Concepts of Sociolinguistic Competence

CONCLUSION

From the aforementioned findings, the following conclusions are drawn:

1. 
   The foreign national students have both differentiated and similar accounts as to their socio-structural and socio-cultural perspectives, with evidences that majority of them cluster more heavily on certain categories like nationality, age, sex, and native language
   

(socio-structural) and number of years studied the English language (socio-cultural).

2. 
   Majority of the foreign national students are socio-linguistically competent.
   
3. 
   Foreign national students found to be sociolinguistically competence are mostly Arabic, have positive attitude in learning English, motivated to learn English, and perform can-do tasks easily.
   

This study was undertaken to identify the sociolinguistic competence of the foreign national college students of the selected universities in Dagupan City for the academic year 2015-2016. The selected universities are University of Pangasinan – PHINMA, University of Luzon, and Lyceum Northwestern University.
Relative to the foregoing objective, the study aimed specifically to establish the profile of the respondents in terms of their socio-structural perspective (nationality, age, sex, and native language), socio-cultural perspective (number of years studied the English language, length of stay in the Philippines, and exposure to the English language), and language learning characteristics (attitude, motivation and can-do tasks). Likewise, the sociolinguistic competence level of the respondents was identified. Furthermore, the study determined whether there exists significant relationship between the respondents’ sociolinguistic competence across their profile.
The study used descriptive-correlational research method. The fifty (50) respondents were selected based on convenience sampling. The questionnaire and the Test of English for International Communication (TOEIC) Model Test served as the primary data-gathering instruments to identify the sociolinguistic competence of the respondents. The questionnaire is composed of three parts identifying the socio-structural perspective, socio-cultural perspective,
and language learning characteristics of the respondents. The TOEIC Model Test consists of questions 4-11 to measure the sociolinguistic competence level of the respondents.
Statistical methods used for socio-structural perspective (nationality, age, sex, and native language) and socio-cultural perspective (number of years studied the English language and length of stay in the Philippines) are frequency and percentages. For sociocultural perspective (exposure to the English language) and language learning characteristics (attitude, motivation and can-do tasks), statistical methods used are mean, standard deviation, skewness, and kurtosis. While for the level of sociolinguistic competence across profile variables, Spearman rho correlation coefficient was used using the 0.05 level of significance.