GRAMMATICAL COMPETENCE LEVEL AND GRAMMAR LEARNING STRATEGY OF PRE-SERVICE TEACHERS

Rocel Mae C. Roca, Edralin C. Manla

Abstract


This study attempted to determine the grammar learning strategy and grammatical competence level of the 2nd year and 3rd year pre-service teachers. Additionally, this study aimed to investigate the relationship between their grammar learning strategy usage and grammatical competence level. To this end, the study employed the descriptive-correlational research method. Data were collected through a questionnaire facilitated in Google Forms. The study's results revealed that, first, the pre-service teachers have highly used the Grammar Learning Strategies in general and when categorized as Cognitive, Meta-cognitive, and Socio-affective; although all GLS categories were highly used, the one with the highest mean was the Cognitive GLS while the least was the Socio-affective GLS. Second, respondents were found to have a fair level of grammatical competence in general as well as when specified to Subject-Verb Agreement, Pronoun-Antecedent Agreement, Parts of Speech, and Adjective-Adverb Agreement. Lastly, it was found in this present study that there is a highly significant relationship between grammar learning strategy usage and grammatical competence level but it is a weak positive correlation at 0.20. This outcome is conducive to better understand the pre-service teachers' GLS usage, to maximize the other GLS which were not highly used, and to supply some references for enhancing one’s grammatical competence level.

 

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Keywords


grammar learning strategies, metacognitive, cognitive, socio-affective, grammar, grammatical competence level

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References


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DOI: http://dx.doi.org/10.46827/ejel.v8i2.4807

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