CHAPTER 1

The Problem and its Setting

Introduction

Since the emergence of social constructivist pedagogies in the mid-1960s (e.g.

Vygotsky, Citation1962, 1987), the significance of language for thinking and cognition
has been central to understandings of learning, teaching and curriculum, as well as the
relationship between them. This link between language and curriculum has remained
strong in various policy permeations through to the present, as most recently evidenced
in the US Common Core Standards for English with ‘requirements not only for English
language arts (ELA) but also for literacy in history/social studies, science, and technical
subjects students must learn to read, write, speak, listen, and use language effectively
in a variety of content areas’ (NGA Centre & CCSSO, Citation2014, para. 2).

However, language seems so natural to human relationships, including the

language shared between students and teachers within the classroom, that the question
of ‘why’ language is used in the way that is often seems less significant than a more
immediate focus on ‘what’ is being said. Even within language-dedicated classrooms,
where one might expect a greater awareness of language use and purpose, the focus is
still primarily comprehension with, perhaps, some further consideration to the ways the
message is conveyed.

As it is known, the language learning, like any other learning process, involves
making errors. In language teaching and learning, the study of learner's error is a
technique for identifying, describing and systematically explaining the errors made by a
learner, using any of the principles and procedures provided by linguistics. A person
could not automatically gain a grip on said language unless he has made series of trials
and errors in his use of English as a second language (Ellis, 1997).

The Philippines is regarded as one of the largest English-speaking nations

(Cabigon, 2015). When the Philippine-American war ended in 1902, the American
colonial administration introduced English as the primary language of government,
business, and education.

Despite the fact that the majority of the Philippine population has at least
some degree of fluency in the English language, a gradual deterioration can be
observed based on the EF English Proficiency Index (an annual ranking by their level of
English) over the past years. From 14th place in 2018 to 20th in 2019, the Philippines’
ranking dropped to 27th in 2020. Though in 2021, the Philippines climbed up to rank
18, it is still far from its 13th ranking way back in 2016.
 Mainly, Calbayog City experiences the same issue about the significance
of language proficiency specially in the field of academics and the perception of the
students towards language proficiency. Hence, this study aimed to determine the
Significance of Language Proficiency among SHS HUMSS Students of CCNHS. Some
variables addressed in conduct of the study are the student’s demographic profile, their
perception regarding the significance of language proficiency to their oral and written
communication, and the significance of language proficiency in oral and written
communication.

The results of the study will impart new information and knowledge to the learner
and teachers who are curious about the language proficiency of the students in
CCNHS. On the other hands, both teachers and students will procure interest on the
education sector of the city specifically in the students perception or preference, and
this may lead to further research.

The importance of this study is to evaluate the students perception towards

language proficiency specially with regards to their oral and written communication. It
aims to evaluate the view of students regarding the significance or importance of
language proficiency. At the same time, this study would fortify a flyers advocating the
significance of language proficiency.

Thus, the researcher believes that the findings of this study will be useful in
improving and motivating both teachers and students of CCNHS as well as other
schools to find the importance of language proficiency.