Discourse Competence of a Belgian Citizen: A Case Study

An Analysis Study Presented to the Submitted to the Faculty of the College of

Education, Western Philippines University In Partial Fulfillment of The
Requirements in English For Specific Purposes

BAGABALDO, MAUI C.
CATBAGAN, ARK N.
FAVILA, DIAMIE F.
LANGUIDO, TRISHA MARIE G.
ZAMBRANO, MARIAN

BACHELOR OF SECONDARY EDUCATION

Major in English

January 2022

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 ACKNOWLEGDMENT

This research will never be successful without the guidance and support of

the important people behind this study. The researchers are very grateful and

would like to express their immeasurable appreciation and greatest gratitude for

the help and support of the following persons who in one way or another have

contributed to making this study possible.

First and foremost, to God almighty, for His grace, blessings, guidance,

wisdom, and strength all throughout the journey in doing the research study.

To the loving Parents for the love, moral and financial support all the time.

To Dr. David R. Perez, Dean of the College of Education, for giving the

permission to students in conducting the study together with his support.

Moreover, extending the deepest gratitude for the motivations he has given to the

researchers.

To Ms. Karen Salve M. Maute, the research adviser and subject Instructor.

The researchers are very grateful for the guidance, moral support, motivations,

and patience.

To Mr. Willy Coppyns, the research participant, this study will never be

possible without their active participation, cooperation, and willingness to learn.

The researchers are expressing so much appreciation and gratitude.

The Researchers

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 Table of Contents

Title Page i
Table of Contents ii
Acknowledgment iii
CHAPTER PAGE
I INTRODUCTION
Background of the study 1
Research Paradigm 3
Theoretical Framework 3
Statement of the problem 4
Significance of the study 4
Scope and Delimitation 5
Definition of terms 5

II REVIEW OF RELATED LITERATURE

Acquiring English as third language in Belgium 8
English in Belgium 10
Learning English in Belgium 12
Learning English in School 13
III METHODOLOGY
Participant 14
Research Design 14
Research Instrument 14
Data Gathering Procedure 15
Data Analysis 16

IV RESEARCH FINDINGS
Grammar Proficiency 17
Grammatical Aspect of English Language 18
Dependent and Independent Activities 21
V SUMMARY, CONCLUSION, RECOMMENDATIONS
Summary 23
Conclusion 23
Recommendations 24

BIBLIOGRAPHY 26

APPENDICES
Appendix A: Documentation 29
Appendix B: Research Interview 30
Appendix C: Curriculum Vitae 33

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 CHAPTER I
INTRODUCTION

Background of the study

Language is the most powerful tool for communication. According to

Crystal, D., and Robins (2013) in most accounts, the primary purpose of language

is to facilitate communication, in the sense of transmission of information from

one person to another. individuals obtain a specific language immediately first

language, as well as their native tongue, the language used among those whom, or

with whom, they are raised from infancy. The assertions of Richard R. (2017)

claims that the following "second" languages have been acquired to varying levels

of skill in diverse circumstances. Bilingualism was defined as having complete

command of two languages; this is true in many situations, such as when parents

raise their children in different home languages or when they live in a

multilingual community. The acquisition of a second or other language at any

level in historically monolingual cultural contexts is in fact an intellectually

separate process that is mostly superimposed on past skill in one first language.

Apparently, According to L. Molls (2016), competency is the ideal language

system that enables speakers to create and comprehend an endless number of

phrases in their native tongue while also being able to tell grammatical sentences

apart from non-grammatical ones. Speech mistakes and other "grammatically

irrelevant situations" have no impact on this. According to Chomsky, competence

can be investigated separately from language use, which is classified as

"performance".

In learning a second or third language making mistakes or errors are very

common especially in grammar rules as it is part of learning a foreign language.

Foreign or second language learners' errors can be predicted based on the

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differences between the learners' native and second languages. A grammatical

error is an error in combining words into a large unit, such as phrases, clauses,

and sentences. Grammatical errors can also be defined as errors at morphological

and syntactical levels. Morphological error is an error that involves a failure to

comply with the norm in supplying any part of a word or class: noun, verb,

adjective, adverb, and preposition. Syntactical errors are errors that affect texts

large than words, namely phrases, clauses, sentences, and paragraphs. Syntactical

errors cover phrase structure errors, clause errors, and sentence errors. (Johnson

K., 2017).

Since the 1960s, English for Specific Purposes (ESP) has been a distinct

activity in the field of English Language Teaching (ELT). The flowering period of

ESP has been identified as a result of numerous incidents such as the second

world war in 1945, the rapid expansion of science and technology, the increased

use of English as the international language of science, technology, and business,

the increased economic power of certain oil-rich countries, and an increase in the

number of international students studying in English-speaking countries. The

essence of ESP is needs analysis. The paper examines the history and

development of ESP, the concept of needs analysis in the context of ESP, and

some key components of ESP need analysis (Rahman, M. 2015).

