Grammar proficiency and first language interference in learning English among SASTE students of St. Paul University Philippines

Abstract

First language interference is seen as a major factor affecting English language proficiency. This study aimed at determining the
participants’ grammar proficiency and the extent of first language
(L1) interference with pronunciation and intonation of American
English. The participants consisted of purposively selected 120 college
students. They were asked to answer a grammar proficiency test,
read 10 sentences for intonation proficiency, and a paragraph for
pronunciation proficiency. Data consisted of the results generated
by the grammar, intonation, and pronunciation tests. A contrastive
analysis was conducted examining the extent of interference caused
by L1 such as Iloco, Ibanag, Itawes, and Tagalog in learning English.
Results revealed that first language greatly interfered with the
pronunciation of the participants. Meanwhile, there is no significant
difference in the extent of first language interference among students
according to profile variables. Furthermore, the research found out
that whatever first language the students speak, this has no effect on
grammar proficiency level. There is a significant relationship between
proficiency and intonation, while there is no significant difference
between proficiency level and pronunciation. To raise the level of
proficiency of the students on grammar, the researchers recommended
that English teachers may provide activities to enhance students'
abilities on subject-verb agreement. Activities such as identifying
errors, editing erroneous texts, and other activities that could help
the students become more knowledgeable regarding subject-verb
agreement are also recommended.