Chapter I

Introduction

This chapter gives a thorough introduction of the study. It highlights the Statement of the

Problem. Theoretical Framework and Conceptual Framework define the basis of the study. This

chapter likewise presents the Significance of the Study, Scope and Limitation of the Study, and

Definition of Terms.

The Problem and its Background

The study of Latin has a long history in seminarian education. In the Western Church,

Latin was the language of the liturgy and of theological scholarship for many centuries. As a

result, a knowledge of Latin was considered essential for those who were preparing for

ordination as priests (McCarthy, 2015). This is one of the reasons why the study of Latin was a

central part of the curriculum in seminaries for many centuries.

According to McCarthy (2015), during the Middle Ages, the study of Latin was also

closely tied to the study of the Bible and the Church Fathers. Many medieval theologians wrote

in Latin, and a knowledge of the language was necessary in order to read and understand their

works. In addition, the Latin Bible (the Vulgate) was the standard version of the Bible used in

the Western Church, so a knowledge of Latin was required in order to read and study the Bible

(McCarthy, 2015).

Latin has not only played a significant role in the historical development of the Catholic

Church, but it remains a vital aspect of the Church's identity and cultural heritage to this day.

Pope Benedict XVI has emphasized the importance of Latin as the "universal language" of the

Church (Motu Proprio, 2007), indicating that it has retained its relevance and value in modern
Catholicism. Latin continues to be used in various Catholic liturgical and ceremonial contexts,

including certain parts of the Mass (Motu Proprio, 2007). The use of Latin is considered a way of

honoring and preserving the rich traditions and practices of the Church, and it has come to

symbolize the unity and universality of the Catholic faith (Motu Proprio, 2007).

Despite the crucial role of Latin in seminary education, seminarians often encounter

challenges in their mastery of the subject. Upon inquiry, a significant portion of students are

unable to provide answers, which may be due to a lack of coverage in their curriculum or

difficulties in comprehension (Chakravarthy & Jayaraman, 2015). This research aims to uncover

the obstacles faced by seminarians in their study of Latin and to offer possible solutions to

enhance their understanding. The outcome of this investigation will not only benefit current and

future priests but also seminary students as a whole. Hence, this study aims to find out the

learning difficulties of junior high school students in learning Latin subject in Sto. Niño

Seminary.

Statement of the Problem

This study seeks the difficulties of junior high school students with learning Latin subject.

Specifically, it seeks to answer the following questions:

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

1.1 age

1.2 grade level

2. What is the level of difficulty of the students in Latin subject in terms of:
 2.1 understanding the language

2.2 vocabulary

2.3 grammar

3. What are the possible solutions in combating the difficulties of learning the Latin

subject?

Theoretical Framework

This research will be anchored to Stephen Krashen’s Monitor Acquisition-Learning

Hypothesis.

Acquisition-Learning Hypothesis

The Acquisition-Learning Hypothesis (ALH), as posited by Stephen Krashen, suggests

that language acquisition - the process of acquiring a language through meaningful

communication and exposure to the language in context - is more effective and long-lasting than

language learning, which requires a conscious effort to study and apply rules.

For seminarians learning Latin, the ALH can help to explain why some may experience

difficulties in acquiring the language. Latin is often taught using traditional grammar-translation

methods that emphasize the acquisition of grammar rules and vocabulary lists. Such an approach

is more aligned with "language learning" than "language acquisition," as emphasized by

Krashen. As such, this approach may not be as effective as an approach that prioritizes language

acquisition through meaningful communication and exposure to the language in context.

 Seminarians may also face additional challenges when learning Latin. For instance, they

may learn the language for liturgical purposes only and may lack practical reasons for using the

language outside of these specific contexts. This lack of authentic communication opportunities

can impede the natural acquisition of Latin, as seminarians may not have the chance to use the

language in a meaningful way.

The Acquisition-Learning Hypothesis proposes that language acquisition is a more

effective approach to learning a language than language learning. The traditional grammar-

translation methods used to teach Latin may not be the most effective approach for seminarians.

