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Final Needs Analysis

This document presents a case study that analyzes the discourse competence of a Belgian citizen learning English as a third language. The study uses a research interview and observation to assess the participant's level of grammar proficiency in English. Based on the findings, the researchers will determine if the participant has a poor, better, or excellent level of grammar skills and recommend language activities to improve areas of weakness. The goal is to provide information to English teachers on how to help third language learners in Belgium.

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0% found this document useful (0 votes)
27 views41 pages

Final Needs Analysis

This document presents a case study that analyzes the discourse competence of a Belgian citizen learning English as a third language. The study uses a research interview and observation to assess the participant's level of grammar proficiency in English. Based on the findings, the researchers will determine if the participant has a poor, better, or excellent level of grammar skills and recommend language activities to improve areas of weakness. The goal is to provide information to English teachers on how to help third language learners in Belgium.

Uploaded by

Trisha Languido
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 41

Discourse Competence of a Belgian Citizen: A Case Study

An Analysis Study Presented 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, ARCHIE B.
FAVILA, DIAMIE F.
LANGUIDO, TRISHA MARIE G.
ZAMBRANO, MARIAN

BACHELOR OF SECONDARY EDUCATION


Major in English

January 2022

i
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

ii
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

iii
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

1
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.

2
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).

3
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.

4
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.

5
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.

6
Outer Circle. includes nations where English is not widely spoken but use

English language for communication.

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

7
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).

8
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).

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

9
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.

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,

10
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 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

11
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.

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 20th century and prior to any linguistic legislation.

12
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.

13
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

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

14
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.

15
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.

16
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)

17
Participant: Tags good (That’s good)

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

18
pointed to three (3) sub-themes that validate the 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

19
The grammatical arrangement of a sentence is referred to as its

sentence structure. Your writing's sentence structure specifies where 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.

20
The researchers found that the participant makes mistakes with the

use of singular and plural nouns based on the participant 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.”

21
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

22
there is a chance that the participant enjoys doing group activities. The

participant states:

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.

23
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
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Edition. White Plains, NY: Pearson

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


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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
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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


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


Leech, G., & Svartvik, J. (2013). A communicative grammar of
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century. In M. Celce-Murcia (Ed.), Teaching English as a second or
foreign language (pp. 13-28). Boston, MA: Heinle and Heinle

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Subasini and B. Kokilavani, “Significance of Grammar in Technical English,”
International Journal of English Literature and Culture 1, no. 1 (2013):
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Thornbury, S. (2015). How to teach grammar. London, UK: Pearson


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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

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

31
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

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

32
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?

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!

33
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: [email protected]

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

34
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: [email protected]

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)

35
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: [email protected]

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)

36
CURRICULUM VITAE

Name: Diamie F. Favila


Age: 21
Gender: Female
Birthday: December 13, 2001
Birthplace: Cagayancillo, Palawan
Home Address: Barangay Talaga, Cagayancillo Palawan
Contact number: 09675184002
Email Address: [email protected]

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)

37
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: [email protected]

Educational Attainment:
College: Western Philippines University Puerto Princesa City
(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)

38

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