1.

INTRODUCTION

1.1. Background and Rationale

Grammar learning serves as a foundational element in language acquisition, facilitating

effective communication and comprehension. However, the process can pose significant

challenges, particularly for senior high school (SHS) students who are navigating a crucial

phase in their educational journey. Despite its importance, there exists a gap in understanding

the nuanced perceptions of SHS students regarding their grammar learning experiences.

Kirkham (2010) summarizes grammar, at its core, as the rules of language. But how these rules

are imagined and what these rules encompass can vary greatly from definition to definition. As a

result, the common understanding of grammar differs in subtle but important ways from the

linguistic sense of the term. In the same way, Richards (2016) discloses that grammar is the

system of rules used to create sentences refers to the knowledge of parts of speech, tenses,

phrases, clauses and syntactic structures used to create grammatically well-formed sentences

in English.

According to Nassaji and Fotos (2011), grammatical competence is the speakers’

knowledge of the forms and meanings that exist in grammar, and a theoretical knowledge of

how to use them. This type of knowledge is reflected in the grammar rules. In other words,

competence is in the head. Tasks that are sentence-based typically develop the grammatical

competence.

Eisenmann and Summer (2012) state that not only has grammatical competence focus

long been considered a necessary part of language instruction; it has also even to this day often

been considered a sufficient condition for successful language learning. In formal grammar

teaching, the classroom contents are typically organized mainly based on analysis of language
forms, rather than language functions and real communication. The language is often divided

into parts and taught in isolation.

However, Larsen-Freeman (2010) explains that grammatical competence has a different

starting point than formal grammar, and the focus is mainly on social interactions,

communication and why some forms are more appropriate than others. Some say that language

is not considered to be a set of rules, since language used is important. This is somewhat

problematic because grammar does have to do with rules and the structure of the language. It

cannot be claimed that grammar is purely functional, although it has functions and these

functions are of utmost importance.

Ur (2009) defines grammatical competence as anything the learners are asked to do that

produces a clear outcome and that the function of the task is simply to activate the learners in

such a way as to get them to engage with the material to be practiced in an interesting and

challenging way. Other terms used in relation to grammar tasks are exercise and activity. The

term exercise often refers to the conventional textbook procedure, which focuses much on

correct forms, and can be done correctly without much understanding and meaning.

Understanding the strategies SHS students utilize in grammar learning is essential for

tailoring instructional methods to suit their needs effectively. Moreover, identifying the specific

challenges they face, whether conceptual, resource-related, or motivational, allows for the

implementation of targeted support mechanisms to foster academic success. Insights into

students' perceptions of grammar learning can also guide decisions on curriculum priorities,

ensuring alignment with their needs and expectations.

By soliciting the perspectives of SHS students, educators can foster a collaborative

learning environment where students feel empowered to voice their preferences, challenges,

and suggestions. This approach not only promotes active engagement but also contributes to a
more inclusive and supportive educational ecosystem. Furthermore, data on student

perceptions can inform evidence-based policymaking, leading to improvements in the quality of

language education at the senior high school level.

This research seeks to bridge this gap by delving into the strategies employed by SHS

students in learning grammar and the challenges they encounter. By unraveling these threads,

educators, curriculum developers, and policymakers can inform instructional design, address

learning challenges, enhance curriculum development, facilitate student engagement and

motivation, and contribute to evidence-based educational policy.

1.2. Statement of the Problem

This study generally aims to gather the information of SHS students of Mindanao State

University at Naawan - Integrated Developmental School on the strategies and challenges in

Grammar Learning. This qualitative research inquiry seeks to investigate how students

perceived the Intricacies of Grammar Learning exploring their strategies and challenges.

Understanding students’ perceptions on the Intricacies of Grammar will provide useful insights

on teaching grammar in English class. This study seeks to answer the following questions:

1. What is the level of grammar competency of students/respondents?

2. What are the challenges of the respondents on the Grammar Learning?

3. What are the strategies of the respondents on the Grammar Learning?

1.3. Theoretical Framework

The theory that served as the framework for this study are the following:

Universal Grammar Theory

This theory, which draws heavily from Noam Chomsky and it suggests that all humans are born

with an innate capacity for language acquisition. This capacity is made possible by the
knowledge of these innate grammatical structures and rules. Chomsky's theory on language

acquisition emphasizes the role of innate knowledge in the process of learning and using

language. According to Chomsky, language acquisition is not solely dependent on external

stimuli and environmental factors. Instead, he proposes that humans possess an inherent

language faculty, which enables them to acquire and understand language. Universal Grammar

provides the foundation for language acquisition, serving as a blueprint for constructing

grammatically correct sentences across different languages.