Given the following, the current study is an attempt to investigate the

grammatical competence of an individual who uses English as a foreign language.

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Research Paradigm

Input Process Output

The researchers The level of

Participant’s grammar
conducted the
language proficiency of the
process through;
proficiency participant, (poor,
 online interview
and, better or excellent)
 observation and the advised
formulated
language activities
based on the result
of findings

For further understanding of this study, the research paradigm is

presented through IPO. The input is the participant’s language

competence. Moreover, the process is how the researchers conducted the

interview through an online interview and observation. After

understanding the findings, this study will be applied to determine a

citizen's level of grammatical proficiency in Belgium. The result of this

study is a source of information that teachers can use to absorb and spread

information using the diffusion and induction technique.

Theoretical Framework

According to Kachruvian Theory (2015), it provides an overview of

World English usage. Based on the historical context, status, and global

applications of English. Belgium is located in the outer or expanding circle,

along with Singapore, India, Malaysia, Sri Lanka, and fifty other nations

with multilingual populations that classify English as a Second Language

(Maftoon and Esfandiari, 2013, p. 38; Trudgill and Hannah, 1982, pp. 4-5).

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 Given that Belgium, according to the theory, is located in the Outer

Circle, the importance of the first language has a significant impact on the

learning process. Because of interference from LI in L2 learning, a Belgian

who speaks English retains a French accent. Formal education, on the

other hand, plays a role.

Statement of the Problem

1. What is the grammar proficiency of the Belgian participant based on the

interview?

2. What aspects of grammar are as perceived much proficient by the Belgian

participant according to the interview?

3. Based on the findings, what language activities can be formulated to

address the needs in grammar learning of the Belgian participant?

Significance of the Study

The study of discourse competence of a Belgian citizen can be a learning

paradigm in the citizens of Belgium to enhance the citizens’ knowledge and

grammar competency as well. The project’s goal is designed to help some Belgian

citizens’ improve grammatical competence, develop communicative skills. This

goal can be achieved through the mentors that can teach the Belgian citizens’ the

correct usage of words in every sentences.

The vital results of this study could be highly significant and

beneficial to the following:

Participant. This study will help him to know where and what is his weakness in

using English as his third language and it will help him to improve.

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Researchers. This study could be beneficial to them to broaden their

understanding and knowledge about the topic and to have awareness of the needs

of diverse learners

Teachers. This study could contribute an awareness to them of what strategies

and interventions they will undertake as they interfere with this type of scenario

both to their present and future learners.

Community. This study can be used as their inspiration as they read and

encountered the same situation and could be their reference to have awareness of

such needs

Future Researchers. This study can be used as their guideline and basis as

they conduct their research in the future that is somehow related to this study.

Scope and Delimitation

The general intent of this study is to know the grammatical competence of

a Belgian citizen whose third language is English. This study will mainly identify

and assess different factors that affect the grammatical competence of the Belgian

citizen. Also, this study yearns to identify on how can the researchers develop

and assist the participant on enhancing his knowledge about the correct usage of

the words in every sentence. This study was conducted with limited amount of

financial resources and time framework.

Definition of terms

To facilitate the understanding of this study, the following terms are

defined herein.

Analysis study. a detailed examination or thorough study of anything complex

to understand its nature or to determine its essential features.

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Belgian. a person who lives in Belgium.

Discourse Competence. the ability to produce and interpret each specific

discourse type.

English for specific purposes (ESP). refers to teaching the English language

to university students or people which already in employment, concerning the

particular vocabulary and skills they need.

Expanding Circle. consists of nations where English is extensively learned as a

foreign language.

Grammar Proficiency. the capacity to construct each phrase with the

appropriate words.

Grammatical competence. refers to the unconscious knowledge of grammar

that allows a speaker to use and understand language.

Grammatical errors. an example of incorrect and unusual usage, such as an

improper verb tense or placement of a modifier.

Input. refers to the knowledge that the researchers is aiming to know in the

statement of the problem

L1. It is a person’s first language or native language which s/he uses to have a

conversation.

L2. It is a person’s second language which s/he uses to have a conversation.

L3. It is a person’s third language which s/he uses to have a conversation.

Needs analysis -describes the structured, systemic process of evaluating

employees or teams regarding their skills training. Also referred to as “gaps,” the

term “needs” within this context refers to an individual or group's training and

upskilling requirements to reach their peak performance.

Outer Circle. includes nations where English is not widely spoken but use

English language for communication.

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Output. the result of the study that the researcher is aiming to achieve.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature and studies of

the sub-topics of this research.

