{"title":"高中生学术写作中的句法结构能力:设计情境化教材","authors":"Mariz Baptista, Jennelyn Lacar-Raymundo, Mariz Reforsado","doi":"10.32996/ijllt.2024.7.7.10","DOIUrl":null,"url":null,"abstract":"In the realm of Senior High School (SHS) education, mastering syntactical structure competence in academic writing plays a pivotal role in fostering effective communication and intellectual growth. This study investigates the level of syntactical structure competence of Grade 11 students from STEM and HUMSS strands across three private schools in Santiago City, Philippines. The research adopts a descriptive-correlational design to describe syntactical characteristics and explore potential correlations among variables. The methodology involved administering a teacher-made test to assess syntactical knowledge in areas such as transitional devices, subject-verb agreement and verb tenses. Data collection included a stratified random sample of 258 students, ensuring representation across various strata. Results indicate varying levels of syntactical competence among students, with significant challenges observed in specific grammatical rules. Statistical analysis revealed correlations between syntactical competence and demographic factors, highlighting areas for targeted instructional interventions. Findings underscore the importance of tailored educational materials to address syntactical deficiencies effectively. In conclusion, this study contributes to understanding the nuances of syntactical structure competence in academic writing among SHS students. By identifying areas of weakness and strengths, educators can develop contextualized instructional materials that enhance syntactical skills, thereby improving students’ mastery of syntactical structure, academic writing proficiency and overall communication abilities.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"66 16","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Syntactical Structure Competence in Academic Writing of Senior High School Students: Designing a Contextualized Instructional Material\",\"authors\":\"Mariz Baptista, Jennelyn Lacar-Raymundo, Mariz Reforsado\",\"doi\":\"10.32996/ijllt.2024.7.7.10\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In the realm of Senior High School (SHS) education, mastering syntactical structure competence in academic writing plays a pivotal role in fostering effective communication and intellectual growth. This study investigates the level of syntactical structure competence of Grade 11 students from STEM and HUMSS strands across three private schools in Santiago City, Philippines. The research adopts a descriptive-correlational design to describe syntactical characteristics and explore potential correlations among variables. The methodology involved administering a teacher-made test to assess syntactical knowledge in areas such as transitional devices, subject-verb agreement and verb tenses. Data collection included a stratified random sample of 258 students, ensuring representation across various strata. Results indicate varying levels of syntactical competence among students, with significant challenges observed in specific grammatical rules. Statistical analysis revealed correlations between syntactical competence and demographic factors, highlighting areas for targeted instructional interventions. Findings underscore the importance of tailored educational materials to address syntactical deficiencies effectively. In conclusion, this study contributes to understanding the nuances of syntactical structure competence in academic writing among SHS students. By identifying areas of weakness and strengths, educators can develop contextualized instructional materials that enhance syntactical skills, thereby improving students’ mastery of syntactical structure, academic writing proficiency and overall communication abilities.\",\"PeriodicalId\":505990,\"journal\":{\"name\":\"International Journal of Linguistics, Literature and Translation\",\"volume\":\"66 16\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-07-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Linguistics, Literature and Translation\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.32996/ijllt.2024.7.7.10\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Linguistics, Literature and Translation","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.32996/ijllt.2024.7.7.10","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Syntactical Structure Competence in Academic Writing of Senior High School Students: Designing a Contextualized Instructional Material
In the realm of Senior High School (SHS) education, mastering syntactical structure competence in academic writing plays a pivotal role in fostering effective communication and intellectual growth. This study investigates the level of syntactical structure competence of Grade 11 students from STEM and HUMSS strands across three private schools in Santiago City, Philippines. The research adopts a descriptive-correlational design to describe syntactical characteristics and explore potential correlations among variables. The methodology involved administering a teacher-made test to assess syntactical knowledge in areas such as transitional devices, subject-verb agreement and verb tenses. Data collection included a stratified random sample of 258 students, ensuring representation across various strata. Results indicate varying levels of syntactical competence among students, with significant challenges observed in specific grammatical rules. Statistical analysis revealed correlations between syntactical competence and demographic factors, highlighting areas for targeted instructional interventions. Findings underscore the importance of tailored educational materials to address syntactical deficiencies effectively. In conclusion, this study contributes to understanding the nuances of syntactical structure competence in academic writing among SHS students. By identifying areas of weakness and strengths, educators can develop contextualized instructional materials that enhance syntactical skills, thereby improving students’ mastery of syntactical structure, academic writing proficiency and overall communication abilities.