oral instruction problems

REPUBLIC OF THE PHILIPPINES
DR. YANGA’S COLLEGES INC.
Wakas ,Bocaue , Bulacan

ANALYSIS ON ORAL INSTRUCTION PROBLEMS AMONG BSIT 1ST YEAR STUDENTS OF DYCI SY 13-14

BY:

Researchers
8 Feb 2014

Acknowledgements

Table of Contents

CHAPTER 1
INTRODUCTION
Oral instruction is an order given to specific or group of people in non written form or in verbal form. It is very important especially to the students for them to understand, appreciate and evaluate better the command given by facilitating a discussion about its substance, form and style. Oral communication, while primarily referring to spoken verbal communication, can also employ visual aids and non-verbal elements to support the conveyance of meaning. Oral communication includes speeches, presentations, discussions, and aspects of interpersonal communication. As a type of face-to-face communication, body language and choice tonality play a significant role, and may have a greater impact upon the listener than informational content.
Social scientists Claude Shannon and Warren Weaver structured this model based on the following elements:
1. An information source, which produces a message.
2. A transmitter, which encodes the message into signals
3. A channel, to which signals are adapted for transmission
4. A receiver, which 'decodes' (reconstructs) the message from the signal.
5. A destination, where the message arrives.

Statement of the Problem
What are the common oral instruction problems among the Dr. Yanga’s Colleges BSIT 1st year students year 2013-14?

Hypothesis
The common oral instruction problems among the Dr. Yanga’s Colleges BSIT 1st year students year 2013-2014 are unclear and incomplete oral instructions, lack of visual aids, deciphering of jargons, unclear and poor voice, and voice tones.

Theoretical Framework
Elaboration Likelihood Model The Elaboration Likelihood Model is a theory that is based on the idea that attitudes are important because attitudes guide decisions and other behaviors. While attitudes can result from a number of things, the primary source is Persuasion. The model features two routes of persuasive influence the central and peripheral. The Elaboration Likelihood Model theory accounts for the differences in persuasive impact produces by arguments that contain ample information and cogent reasons as compared to messages that rely on simplistic associations of negative and positive attributes to some object, action or situations. The key variable in this process is involvement, the extent to which an individual is willing and able to think about the positions that is advocated and its supporting materials. When people are motivated and able to think about the content of the message, Elaboration is high. Elaboration involves cognitive processes such as evaluation, recall, critical judgment and inferential judgment. When elaboration is high, the central persuasive route is likely to occur; conversely, the peripheral route is the likely result of low elaboration. Persuasion may also occur with low elaboration. The receiver is not guided by his or her assessment of the message, as in the case of the central route, but the receiver decides to follow a principle or a decision-rule, which is derived from the persuasion situation. Cacioppo, J.T. & Petty, R.E. (1979). The Central route processes requires a great deal of thought, and therefore are likely to predominate under conditions that promote high elaboration .central route processes involve careful scrutiny of a persuasive communication to determine the merits of the arguments . Under these conditions, a person’s unique cognitive responses to the message determine the persuasive outcome. The peripheral route processes on the other hand, does not involve elaboration of the message through extensive cognitive processing of the merits of the actual argument presents. These processes often rely on environmental characteristics of the message, like the perceived credibility of the source, quality of the way in which it is presented, the attractiveness of the source or the catchy slogan that contains the message. The peripheral route is a mental shortcut process that accepts or rejects a message based on irrelevant cues as opposed to actively thinking about the issue.

FIG. 1 Elaboration Likelihood Model (Source: Kenrick, Neuberg, &Cialdini, 2002)

Significance of the Study
It will be beneficial for the students and for the teachers and professors to study and analyze oral instruction problems as they will understand each other more on the things that they are trying to accomplish.
Professors. It will be beneficial for professors and teachers as they will know the usual problems that occur in giving oral instructions, thus, they can avoid these problems and they can disseminate the instructions as accurate as possible.
Students. It will also be beneficial for the students as they will learn how to intercept the message better and deeper that is conveyed by their professor.