Chomsky also introduces the concept of the Language Acquisition Device (LAD), a

specialized language processor within the human brain. The LAD is believed to contain the

innate principles necessary for language learning. It enables children to navigate the intricacies

of language, process linguistic input, and generate grammatically accurate sentences. While the

LAD is activated and influenced by the language exposure in the environment, Chomsky argues

that it is unique to humans. This supports the notion that language acquisition is a distinct

human capacity, separate from general cognitive abilities. The LAD allows children to

effortlessly acquire language, even in the absence of explicit instruction, and adapt to the

specific grammatical patterns of their native language. Chomsky’s theory emphasizes the role of

innate knowledge in language acquisition. The concept of Universal Grammar and the

Language Acquisition Device highlight the capacity of humans to effortlessly acquire and utilize

language, guided by innate underlying grammatical rules and a specialized language processor

in the brain.

Chomsky's theory implies that students possess an innate predisposition towards certain

grammatical structures and rules, which influence their language learning strategies and

perceptions of grammar instruction. Understanding how SHS students perceive and navigate

the complexities of grammar learning can provide valuable insights into the manifestation of

Universal Grammar principles in the classroom setting.

 SHS students' perceptions of grammar learning strategies may reflect their intuitive

understanding of grammatical structures encoded within Universal Grammar, as well as their

conscious efforts to understand and apply grammatical rules in language usage. By exploring

students' perceptions of grammar learning strategies and challenges, the research can shed

light on the interplay between innate linguistic principles and explicit language instruction within

the context of Universal Grammar.

Input Hypothesis

The Input hypothesis is Krashen's attempt to explain how the learner acquires a second

language how second language acquisition takes place. The Input hypothesis is only concerned

with 'acquisition', not 'learning'. According to this hypothesis, the learner improves and

progresses along the 'natural order' when he/she receives second language 'input' that is one

step beyond his/her current stage of linguistic competence. For example, if a learner is at a

stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that

belongs to level 'i + 1'. Since not all of the learners can be at the same level of linguistic

competence at the same time, Krashen suggests that natural communicative input is the key to

designing a syllabus, ensuring in this way that each learner will receive some 'i + 1' input that is

appropriate for his/her current stage of linguistic competence.

Krashen's Input Hypothesis suggests that language learners acquire language best

when they are exposed to comprehensible input, which means input that they can understand

just beyond their current level of proficiency. In simpler terms, this means that learners improve

their language skills by being exposed to language that is slightly more advanced than what

they already know. Krashen emphasizes the significance of meaningful interaction and

communication in language acquisition. According to his theory, students learn best when they

are engaged in authentic conversations and activities where they need to use the language to

convey their thoughts and ideas.

 Krashen's Input Hypothesis underscores the importance of exposure to authentic

language input rather than explicit grammar instruction. While grammar rules and explanations

have their place in language learning, Krashen argues that they are less effective compared to

exposure to meaningful language use. This perspective informs our investigation into the

various strategies employed by SHS students in learning grammar, highlighting the role of

exposure to authentic language materials and experiences.

Skill Acquisition Theory

Skill acquisition draws on John Anderson’s ACT theory, which he called a cognitivist

stimulus-response theory. ACT stands for Adaptive Control of Thought. ACT theory

distinguishes declarative knowledge (knowledge of facts and concepts, such as the fact that

adjectives agree) from procedural knowledge (knowing how to do things in certain situations,

such as understand and speak a language).

The theory claims that declarative knowledge can become procedural through storing

“condition-action” memories in long-term memory. Declarative knowledge can become

procedural, therefore, through practice. So, just as we deliberately learn the actions needed to

drive a car, through practice, driving becomes automatic - something we do without thinking.

