Language Functions Competency of English Teachers in the Division of Catbalogan City
Keywords:
Language Functions, Competency, English TeachersAbstract
This study assessed the correlates of language functions competency of the secondary English teachers of the Division of Catbalogan City, aligned with the academic year 2017-2018. The study utilized descriptive research design both in quantitative and qualitative methodologies. Quantitative data was administered through a survey questionnaire for the profile of the teacher-respondents while qualitative data was gathered through an audio recorded interview using the Oral production test instrument and rating scale. The respondents’ profile along civil status showed a significant relationship with their oral English competency in the seven language function in terms of personal, imaginative and representational functions and it was obtained at 0.05 level of significance and an r value of -0.297, -0.312 and -0.334 respectively. The level of oral English competency of the teacher-respondents in the instrumental, regulatory, interactional, personal, heuristic, imaginative and representational functions was fairly proficient. It implied that the Secondary English teachers had a moderately adequate vocabulary, somewhat precise in their expression and somewhat smooth and effortless in their speech. There should be a major shift of the English program to consider making oral communication as its focal point aligned and articulated with other macro skills. Professional growth should be capitalized and widely disseminated during forums and training courses.
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