Notes in Chapter 1

CHAPTER II
RELATED LITERATURE

ABSTRACT
FOREIGN LITERATURE Japanese language study among American university students has dramatically increased since 1986. However, despite initial enthusiasm, high attrition rates have been reported. One reason often cited for this attrition is the perceived degree of difficulty of the Japanese language because of its “truly foreign” nature (Jorden and Walton 1987), which can be initially anxiety-provoking for students whose first language is English. In the present study, the role of language learner anxiety, among other affective variables of students studying Japanese, is examined in relation to students' language performance at three different instructional levels.
The results of the study indicate that with these students of Japanese the predictive variable of their performance was different from the beginning level to the intermediate- and the advanced-level students. For beginning students, the Year in College was identified as the best predicting factor, while Language Class Anxiety was the best predictor for both intermediate-and advanced-level students. The results of the present study corroborate earlier anxiety studies in the commonly taught languages: in the finding that foreign language anxiety can have a negative impact on Japanese learners' performance. The present study, however, reveals that the influence of foreign language anxiety becomes more important as Japanese learners' instructional levels increase. It is clear that in order to reduce the debilitating effect of language class anxiety, teachers of Japanese need to become aware of these differences in terms of the learners' affective states and respond to them accordingly.
This paper reports on two studies that addressed the issue of ultimate attainment by late second language learners. The aim of the studies, which included a carefully screened group of highly successful Dutch learners of English in their designs, was to determine whether or not late second language learners who had achieved a nativelike performance in the pronunciation of a second language could be identified. Speech samples provided by two groups of learners, one of which consisted of highly successful learners only, and a native speaker control group were rated for accent by native speakers of English. The ratings obtained by some learners were within the range of the ratings assigned to the native speaker controls. Such results suggest that it is not impossible to achieve an authentic, native like pronunciation of a second language after a specified biological period of time. Examination of the learning histories of the highly successful learners lead the authors to argue that certain learner characteristics and learning contexts may work together to override the disadvantages of a late start.
Students who had problems with the syntactic component of the native language may have experienced problems with subject-verb agreement and use of plurals, possessives, and parts of speech in the native language. In their writing, they did not use complete sentences and sometimes used incorrect verb tenses. Later, in the study of a foreign language, they may struggle to conjugate verbs (that is, selecting the correct ending for a verb related to the subject of the sentence). They may have difficulty matching the correct masculine or feminine pronoun with a noun or placing the adjective in the proper order in a spoken or written sentence.
Students who had both weak grammar and semantics (meaning) skills in the native language may have had difficulty comprehending the meaning of what was said to them in the native language when listening to others speak, or problems comprehending what they read. Later, in the study of a foreign language, they may do well in the first semester or year of foreign language learning because sentence structures are relatively simple and vocabulary concentrates on concrete, life-related topics. In advanced level courses, however, the amount and complexity of listening, speaking, reading, and writing tasks increases. Students' difficulties increase as language complexity increases.
Second, research findings also show that the primary difficulty for at-risk foreign language learners most likely originates in the phonological/orthographic (sound-symbol), and sometimes, syntactic, areas of language rather than the semantic area. Their difficulties often become apparent in the first semester of a foreign language course. Students with low levels of sound-symbol and grammatical skills tend to have problems with most aspects of foreign language learning — listening, speaking, pronunciation, reading, and writing. (For reviews on foreign language and at-risk students, see, e.g., Ganschow& Sparks, 2001, 2000; Sparks, 1995. For a review of native language phonological/orthographic processes, see Shankweiler& Fowler, 2004.)
Third, research across languages illustrates that languages differ on a number of dimensions, and the differences between one's native language and the foreign language of study can pose problems for students with language difficulties. For example, one dimension on which languages differ has to do with the regularity of the language's sound-letter correspondences. This regularity can range from languages that are highly regular, where a single sound is represented by a single letter (for example, Italian) to languages that are highly complex, where one letter can represent several sounds and a sound can be represented by several different letters (for example, English).
Another dimension on which languages differ is in their morphological complexity. Some languages allow for numerous additions of words or parts of words, and word endings change depending upon their place in the sentence. For languages with complex morphologies, for example, students may have to break down long words of many syllables into their parts to determine meaning, or they may have to add one or more "affixes" or word parts to the word to produce grammatically and semantically meaningful information.

LOCAL LITERATURE
All the students in the pilot section were able readers; they did not have problems with decoding, indicating that students in the pilot section were comfortable as code breakers, processing text automatically and being skilled at reading. Most of the students were able to comprehend what they are reading. There are some students could “comprehend fairly well”. Thus, within the four resources model, students were also text participants, but as we analyzed our field notes, we found that comprehension was not much of a focus in this classroom. Rather, our analysis suggests a prominent theme, that reading was perceived as a performance. The role that seems to be especially salient in this classroom is that of a text user, which indicates that reading and writing have a contextual component. Indeed, in this class, being a good reader was not about decoding or comprehension. Rather, the focus was more about becoming a fluent reader, one who is able to read accurately and with proper pronunciation and expression. Philippine literacy scholars have commented on the emphasis on performance and reading aloud. Maminta (1982) discusses how

Notes in Chapter 2 http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1132&context=teachlearnfacpub Chapter III
METHODOLOGY
This chapter utilized the method which a research/survey paper was made by researchers for every students of DYCI CCS 1styear student, every students opinion and answer to this survey has been collected and analyzed.

Research Design
The Researchers used the Descriptive Research Method. Descriptive Research describes and interprets “what is”. According to Calderon, Descriptive Method of Research is a purposive process of gathering, analyzing, classifying, and tabulating data about prevailing conditions, practices, beliefs, processes, trends, and cause effect relationship and then making inadequate and accurate interpretation about such data with or without the aid of statistical methods.[1]
This Research contains information’s about the student’s problem about, and their opinion on how to solve, the problems of oral instructions.