Acquiring English as a third language in Belgium

Research on trilingualism and multilingualism has seen significant

growth in the last decade which reflects awareness of the need to

conceptually set apart trilingualism from bilingualism.

The acquisition of English as a third language shares many characteristics

with the acquisition of English as L2 but it also presents differences. Third

language acquisition of English is a more complex phenomenon than second

language acquisition (SLA) because, apart from all the individual and social

factors that affect the latter, the process, and product of acquiring a second

language can themselves potentially influence the acquisition of a third.

Third-language learners have more experience at their disposal than

the second-language ones do, and have been found to present more

strategies and a higher level of metalinguistic awareness (J. Cenoz and U.

Jessner., 2013). Third-language learners have already acquired two other

languages, either simultaneously or consecutively, as first or first and

second languages. Therefore, the knowledge of these two languages and

the experience of the acquisition process of another Language are likely to

influence the acquisition of a third language (J. Cenoz and C. Hoffmann,

2013).

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 The acquisition of English as a third language also raises issues such

as the contextual and linguistic factors influencing multilingual and

linguistic competence. According to Cenoz (2013) we need to consider the

contextual setting where these languages are learned and used and also the

linguistic typology and the sociocultural status of the languages involved.

The contextual factors refer to the use of L1, L2 and L3 in both

instructional and natural setting contexts or in either a natural context or a

formal educational context. It is believed that this aspect will influence the

development of learner’s spoken and written communicative production as

it is deeply dependent on the quality and quantity of the target language

input.

Research on multilingualism acquisition has shown that the

relationship between languages being learned as far as linguistic typology

is concerned, constitutes another factor affecting third language

acquisition. Linguistic typology has proved to be influential in the choice of

the source languages. Speakers borrow more terms from the language that

is typologically closer to the target language, or the language that is

perceived as typologically closer. (Cenoz, 2015).

Whereas, according to Ringbom, (2016) it has also been suggested

that transfer is more likely from the first language than from later-learned

languages, these effects seem to be less powerful than typological similarity

between the languages, as there is evidence for cross-linguistic transfer in

multilingual acquisition when the languages involved are similar with

respect to phonetic structure, vocabulary and syntax (Mohle, 2013;

Singleton, 2013, Cenoz, 2012).

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 Less frequently discussed in the literature are instances of transfer

of meaning between non–native Languages. According to Ringbom (2016)

transfer of meaning may be restricted to the native Language, as this type

of influence requires “considerable fluency and automatization in the

language from which transfer takes place”. He further observes that

transfer of meaning could also occur from a second language, provided the

learner’s proficiency level is sufficiently advanced.

The educational aspects of the acquisition of English as a third

language differs from those of English as a second language, too, and have

more implications regarding the optimal age for the introduction of

different languages and the desired level of proficiency in each. Also,

according to J. Cenoz and U. Jessner (2013) another distinction between

the acquisition of an L2 and L3 is related to terminology. In talking about

L1 and L2 it is implicitly assumed that L1 is the dominant language and

that the level of proficiency in L2 must necessarily be lower than in L1.

When a third language is acquired, however, the chronological order in

which the three Languages have been learned does not necessarily

correspond to the frequency of use or by the level of competence in the

trilingual speaker.

The sociocultural context in which languages are learned affects the

acquisition of a third language as reported by Safont (2015) because in

most multicultural societies’ languages have a different status, roles and

are used for different functional purposes. Nunan and Lam (2014) have

proposed four educational programs based on languages cultural and

educational position in a society, promoting or not the multicultural

acquisition and use.

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English in Belgium

According to the latest results from BRIO (2018), which has tracked

the use and knowledge of languages in Belgium for 20 years, the number of

people with a solid knowledge of English overtook those proficient in

Dutch. As it stands, English is currently spoken by one-third (33%) of

Brussels, which Gatz refers to as “a point of no return”, saying that the

growing importance of English can no longer be ignored and that it should

be given a more central role in the city as well as in the law.

English, Dutch, and French are the three official languages of

Belgium. But the country does not speak English as its first language.

However, even if it isn’t, English is spoken by a sizable portion of the

populace. As a result, you can use it in a variety of settings throughout

Belgium. Many French and Flemish speakers are able to speak and

comprehend a second language. Some people can even use a third

language to do this.

It is extremely unlikely that you will encounter someone in Belgium

who cannot speak English. This is why there is no cause for concern if all of

a person’s communication is in English. French and other languages are

spoken by many people in Flanders. Possibly can be both French and

Dutch, or it also can be French and English. There is a percentage of

Flemish that speaks German. The number, however, is not that significant.

