Development of Theory-Based Strategies Localized Materials to Facilitate L1 to L2: Focus on Oral Competency

Abstract

This study aims to determine strategies used by teachers in English in facilitating transition from L1 to the L2, focusing on theory-based strategies and development of localized material to address students’ difficulties in learning L2 helping them improve their ability in speaking L2. The researcher used the descriptive method and devised questionnaires and interview and pre oral and post-oral examination to gather data. Purposive sampling technique was used in the study in the 185 Grade 7 students (from sections Jasmine, Yellowbell, Dahlia, and Rose) and five (5) teachers in English of Batia High School Extension. Further, the respondents’ most common difficulties in learning L2 as perceived by the teachers, relate with psychological factors. They were apprehensive to talk with their teachers and in front of the class, fearing of committing grammatical mistakes. Thus, the solution was making the learners motivated by using genuine praises and honest feedback. In relation, the statistical treatment One Sample T-test was used to determine the significant difference between the speaking levels of the respondents in the pretest and posttest. It was found out that there was a significant difference between the pretest and the post test scores which showed that there was a significant improvement of the test scores, which means that the Grade 7 students’ ability in speaking the English language has improved.

KEYWORDS – English speaking, theory-based, localized materials, oral competency, SLA theories