Research Locale
Dr. Yanga’s College’s Inc. College of Computer – Studies 1st year BSIT students is the research locale of the study. It has more or less 50 students. In this study, the researchers choose only at least 25 respondents of the whole.

Respondents

They are atleast 25 respondents from the BSIT 1st year, that are voluntarily answered/responded to all of the questions in the questionnaire.

Instrumentation
The main instrument in gathering the data is questionnaire. Researchers prepared all of the questions in this questionnaires, by researching to the internet and gathered information from books and other sources, this is to gain more knowledge and insights about the study. Then all the information related to the study was put together in a form of questionnaire. Researchers prepared one set of questionnaire for each respondents.

Data Gathering
The questionnaire was personally created and conducted by the researchers, the questions on this questionnaire was all about the oral instruction problems among the 1st year BSIT students of DYCI sy 2013-2014. The researchers asked the first year respondents to rate the questions and definitely their chosen answers as well, including their names, year and section, genders, and also the age. Were indicated in the survey. All appropriately fulfilled questionnaires were retrieved, prepared, organized, and compiled for analysis of data.
Statistical Treatment

Notes in Chapter 3

[1]Calderon, Jose F., et. Al.,Methods of Research and Thesis Writing,MandaluyongCity:National Book Store, Inc., 1993, p. 61.

Chapter IV
STATISTICS
In this Chapter, presentation, analysis and interpretation of data were presented tables and interpretation of Collected Data were discussed and illustrated comprehensively.

Table 1
Profile of Student-Respondents According to Age

Age of Respondents

Total no. of Respondents

Total

%
15
1
1
4
16
11
12
44
17
11
23
44
18
2
25
8

Table 1 shows the Profile of Student-Respondents According to Age.
15 is 1 or 4%, 16 is 11 or 44%, 17 is 11 or 44% and 18 is 2 or 8%. For a total of 100%.

Table 2
Profile of Student-Respondents According to Gender
Respondent
F
%
M
19
76
F
6
24
TOTAL
25
100

Table 2 shows the Profile of Student-Respondents According to Gender.
19 or 76% of this survey was answered by Male.
6 or 24% of this survey was answered by Female.

Respondents Answers:

Question #1 What do you think is the main reason why BSIT Students experiencing oral instruction n problems?

1 vote for -Emotional barriers and taboos.
9 votes for -Lack of attention, interest, distractions, or irrelevance to the receiver.
6 votes for -Differences in perception and viewpoint.
3 votes for -Physical disabilities such as hearing problems or speech difficulties
6 votes for -Language differences and the difficulty in understanding unfamiliar accents

For a total of 25 respondents

Table 3
Question no.1

Table 3 shows the breakdown of percentage of answers of the respondents in
Question #1.
4% in Emotional barriers and taboos.
36% in Lack of attention, interest, distractions, or irrelevance to the receiver.
24& in Differences in perception and viewpoint.
12% in Physical disabilities such as hearing problems or speech difficulties.
24% in Language differences and difficulty in understanding unfamiliar accents.

This indicates that the respondents opinion on what is the main reason on why does the BSiT Students are experiencing oral instruction problems is because of Lack of attention, interest, distractions or irrelevance to the receiver.

For Question # 2 the Questionnaire asks the respondents to give their experiences encountering oral instruction problems, and three of them give these examples.

Luis“when there is a person that is giving a very difficult/misapprehends instructions”.
Victor “when professor gave instructions sometimes I failed to do so. especially Englishteachers when their accents are extraterrestrial ones”.
Jose Mari “not very familiar accents”.

Question #3 In your own opinion, How can we solve this problem?

4 votes for - talk directly face to face.
3 votes for - try to enrich speaking other languages.
9 votes for - try to develop self- confidence.
3 votes for - try to be an open-minded person.
6 votes for - start helping others by teaching them how to communicate better.
For a total of 25 respondents

Table 4
Question no.3

Table 4 shows the breakdown of percentage of the answers of the respondents in Question #3
16 % in talk directly face to face.
12 % in try to enrich speaking other languages.
36 % in try to develop self-confidence
12 % in try to be an open-minded person
24 % in start helping others by teaching them how to communicate better.
This indicates that the respondents recommends to try to develop their self-confidence in dealing with this instructions in order for them to fix or help them boost their self-esteem.

For Question #4 the Questionnaire asks the respondents to give their opinion/comment in this question. “If you have been given the rights to resolve this problem. How can you manage it?”.

Allen “managing by a great attention , interest to the speaker and having a open mind every question”.
Nicole “helpin each other by telling if she/he familliar of accent”.
Richard “first fix it by my self”.

Notes in Chapter 4 http://www.scribd.com/doc/111107311/27/Research-Locale CHAPTER V