Effectiveness of L1 (Filipino) L2 (English) in Teaching Components of the Target Language (Chinese-Mandarin) to High School Students / Fontillas, Gina T.

The general problem of the study was "How may L1 and L2 independently affect the Grade 9 students' performance in SPFL-Chinese Mandarin at the Bataan School of Fisheries (BSF) during the A.Y. 2015-2016?" The main respondents of this study were thirty (30) Junior High School students from BSF who were taking up SPFL-Chinese Mandarin (Basic Level 1). Specifically, this study described the profile of the students in terms of Intelligent Quotient (IQ) level, sex and grades in English and Filipino. These variables were made as the bases for grouping the students into two - the L1 Group and the L2 Group. Their level of performance was assessed before and after their respective treatments as reflected in their pretest and posttest mean scores. Finally, the two groups were compared in their performances as a result of the different treatments made. This study used the international assessment tool called the Youth Chinese Test (YCT) and the Otis-Lennon School Ability Test (OLSAT). The data gathered for this study were coded, encoded, and statistically processed using the statistical software called SPSS version 20. Results were presented in a tabular form using percentage, frequency counts, mean, standard deviation, Paired Samples T test, Independent Samples t-test, and Gain Score Analysis. After the instructions in SPFL-Chinese Mandarin, it was observed that the L1 mean performance is almost the same with that of the L2 group. The performance of the students under the L1 group is not significantly different from that of the L2 group. Both the L1 and the L2 groups improved after instruction in SPFL-Chinese Mandarin. It was found that gain score of both groups do not differ significantly as indicated by the absolute t-value. Hence, it is believed that students improved in performance in SPFL Chinese Mandarin regardless of what group they belong - L1 or L2. The findings show that regardless of the language used to deliver lessons to teach a foreign language, either Filipino or English is effective. As the findings were disclosed, it was also recommended to accept an open door in language teaching, namely the use of either L1 or L2 in teaching a target language, because both L1 and L2 are effective in teaching TL. Language teachers should also combine their theoretical knowledge with their teaching situation. Likewise, the teacher should not base their teaching on just a single claim or factor involved in language learning but rather should understand, analyze, synthesize and even criticize before trying to implement any of the suggestions made for teaching. Furthermore, teachers and administrators need to consider using any of the two languages, Filipino or English whichever they may choose, in the classroom and school environment and even in correspondence and conversation with the students since any of them can be an effective conduit to teach a target language. Finally, curriculum makers, book authors, and book evaluators should consider making, producing, or evaluating curriculum, workbooks or textbooks that reinforce proper presentation of Mandarin using the Filipino or English languages rather than having books and references with disorganized presentation and translation in mixed languages.