Instead, a more communicative and contextual approach may be necessary, along with

opportunities for authentic communication in the language.

Conceptual Framework

The conceptual framework below states that the independent variable, which are the

grade level of the respondents, and age affects the dependent variable which are the level of

understanding the language, vocabulary, and grammar.

Level of the students of the

students in Latin in terms of:
Profile of the respondents:
 Understanding the
 Age language
 Grade level  Vocabulary
 Grammar

Independent Variable Dependent Variable

Significance of the Study

this research aims to uncover the specific junior high school seminarians of SNS face in

their Latin education, including comprehension, grammar, and vocabulary. By identifying these

obstacles, the study seeks to provide a comprehensive understanding of the learning difficulties

experienced by seminarians and offer possible solutions to enhance their learning experience.

The significance of this research lies in its potential to benefit not only the seminarians

themselves but also the faculty of the seminary. By providing a better understanding of the areas

of the Latin language that students find challenging to understand, this study can help inform

future curricula and lesson planning to better meet the needs of students.

Moreover, the findings of this research can serve as a resource for future researchers

seeking to explore this topic further, thereby contributing to the development of more effective

language instruction methods.

For the seminarians, this research can lead to better learning experiences in Latin, helping

them develop a deeper understanding of the language's significance in the Church. This

knowledge can, in turn, aid their spiritual journey and pastoral work. For the faculty, this

research can facilitate the development of more effective teaching strategies, ultimately leading

to more successful priest formation.

This research has significant pedagogical meaning in the context of seminary education.

By uncovering the obstacles that junior high school seminarians face in their study of Latin, this
study has the potential to improve the Latin education in seminaries and enhance the learning

experience of future priests.

Scope and the limitation

This study will focus on examining the learning difficulties of Latin among junior high

school seminarians in Sto. Nino Seminary. The study will cover the factors affecting the

comprehension, grammar, and vocabulary of the students in Latin. It will also explore possible

solutions to address these difficulties.

This study will focus on the Latin education of junior high school seminarians in grades 7

to 10 at Sto. Nino Seminary. This research will be restricted to Sto. Nino Seminary and the

findings cannot be generalized to other schools or academic institutions. The research will solely

focus on the Latin subject matter and will not include other language taught in the seminary.

Definition of terms

To help make the study easier to comprehend, various words are clarified and given their

meanings in this section.

Acquisition-Learning Hypothesis is a theory proposed by Stephen Krashen that

suggests language acquisition (acquiring a language through exposure to meaningful

communication) is more effective and long-lasting than language learning (studying and

applying grammar rules). (Krashen, 1982)

In this study, this term refers to the theoretical framework which will be anchored in this

research.
 Grammar-Translation Method is a traditional approach to language learning that

emphasizes the study of grammar rules and vocabulary lists. (Richards, J. C., & Rodgers, T. S.,

2001)

In this study, this term is used to as the method by which Latin is taught to seminarians

within the seminary.

Junior High School is the educational level that comes after elementary school and

before high school, typically for students in grades 7-10. (Merriam-Webster, n.d.)

The educational level of the respondents of this research.

Learning Difficulties - the challenges or obstacles that make it harder for students to

learn and retain information. (Oxford Languages, n.d.)

This term is the primary problem of this study.

Liturgical is related to religious worship or ritual, such as the use of Latin in Catholic

liturgical contexts. (Oxford Languages, n.d.)

Latin is taught in seminaries because it is still used in the liturgy.

Seminarian is a person studying for the priesthood in a seminary, which is a school for

religious education and training. (Merriam-Webster, n.d.)

The respondents of this research are specifically the seminarians of Sto. Niño Seminary.

Sto. Niño Seminary is a specific seminary located in a particular geographic location,

which is the focus of this research. (Source: Not specified)

 Latin is a classical language of the Roman Empire that is still used today in the Catholic

Church for liturgical and ceremonial purposes. (Oxford Languages, n.d.)

In this study Latin is the subject in the seminary that seminarians are having trouble

learning.