second language, most of the
teaching the second language. Practicing to teach using it will make the
the learners improve their way of speaking it the way the teacher does.
Recommendations
1. The teacher can possibly provide activities where students can have
programs makes it the most effective and let the learners have the
use the scone language. Inside, the classroom they can be exposed
fact that the teachers use different ways to make learning more
learners know what they are teaching. Learners cannot apply the
things they do not know so let them learn. Lastly, as a teacher, let
language must not just teach the learners but help learners in