In the field of linguistics, according to J. Richard et al., (2015), an error is

the use of a word, speech act, or grammatical items in such a way that it

seems imperfect and significant of incomplete learning. According to

Thornburry (2015), any endeavor to improve grammar must acknowledge

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 the reality of mistakes as inevitable markers of the development of the

language acquisition process. A double-edged sword can result from

fearing error correction, treatment, or adjustment in the hopes that

precision will appear on its own.

As part of their educational system, many Belgian individuals study

foreign languages. Dutch is widely spoken throughout the nation. The

same holds true for the French language. In addition to these being their

official languages, French is another language that is taught in schools.

Typically, students begin learning to speak French at the age of ten. And

after a student turns 14 years old, he or she begins learning how to speak

English. German and Spanish are then taught after English. People also

learn through interaction in addition to the language-rich educational

system they have in place. Tourists frequently travel to Belgium. As a

result, the majority of its residents have opportunities to communicate

with English-speaking individuals.

Learning English in Belgium

Belgium has three national languages: Dutch, French, and German.

However, English frequently serves as a fourth, unofficial language, even

in communication between native Belgians. In view of the centuries of

tension between the Walloon (French-speaking) and Flemish (Dutch-

speaking) communities about their languages, the prominence of English

is politically sensitive. As Dutch and German are similar to English, their

speaker has less trouble learning English. Subtitling films rather than

dubbing them has also made it easier for the Flemish to learn English.

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 People might be astonished to learn that there are really three

official languages in the Kingdom of Belgium. Dutch, French, and German

are the official languages. It goes without saying that if you speak multiple

languages, Belgium is the ideal place for you to hone your linguistic

abilities. Belgium is divided into four linguistic regions: the German-

speaking region, the bilingual Brussels Capital region, the French-speaking

region, and the Dutch-speaking region. However, French was the official

language employed by public authorities up until the later 20 th century and

prior to any linguistic legislation.

Learning English in School

According to FMET (2015), the three language groups in Belgium

each have their own educational authority, hence there are different state

school systems all around the nation. Education is required by law from

the age of six until the age of eighteen. Between the ages of twelve and

fifteen, students choose between academic, artistic, technical, and

vocational secondary schools. Private schools are also available. Learning

English (ESL) is required in the Germanophone and Flemish state schools

and can begin as early as the age of three. In Francophone schools,

children can choose to take two hours per week of English beginning at the

age of four.

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the participant, research design, research

instrument, data gathering procedure, and data analysis.

Participant

Given the opportunity to conduct the study, the researchers decide

to choose the participant from the resident of Belgium. A seventy-four

(74) years old Belgian citizen.

Research Design

The research design refers to the overall strategy utilized to carry

out research that defines a succinct and logical plan to tackle established

research questions through the collection, interpretation, analysis, and

discussion of data. A purposive sample is where a researcher selects a

sample based on the needs of the participant. The participant is chosen

based on the purpose of the sample. The researchers used a purposive

sampling technique that will provide a qualitative response from the

respondent and leads to better result of the study.

In the study, the researchers used a qualitative research design. Qualitative

research is a mixed- method in focus, involving an interpretative and observation

to its subject matter which means that qualitative researchers will interpret and

observe the gathered data.

Research Instrument

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 The term research instrument refers to any tool that may be used to

collect or obtain data, measure data and analyze data that is relevant to the

subject of the research (Barile M. 2016). This research used an interview

through video call, as the main instrument to gather information.

A structured interview is used in this study, in which there are specific

questions that are formally asked of the interviewee and then the response of the

respondent are recorded. Another type of interview that can be used in this study

is unstructured interview, on the other hand, may still be based on the same

general theme of questions the interviewer will be asking (the interviewer) may

change the order the questions are asked in the specific way.

The researcher’s interview the following question to the respondent.

1. What is the grammar proficiency of the Belgian participant based on the

interview?

2. What aspects of grammar are as perceived much proficient by the Belgian

participant according to the interview?

3. Based on the findings, what language activities can be formulated to

address the needs in grammar learning of the Belgian participant?

Data Gathering Procedure

To gather or collect all the data needed in the study the researcher’s

find time to communicate with the respondent and asked if the respondent

is willing to cooperate by conducting an interview. The data will gather

through a virtual interview that provides the researchers with rich deep

insights. This involves asking questions, listening to, and recording

answers from the respondent to gather the data needed.

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Data Analysis

The researchers used qualitative thematic analysis transcription of

interview recordings and followed the steps by step of processing the data

and wrote the results in narrative form.

In this, the researchers transcribed all the audio recordings from the

participant in order to collect the data analysis. To better understand, the

researchers categorize the best one that can be an appropriate theme. At

this point, the researchers come up with the analyzing and documenting

the themes according to the meaning. To discuss the results, the

researchers used two types of interview as the main tool of addressing the

research question that was used in this study. Consequently, the

researchers also used Purposive sampling as a research design that helps

to strengthen the accuracy and consistency of the data and results.

