Linguistic competence constitutes direct knowledge of the target language, hence, this knowledge is tacit and implicit especially among the second language learners. This establishes the idea that students do not have direct access to the principles and rules that govern the norms in terms of English language learning processes; be it in terms of speaking, writing, reading, and listening. Such idea is akin to the current study. Here, the purpose of the study was to find out the First Language Influence on the Linguistic Competence of the respondents. This was carried out among the one hundred sixty-three (163) Grade 10 students. The Linguistic Competence, Acculturation, and Cognitive Academic Language Proficiency theories served as the theoretical backbones of the study. Both quantitative and qualitative methods were used. Using the purposive sampling procedure, data were collected using the adopted survey questionnaire. Mean and Standard Deviation was observed. The Spearman – Rho Correlation was used to measure the strength of association or correlation between variables. Likewise, this test was used to measure the influence of the first language on the linguistic competence relative to the sampling population. Results revealed that the respondents’ linguistic competence was slightly correlated to the influence of the first language. This implies that variables can affect the methods and results. Further, the teaching and learning in L2 classrooms are ambiguous as approaches, methods, and procedures cannot be made universal. To address the gap, however, an instructional module was proposed in order to help the linguistic competence of the HS respondents.
Edgar R. Eslit, St. Michael's College, Philippines