In language learning terms, this means that in some conditions knowledge “that” can

become knowledge “how”. For example, we can learn the rules of how to form a verb tense,

then with practice these rules can become internalized so that we can produce correct

utterances without thinking about the form of the language.

This theory suggests that learning complex skills, like grammar, involves three stages:

the cognitive stage, the associative stage, and the autonomous stage. Firstly, during the

cognitive stage, students begin by understanding the rules and principles of grammar. They

may use strategies like memorization or pattern recognition to grasp basic concepts. Secondly,
in the associative stage, students start applying these rules more consistently, connecting them

to real-life examples and contexts. Finally, in the autonomous stage, grammar usage becomes

more automatic and fluent, requiring less conscious effort.

Competency-Based Language Teaching (CBLT)

Rooted in the importance given in competency-based education to outcomes,

competency-based language teaching (CBLT) is a foreign language teaching approach that

focuses on the importance of achieving the abilities and knowledge needed to survive in the

target society. This procedure highlights the importance of recognizing learners' needs to design

a method that will help them communicate effectively and face real-life situations successfully.

This approach demands an active role of the learner, a facilitating role of the teacher, materials

directed to output, and tasks and assessment methods oriented to identify what the learner is

able to do with the language being learnt.

Unlike traditional approaches that may focus heavily on the rote memorization of

grammatical rules, CBLT prioritizes the development of learners' ability to use grammar

effectively in communication. This aligns directly with the objective of your study to explore not

only the challenges SHS students face in learning grammar but also the strategies they employ

to overcome these challenges. By focusing on competencies, your research can provide a more

holistic understanding of how students apply their grammatical knowledge in diverse

communicative situations, thereby offering valuable insights into their actual language use.

CBLT's emphasis on measurable outcomes and specific competencies makes it

particularly relevant for examining the effectiveness of various grammar learning strategies. In

your study, identifying which strategies lead to measurable improvements in students'

grammatical competence will be crucial. CBLT provides a framework for this by breaking down

language use into specific competencies such as grammatical, sociolinguistic, and strategic
competence. By assessing students' abilities in these areas, your research can identify which

instructional methods and learning strategies are most effective in helping students achieve

practical proficiency in grammar. This outcome-focused approach ensures that your study not

only highlights challenges but also offers concrete recommendations for enhancing grammar

instruction.

Canale and Swain’s Model of Communicative Competence

Michael Canale and Merrill Swain developed a model of communicative competence

that consists of four distinct components: linguistic, sociolinguistic, discourse, and strategic.

Respectively, competence in each area refers to one's ability to understand language and

grammar, understand cultural knowledge, have competent conversational skills, and maintain

control over language gaps. Depending on the person, one may be communicatively competent

in two or three of these components or in all four. A person must be competent in at least one of

these components to be considered for Canale and Swain's model.

The model encompasses not just grammatical competence—the core focus of your

study—but also sociolinguistic, discourse, and strategic competence. By examining how SHS

students develop and apply these different competencies, your research can offer a holistic view

of grammar learning that goes beyond the mere memorization of rules. This aligns with the

educational goal of producing students who can use grammar effectively in real-world

communication, thereby enhancing their overall language proficiency.

Grammatical competence, a key component of Canale and Swain's model, directly

relates to the specific challenges SHS students face in learning grammar. This aspect of the

model emphasizes the importance of understanding and correctly using syntactic,

morphological, lexical, and phonological features of a language. Your research can investigate

how well students grasp these elements, identify common errors, and explore the reasons
behind these difficulties. Furthermore, by assessing grammatical competence within the broader

context of communicative competence, your study can identify whether students' struggles with

grammar hinder their ability to communicate effectively and how they can overcome these

obstacles.

1.4. Conceptual Framework

In this study, threads of grammar learning is the independent variable. The perception of

SHS students of Mindanao State University at Naawan - Integrated Developmental School on

their strategies and challenges is the dependent variable.

Independent Variable

Proficiency Level Challenges of Grammar Strategies of Grammar

Learning Learning

1.5. Significance of the Study

This study aims to explore the intricacies of grammar learning by examining SHS

students' strategies and challenges. By shedding light on these aspects, it will provide valuable

insights.

This study can provide insights that help students navigate grammar learning more

effectively, boosting their academic performance and confidence in language usage.