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 CHAPTER IV

RESEARCH FINDINGS

This chapter contains an analysis of the topic and how the result of the

study takes place using a qualitative research method. This chapter aims to

explain the findings of the researchers while doing the study. Since the

characteristics of the research participant have already been described in

Chapter 3, it will not be repeated here.

The first research question aims to know the grammar proficiency of

the Belgian participant based on the interview that the researchers

conducted. According to G. MacMillan (2017), grammar is an important

element of a language for making easy to communicate with others.

Theme 1. Grammar Proficiency

The focus of this study is the grammar proficiency in English

language of a citizen who lives in Belgium. In this case, the researchers

asked the participant about the languages that he knows to observe his

grammar. The researchers also noticed the errors in the participant

conversation with his step-daughter that is one of the researchers

regarding to the interview that the researcher has done. The

participant stated:

Participant: Mother tongue Netherlands or Dutch, the second

are French, the third one German I learned where I stayed in
Germany for 8 months, and the last one English I’m not fluent but I
try my best and it the language I use in communicating. (My mother
tongue is Netherlands or Dutch, the second one is French, the third one is
German that I learned when I stayed in Germany for 8 months, and the last
one is English. I’m not that fluent but I’m trying my best and it’s the
language that I use in communication.)
Participant: Regina say you me (Regina said, it’s you and me)
Participant: Tags good (That’s good)

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 According to the findings of the study, English is the

participant's fourth language. The researchers discovered that the

participant commits errors in constructing sentences. There are

incomplete words and grammatically incorrect usage of words in a

sentence. In the field of linguistics, an error is the use of a word,

speech act, or grammatical items in such a way that it seems imperfect

and significant of incomplete learning (J. Richard et al., 2015).

Based on what the researchers saw in the participant's

responses to the interview questions, this study implies that the

person has weak grammar proficiency.

However, the observed interview leads to the researchers to

notice the limitations of the participant when it comes to the correct

usage of words in a sentences and the construction of sentences that

doesn’t follow the subject verb agreement.

This study suggests that in order to enhance one’s grammatical

competence, he/she should try creating a variety of complex and

compound sentences, through the use of subordinating conjunctions,

different parts of speech, prepositional phrases, and relative

pronouns, to ensure on getting full points for grammatical range and

accuracy on grammar competency.

Theme 2. Grammatical aspects of the English Language

One of the aims of this study is to know the participants’

proficiency when it comes to the aspects of grammar based on the

interview. This aim pointed to three (3) sub-themes that validate the

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major theme. These sub-themes include lexical competence, verb

forms, and sentence structure.

Lexical Competence

The component of communicative competence known as lexical

competence deals with the understanding of lexical or vocabulary

terms, their meanings, and the capacity to use them effectively. The

participant shared the following responses:

Participant: My wife and me loves to cooking for our family.

Participant: My family was used to watching funny movies because it is a

kind of bond for us.

Participant: I always making sure that me and family reserved Friday as

our family day.

Based on the participant statements, the researchers concluded

that the participant lack the ability to accurately use the correct tenses

and right pronouns in each phrase.

This study suggests that the participant have restrictions on

how the to use the speech categories of pronoun usage and subject-

verb agreement.

This study recommends reading and studying about the various

parts of speech, with a focus on pronouns and verb tenses, in order to

improve one's knowledge of how to utilize parts of speech correctly.

Sentence Structure

The grammatical arrangement of a sentence is referred to as its

sentence structure. Your writing's sentence structure specifies where

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 the noun and verb are placed in each sentence. The participant was

asked by the researchers to tell a story about unforgettable real-life

experiences. The participant states:

Participant: When I and my family go to El Nido, Palawan without having

an itinerary on where we go to eat and there is a restaurant that have rude
staff. We still hasn’t finished eating but they start cleaning our table.

Based on the statement above, the researchers noticed the participant has

errors in the subject-verb agreement that states subject and verb must have

the same number, whether that be singular or multiple. If there is only one

subject, the verb must agree and represent that and that is what the

participant lacks of.

This study implies that good speaking requires effective

sentence structure because it provides interest and clarity. Poor

sentence structure can confuse or exhaust the audience, making

listening more frustrating than interesting. This claim was supported

by Demosthenes (2019) that states that consequences are a result of

one’s impulsive decision-making.

Verb Forms

In contrast to the verb as a whole, verb form refers to a

particular instance or form of the verb. The researchers inquired about

the things that the participant disliked doing. The participant

mentioned:

Participant: I’m having an old age and there is times that I just want to look
in our window because there is a beautiful landscape where we are living
in. I’m really hating it when my wife starts to asked for me to do some
errands even though she has an idea that I’m not in the mood.

