Grammatical Competence and Speaking Skills

Ronald  Salada,

Grammatical Competence and Speaking Skills

Discipline: Education

Abstract:

This study investigates the relationship between grammatical competence and speaking skills among Grade XII students at Guinacot National High School in Guindulman, Bohol, during the 2017-2018 academic year. Specifically, it examines students’ proficiency in subject-verb agreement, verb tenses, modifiers, and prepositions, alongside their speaking abilities in fluency, content, vocal, and physical expression. Employing a descriptive-correlational design, the research assesses whether a significant relationship exists between students' grammatical competence and their ability to speak effectively. Findings revealed that the majority of students exhibited emerging competence in subject-verb agreement, while they demonstrated approaching competence in verb tenses and modifiers. Their overall grammatical performance was below expected proficiency levels. Similarly, speaking skills were predominantly rated at the emerging competence level across fluency, content, and expressions. The study's statistical analysis confirmed a significant positive correlation between grammatical competence and speaking skills, suggesting that mastery of grammar substantially impacts students' oral communication abilities. Based on these findings, the study proposes an action plan to improve the teaching of grammar and speaking skills, emphasizing the need for early intervention, reinforcement of grammar lessons, and confidence-building activities in speaking. The study concludes that a strong foundation in grammatical competence is critical for enhancing students’ speaking abilities and recommends targeted teaching strategies to support these competencies from grade school to senior high school.

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