CHAPTER I

INTRODUCTION

Background of the Study

Communication is an integral aspect of being a part of

the society. It involves the conveyance of both verbal and

non-verbal messages and is required in all situations in

life when people interact. In the workplace, communication

is essential because it plays a key role in the success of

organizations.

English language, being considered as the universal

language, is one of the languages which Philippine

education caters to its learners as a subject from the very

beginning of the educational period. However, even though

it is taught from Elementary to Tertiary, there are still

problems encountered out of it. One of which is the English

pronunciation. Non-native English speakers often use the

pronunciation and communication style of their native

language when speaking in English, resulting in accented

speech.

Mispronunciations are fairly common. The 20-volume

Oxford English Dictionary lists 171,476 words as being in

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common use. But the average person's vocabulary is tens of

thousands smaller, and the number of words they use every

day smaller still. There are bound to be things people have

read or are vaguely familiar with, but not able to

pronounce it well (http://www.dailymail.co.uk/news/article-

2577432, retrieved, July 27, 2014).

The degree of the problem will vary depending on ones

native language, awareness of English pronunciation rules,

and personal differences in language learning ability. When

speaking in a second language, people will use the

structures and style of their native language. This is

called first language transfer, or L1 transfer. L1

transfer can affect ones pronunciation, grammar, spelling,

word choice, and communication style. To reduce your

accent, become aware of how your L1 transfer negatively

impacts your English pronunciation (http://www.callearning.

com/accent-reduction-training.php, retrieved, July 27,

2014).

Speech production requires that the components of the

physical speech mechanism (vocal cords, tongue, lips,

teeth, soft and hard palate, and lungs) work together in

specific ways to produce the needed sounds. Speech

disorders result from impairments in this coordination

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(http://www.education.com/reference/article/articulation-

disorders-children/, retrieved, September 20, 2014).

Speech Disorder occurs when a child has difficulty

producing individual sounds that make up words. Sounds are

classified by the place in which they are formed and the

manner in which they are produced. The acquisition of

speech sounds typically follows a developmental order and

an articulation disorder is identified when a child is

using these sounds in error past the expected age for

mastery (http://www.nwspeechtherapy.com/functional-articula

tion-disorders.html, retrieved, September 20, 2014).

Students generally need attention on all aspects of

pronunciation, although there are learners that need more

help in some areas compared to others. It is important,

however, to focus attention on pronunciation as early as

possible, and to integrate it as much as possible with

other areas of language learning, so that the gains are

felt in spontaneous speech and not just in pronunciation

exercises (http://www.nceltr.mq.edu.au/pdamep, retrieved,

July 27, 2014). Furthermore, speaking English fluently is

not only a basic requirement in pursuing a career but also

a means of expressing ones ideas and feelings confidently.

As future English teacher, it is the researchers

desire to have students who are excellent in language

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especially on their speaking skill. It is important that

being an advocate of an apt English communication, students

shall be speaking English precisely and with positive self-

esteem.

Statement of the Problem

The general objective of the study was to describe the

speech disorders of Grade VII students of Commissioner Luis

R. Asis National High School for School Year 2014 2015.

Specifically, it sought to answer the following

specific questions:

1. What are the speech disorders of the Grade VII

students as an entire group?

2. What are the speech disorders when the students are

grouped according to their profile?

3. Are there significant relationships between

students profile and speech disorders?

Hypothesis

1. There are no significant relationships between

students profile and speech disorders.

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Theoretical Framework

A child's communication is considered delayed when the

child is noticeably behind his or her peers in the

acquisition of speech and/or language skills. Sometimes a

child will have greater receptive (understanding) than

expressive (speaking) language skills, but this is not

always the case.

Speech disorders are difficulties producing speech

sounds or problems with voice quality. They might be

characterized by an interruption in the flow or rhythm of

speech, such as stuttering, which is called dysfluency.

Speech disorders may be problems with the way sounds are

formed, called articulation or phonological disorders, or

they may be difficulties with the pitch, volume or quality

of the voice. There may be a combination of several

problems. People with speech disorders have trouble using

some speech sounds, which can also be a symptom of a delay.

Listeners may have trouble understanding what someone with

a speech disorder is trying to say. People with voice

disorders may have trouble with the way their voices sound.

A language disorder is impairment in the ability to

understand and/or use words in context, both verbally and

nonverbally. Some characteristics of language disorders

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include improper use of words and their meanings, inability

to express ideas, inappropriate grammatical patterns,

reduced vocabulary and inability to follow directions. One

or a combination of these characteristics may occur in

children who are affected by language learning disabilities

or developmental language delay. Children may hear or see a

word but not be able to understand its meaning. They may

have trouble getting others to understand what they try to

communicate (http://www.catherineshafer.com/speech.html,

retrieved, September 18, 2014)

This study was anchored on the principle of

Thorndikes three laws, which includes; law of exercise,

effect and readiness. The law of exercise, which states

that, constant repetition of responses, strengthens its

connection with the stimulus and disuse of a response

weakens it; this study is connected to the law of exercise

because people use different pronunciation technique

exercises for conditioning their body before the

experimentation. Law of effect, which states that, learning

is strengthened when annoyance. Through this law people are

able to find out the effectivity of constant practice of

pronouncing words correctly. Law of readiness, which states

that, when a person is prepared to respond or act, giving

the response is satisfying and being prevented from doing

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so is annoying. In this law the respondents are able to

start to react in the descriptive study.