The researchers found that the participant makes mistakes with

the use of singular and plural nouns based on the participant

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statements from the above. As you can see in the statement above

instead of using are, the participant use is.

This study implies that the communication process can be

made more fun by using proper grammar, which makes reading and

listening to you easier for others to comprehend. This

participant's statement was supported by Steel and Sunstein (2011),

who defined procrastination as being dysfunctional and wanting to

rest despite having done nothing. According to Thornburry (2015),

any endeavor to improve grammar must acknowledge the reality of

mistakes as inevitable markers of the development of the language

acquisition process. A double-edged sword can result from fearing

error correction, treatment, or adjustment in the hopes that precision

will appear on its own.

The researchers noticed that the participant omits mistake in

ending a sentence in a preposition. This means that when the

participant states “There is a beautiful landscape where we are living

in” it is grammatically incorrect. It should be “There is a beautiful

landscape on where we live.”

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Theme 3. Independent and Dependent Activities

As the researcher observed the participants' incorrect use of

words in a sentence, the researchers considered interactive activities

that could assist the participants with things that the participant is

unaware of.

Independent Activities

Independent activities may include practicing a mathematical

skill, working on an interesting problem, using manipulatives to

understand a concept, playing a game, or participating in an online

activity. The researchers asked the participant about the things that he

loves doing alone. The participant states:

Participant: I’m love playing games which I need to answer questions in the
internet there this game that you need to guess who is the suspect in that
game.

This study suggests that the participant's ability to

communicate effectively is limited by interaction.

Dependent Activities

A logical, constraint-based, or preferential relationship between

two activities in which the completion or initiation of one is dependent

on the completion or initiation of the other. The application of oil

paint is one activity when painting a canvas. The researchers asked the

participant if there is a chance that the participant enjoys doing group

activities. The participant states:

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Participant: I not good at socializing so I’m not fond to the things like doing
it with a group of people.

This study implies that the participant is better at doing things

independently, that he can work with it rather than doing it with a

group.

Hence, this study is limited to the participants’ activities to

acquire the knowledge that the participant is needed.

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 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary

The present needs analysis aims to determine the discourse

competences and needs of a Belgian citizen regarding his literature and

grammar through needs analysis, whose third language is English. This

study was geared to assess the needs of purposive selected participant and

measure his performance through an online interview. Also, this study

aimed to evaluate the participants' communication abilities and determine

his English language needs. The analyzed data through verbatim results

that the Belgian has a poor level in grammar proficiency. Furthermore,

after learning the study's findings, the participant is strongly advised to

read books or articles in order to improve his Reading Comprehension and

to have an idea on the correct usage of words in a sentence. The best

strategy for assisting the participant in understanding literature, language,

and other concepts is for him to read and write frequently. It's a good idea

to work on Reading Workshop and Writing Workshop in regular lessons in

some capacity. Use the internet because there are a ton of websites filled

with learning tools. English is a language that everyone can learn and

improve in a number of ways.

CONCLUSION

1. The study identified that the grammar proficiency of the participant was

poor. The researcher noticed that he commits a lot of mistake in

constructing his sentences. However, individuals frequently only retain the

24
 fundamental speech constituents and a few grammatical concepts when it

comes to grammar. It implies that participants don’t know more about

grammar.

2. Based on the interview, the participant's proficiency in grammar was none.

He doesn't care whether his sentences are incorrect because English is only

his third language. He makes a lot of mistakes while speaking while the

researchers are viewing him.

3. Reading books or articles is one of the activities that could meet the

demands of the participant. The best strategy for helping the participant in

understanding literature, language, and other concepts is for them to read

and write frequently. It's a good idea to work on Reading Workshop and

Writing Workshop in regular lessons in some capacity.

RECOMMENDATIONS

Understanding and analyzing the participants’ needs is vital in an English

Language Learning context. One of the main contributions of ELL has been the

needs analysis. The following are the recommendations of this study after

knowing the results.

Participant. After learning the study's findings, the participant is strongly

advised to read books or articles in order to improve his Reading Comprehension

and to have an idea on the correct usage of words in a sentence. The best strategy

for assisting the participant in understanding literature, language, and other

concepts is for him to read and write frequently. It's a good idea to work on

Reading Workshop and Writing Workshop in regular lessons in some capacity.

25
Use the internet because there are a ton of websites filled with learning tools.

English is a language that everyone can learn and improve in a number of ways.

Researchers. The researchers are advised to use different techniques of study

that are anchored to the participant's learning style. In order to address his

linguistic needs and be able to enhance their confidence, resilience, and self-

esteem so the participant would learn best.

Teachers. Leaders in professional development should give teachers the chance

to engage in professional learning experiences that are connected with the

Framework in order to learn in the same way that they are expected to teach. As

they work to advance their knowledge, abilities, and dispositions with these

instructional approaches throughout their careers, teachers should seek input

from their colleagues and other experts.