Understanding how SHS students perceive grammar, along with the strategies they use and the

challenges they face, can greatly benefit them. By knowing effective strategies and anticipating

challenges, students can improve their grammar skills more efficiently.

This study's findings can equip teachers with valuable information about students'

perceptions, strategies, and challenges regarding grammar. Armed with this knowledge,

teachers can tailor their teaching methods to better suit students' needs, making grammar
lessons more engaging, relevant, and impactful. Also, teachers can use these insights to

provide targeted support to students facing specific challenges, fostering a more inclusive

learning environment.

This study can guide administrators in developing programs, allocating funds, and

implementing policies that enhance grammar education in senior high schools. By addressing

students' needs and concerns, administrators can contribute to the overall improvement of

language education within their institutions. School administrators are responsible for shaping

educational policies and allocating resources to support student learning. Understanding how

students perceive grammar learning and the obstacles they encounter can inform decision-

making at the administrative level.

This study serves as a foundation for future research endeavors in the field of grammar

education. By uncovering students' perceptions, strategies, and challenges related to grammar

learning, it opens up avenues for further investigation.

1.6. Scope and Limitation

This research aims to investigate the challenges and strategies of Senior High School

(SHS) students at Mindanao State University at Naawan - Integrated Developmental School

regarding their grammar learning. The primary focus is to understand how these students

perceive the strategies and challenges encountered specifically within the context of their

English classes. Conducted at Mindanao State University at Naawan - Integrated

Developmental School in Poblacion, Naawan, Misamis Oriental, this study seeks to provide

insights into the strategies employed and obstacles faced by students in their grammar learning

journey. It acknowledges that despite the valuable insights gained, the research is subject to

limitations such as time and resource constraints. Also, it recognizes the inherent variability in

individual contexts and learning experiences, which may influence the strategies and challenges
encountered by each student differently. Even so, this exploration of students' perceptions

remains crucial for enhancing the quality and effectiveness of grammar instruction in the

classroom.

On the other hand, it's important to note that this study faces certain limitations. Time

and resource constraints may impact the complexity and scope of data collection and analysis.

Also, the accuracy of findings may be limited due to the specific context of Mindanao State

University at Naawan - Integrated Developmental School and its unique demographic and

cultural characteristics. In addition, individual differences among students, including their

proficiency levels and learning styles, may contribute to variations in the strategies employed

and challenges encountered. Despite these limitations, this research endeavors to shed light on

the nuanced perceptions of SHS students regarding grammar learning strategies and

challenges, thus contributing to the ongoing discourse on effective language instruction.

1.7. Definition of Terms

Challenges. This refers to the difficulties, obstacles, or barriers that students encounter

while attempting to comprehend, internalize, and apply grammatical rules and structures.

Grammar Learning. This refers to the use of the form in context as grammar in context

means moving from meaning to form. Teaching grammar in context provides accuracy in the

target language and allows learners to see how rules can be used in sentences.

Intricacies. This refers to the complex and detailed aspects of grammar learning that

secondary high school (SHS) student’s encounter. It encompasses the nuanced and often

subtle difficulties that students face when mastering grammar, as well as the various strategies

they employ to overcome these challenges.

Proficiency. This refers to the level of skill and competence that SHS students achieve

in understanding and using grammar correctly. It highlights the degree to which students can
apply grammatical rules effectively in their writing and speaking, reflecting their mastery of the

subject.

Strategies. This refers to the approach or method that students use to acquire,

understand, and apply grammatical rules and structures in their language usage.

Mindanao State University at Naawan

COLLEGE OF EDUCATION AND SOCIAL SCIENCES
9023, Naawan, Misamis Oriental

INTRICACIES OF GRAMMAR LEARNING: EXPLORING THE CHALLENGES AND

STRATEGIES OF SHS STUDENTS

A Thesis Proposal
Submitted to the Faculty of
Mindanao State University at Naawan
College of Education and Social Sciences
9023, Naawan, Misamis Oriental
In Partial Fulfillment of the
Course Requirement for
CPE198 – Research Methods
 WASLO, CHRISTINE P.
SABELLA, GABBY A.
QUILAB, WELLIER VHAN B.

JANUARY 2025