Thus, through exercise, the will of the individual

arouses and develops good results which benefits everyone

as it continues to expand.

Conceptual Framework

The general objective of the study was to describe the

speech disorders of Grade VII students of Commissioner Luis

R. Asis National High School for School Year 2014 2015.

In this study, the independent variables were sex, parents

education, parents occupation, monthly family income,

reading materials at home, and language used at home and

the dependent variable was the speech disorders of the

students which were under stuttering or stammering,

substitutions, additions, distortions and omissions.

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Independent Variable Dependent Variable

Students Demographic Students Speech
Profile Disorders:
Sex
Parents' Education Stuttering or stammering
Parents' Occupation Substitution
Monthly Family Income Addition
Availability of Distortion
Technology at home Omission
Language used at home

Figure 1 Students speech disorders as related to their

demographic profile

Significance of the Study

The study may prove beneficial to the students,

specifically the Grade VII students, teachers, parents,

principals, English supervisors, curriculum makers, and

future researchers.

Grade VII Students. This study may give ideas and

awareness on pronouncing words correctly in terms of

practice, activities and formulating speech improvement

programs to help students with speech disorder.

Teachers. This result may give them information on

what benefits they can get in performing different

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activities and formulating speech improvement programs to

help students with speech disorder.

Parents. This study may help parents guide their

children who have speech disorders so that they will be

able to assist them regarding their communication skills at

home.

Principals. The result of this study may give them

information on how they are going to deal with students who

have speech disorders and on what way they will be able to

help them.

English Supervisors. This study may give English

supervisors an idea on the factors that may affect English

learning among students. Through this, they will be able to

create programs and activities that will enable the

students overcome their speech disorders.

Curriculum Makers. The findings of this study may give

curriculum makers an idea on how they are going to help the

improvement of students who have speech disorders.

Furthermore, special programs could be made possible if

this problem will be taken into account with a

corresponding action.

Future Researchers. This study may serve as their

basis in creating new researches which are beneficial, not

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only for this school but also for the whole country as

general.

Scope and Limitations of the Study

The general objective of the study was to describe the

speech disorders of Grade VII students of Commissioner Luis

R. Asis National High School for School Year 2014 2015.

This study was only limited to the independent

variables such as sex, parents education, parents

occupation, monthly family income, reading materials at

home, and language used at home and the dependent variable

was the speech disorders of the students which were

stuttering or stammering, substitutions, additions,

distortions and omissions.

This descriptive research design involved purposive

sampling technique where teachers identified sixty (60)

Grade VII students to be the participants of this study.

Definition of Terms

For further understanding of the terms used in the

study, the following terms are defined.

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Articulation. This refers to the movement of the

tongue, teeth, lips, and palate to produce the sounds of

language. (http://www.catherineshafer.com/speech.html). The

same definition was used in the study.

Speech disorders. This refers to the difficulties in

producing speech sounds or problems with voice quality;

abnormal speech that is unintelligible, unpleasant, or

interferes with communication and includes problems of

voice, speech clarity, or fluency (stuttering).

(http://www.catherineshafer.com/speech.html). The same

definition was used in the study.

Additions. This refers to a speech disorder where a

person inserts a word or a series of words that does not

appear in the text. (http://www.nwspeechtherapy.com/function-

articulation-disorders.html). The same definition was used

in the study.

Distortions. This refers to the condition where the

student alters a sound in which the original proportions

are changed. (http://www.nwspeechtherapy.com/functional-arti

culation-disorders.html). The same definition was used in

the study.
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Omissions. This refers to a speech disorder where a

person omits a word or a continuous sequence of words in

the text but continues to read. (http://www.nwspeechtherapy.

com/functional-articulation-disorders.html). The same

definition was used in the study.

Stuttering or stammering. This refers to a complex

fluency disorder of speech affecting the smooth flow of

words, which may involve repetition of sounds or words,

prolonged sounds, facial grimaces, muscle tension, and

other involuntary physical movements; hesitations,

repetitions, omissions, or extra sounds in speech patterns.

The student attempts to pronounce the word but, repeats

sounds or words, prolongs sounds, having facial grimaces,

muscle tension, and other involuntary physical movements;

hesitations, or extra sounds in speech patterns.

(http://www.education.com/reference/article/problems-

academics-communication-disorder-LD/). The same definition

was used in the study.

Substitutions. This refers to a speech disorder where

a person substitutes a real word that is incorrect.(http://

www.nwspeechtherapy.com/functional-articulationdisorders.

html). The same definition was used in the study.

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Language. This refers to a socially shared, rule-

governed code used for communication. It is not limited to

oral expression, however it occurs in written form,

through the use of gestures , alternative methods of

communication for those who are low verbal or nonverbal,

and within ones own thoughts. (http://www.catherineshafer.

com/speech.html). The same definition was used in the

study.

Language delay. This refers to the condition wherein a

child does not learn language as quickly as his/her peers.

(http://www.catherineshafer.com/speech.html). The same

definition was used in the study.

Speech. This refers to an audible, oral output of

language. (http://www.catherineshafer.com/speech.html). The

same definition was used in the study.

Speech Improvement. This refers to specialized

activities dedicated to practice pronunciation

difficulties. (http://www.catherineshafer.com/speech.html).

The same definition was used in the study.