Community. The community should also assess how well they are

implementing accommodations to make sure that they are done so for all English

Language Learners, and when they aren't, they should take action to enhance

their implementation and fix any issues with it that are already there.

Future Researchers. For the future researchers, it would also be beneficial to

qualitatively document the experiences and viewpoints of research partners who

have had conflicting or unfavorable encounters. The (very uncommon)

experiences of marginalized and underrepresented groups engaging in research

may also be explored in future studies.

26
 Bibliography

Azar, Betty Schramfer., Hagen, Stacy A. (2014). Basic English Grammar: Third
Edition. White Plains, NY: Pearson

Byrnes, H. (2014). Grammar, Communicative Competence,

Functions/Notions: Implications for and from a Proficiency
Orientation. Die Unterrichtspraxis/Teaching German, 17(2),
194-206.

Crystal, D. (2018). The Cambridge encyclopedia of the English

language. Cambridge university press.

De Caluwe, J., Hüning, M., Vogl, U., & Moliner, O. (2012). Dutch in
Belgium facing multilingualism. 2012). Standard Languages and
Multilingualism in European History, 1, 259-282.

Hartig, M. (2013). Language Policy in Belgium. Language policy and

national unity, 67.

Hopper, Paul J. 1999. A short course in grammar. New York: W. W.

Norton & Company.

Huddleston, Rodney. 1984. Introduction to the grammar of English.

Cambridge: Cambridge University Press.

Jespersen, O. (2013). Essentials of English grammar. Routledge.

Leech, G., & Svartvik, J. (2013). A communicative grammar of
English. Routledge.

Maryns, K. (2014). The asylum speaker: Language in the Belgian

asylum procedure. Routledge.

Raes, N. (2012). Language policy, education and legislation in

Belgium. Bildung und Erziehung, 57(1), 27-36.

Savignon, S. J. (2012). Communicative language teaching for the

twenty-first century. In M. Celce-Murcia (Ed.), Teaching English as
a second or foreign language (pp. 13-28). Boston, MA: Heinle
and Heinle

Subasini and B. Kokilavani, “Significance of Grammar in Technical

English,” International Journal of English Literature and Culture
1, no. 1 (2013): 56

Thornbury, S. (2015). How to teach grammar. London, UK: Pearson

Education

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Wrembel, M. (2013). Foreign accent ratings in third language acquisition:
The case of L3 French. In Teaching and researching English accents
in native and non-native speakers (pp. 31-47). Springer, Berlin,
Heidelberg.

28
 APPENDICES

29
Appendix A: Documentation

30
Appendix B: Research Interview

P- Participant R-Researcher

P- Hello

R- Hi

P-Good morning, uh no! Good afternoon in your place.

R-Uhm yes!

P-Good afternoon

R-Good afternoon

P-I’m put the earpods of regina. Maybe it go better for the both

R-Yes, its better

P- That good

R-Yes so good afternoon

31
P- Ah okay

R-Please introduce yourself

P-So i'm willy coppyn i living in belgium at kortrijk city.

R-So we have a questions for you. Its more about your language. Its because our

research is about needs analysis in english language.

P-Oh okay

R-What is your native language?

P-Mother tongue netherlands or duteh, the second are french the third are

german, i learned when i stayed in germany for 8months and the last is english,

i'm not fluent but i try my best and it the language i use communicating.

R-So your native language is netherlands

P-Of course yes and also slub its a dialect

R-So you know a lot of language?

P-Not really four only

R-So youre a multilingual

P-Yes because i have working in germany and then i have to learn speak English,

netherlands just speaking the whole language to better understand. But

afterwards you forget that because of 30 years ago because you can't practicing

the language.

R-So what are the things you want to learn more about English?

P-Wow, the most language that i'm interested is spanish.

R- Thats so amazing, you know a lot of language

P- A little bit, i do my best but they always say if you know the language of

spanish and english you can travel over the world.

R- Oh yes that's correct

32
P- Because of the south america and all spanish, also the philippines 330 years

ago was occupied by spanish people.

R- Yes, we have a subject reading and philippine history, we tackled about that,

spanish colonized 330 years.

P- Okay i will give you ten to the teacher and me

R-Thankyou! so we go to next question

P- Okay

R- So i have some question, you said that you are multilingual it means you know

how to speak a three language, what language did you prepare to use to those

three language?

P- Which language multi language in netherland that has lot of are people talking

spanish, french so to have to understand better.

R- Okay sir thankyou! I have another question for you

P-Okay!

R-What are the things that you like when you speak english?

P- You know english is a very nice i give you an example once in a blue moon that

is something that means what?

R- Means sometimes or once in a day, week, or time.

P- Yes that we have situation and you have to explain to your friends. Yes i'm

doing once in a blue moon you know that conversation get richer

R-Yes language is wonderful to learn, so this is the last question sir!

P- Okay!

R- Hello sir!

P- Okay hello

R- Is there any instances that english language help you?

33
P- That's very beautiful question well, of course yes when i travelling around the

country at the people speakers you can understand yourself to the other. Your

country second language no more english so i travel philippines to express myself

in english.

R- Yeah, that's correct because there are some filipino who can speak language

fluently but they trying hard to understand the foreign people like you.

P- Yes, simple you know the best different languages

R- Okay that's all sir thank you!

P- Okay!

34
Appendix C: CURRICULUM VITAE

CURRICULUM VITAE

Name: Marian Zambrano

Age: 19
Gender: Female
Birthday: July 12, 2002
Birthplace: Purok Lipunan, Bgy. Maoyon, Puerto
Princesa City
Home Address: Sitio Anilawan, Bgy. Babuyan, Puerto Princesa City
Contact number: 09319624822
Email Address: zambranomarian451@gmail.com

Educational Attainment:
College: Bachelor of Secondary Education Major in English Western
Philippines University-Puerto Princesa City Campus Bgy. Santa
Monica, Puerto Princesa City, Palawan
(September 2021-present)

Senior High School: Babuyan National High School

Bgy. Babuyan Puerto Princesa City, Palawan
(June 2019-July 2021)

Junior High School: Babuyan National High School

Bgy. Babuyan Puerto Princesa City, Palawan
(June 2015-April 2019)

Elementary School: Babuyan Elementary School

Bgy. Babuyan Puerto Princesa City

CURRICULUM VITAE

Name: Trisha Marie G. Languido

Age: 19
Gender: Female
Birthday: April 18, 2003
Birthplace: Panacan, Narra Palawan
Home Address: Barangay Sicsican PPC
Contact number: 09355186143
Email Address: trishalanguido123@gmail.com

35
 Educational Attainment:
College: Bachelor of Secondary Education Major in English Western
Philippines University-Puerto Princesa City Campus Bgy. Santa
Monica, Puerto Princesa City, Palawan
(September 2021-present)

Senior High School: Sicsican National High School

Purok Mahogany, Barangay Sicsican PPC
(June 2019-July 2021)

Junior High School: Sicsican National High School

Purok Mahogany, Barangay Sicsican PPC
(June 2015-April 2019)

Elementary School: Sicsican Elementary School

Purok Narra, Barangay Sicsican PPC

(June 2013- March 2015)

36
 CURRICULUM VITAE

Name: Maui C. Bagabaldo

Age: 20
Gender: Female
Birthday: January 19, 2003
Birthplace: Paete, Laguna
Home Address: Boulevard, Calawag Taytay Palawan
Contact number: 09508470179
Email Address: mauibagabaldo3@gmail.com

Educational Attainment:
College:College: Bachelor of Secondary Education Major in English
Western Philippines University-Puerto Princesa City Campus Bgy.
Santa Monica, Puerto Princesa City, Palawan
( September 2021 Present)
Senior High School: Palawan State University Taytay Campus
(June 2019-July 2021)

Junior High School: Calawag, National High School

(June 2015-March 2019)

Elementary School: Judge Ceasar L. Rodriguez Elementary School

(June 2013- March 2014)

CURRICULUM VITAE

Name: Diamie F. Favila

Age: 21
Gender: Female

37
Birthday: December 13, 2001
Birthplace: Cagayancillo, Palawan
Home Address: Barangay Talaga, Cagayancillo Palawan
Contact number: 09675184002
Email Address: faviladiamie@gmail.com

Educational Attainment:
College: Bachelor of Secondary Education Major in English Western
Philippines University, Puerto Princesa City Campus Brgy. Santa
Monica, Puerto Princesa City, Palawan
(September 2021 Present)

Senior High School: Cagayancillo Senior High School

(S.Y 2019-2020)

Junior High School: Cagayancillo Junior High School

(S.Y 2018-2019)

Elementary School: Talaga Elementary School

(S.Y 2013-2014)

CURRICULUM VITAE

Name: Archie Catbagan

Age: 21
Gender: Male
Birthday: August 13, 2001
Birthplace:Puerto Princesa City
Home Address: Brgy. San Miguel Wescom Road
Naval Village
Contact number: 09099462884
Email Address: catbaganarc@gmail.com

Educational Attainment:
College: Western Philippines University Puerto Princesa City

38
(September 2021 Present)

Senior High School: Palawan National School

(S.Y 2019-2020)

Junior High School: Palawan National School

(S.Y 2018-2019)

Elementary School: East Central School

(S.Y 2013-2014)

39