Sammy Dolba

The researcher pursued the study in the common errors of language learners on subject-verb agreement because Filipino Students learning English have well-formed speech habits in the native language which are totally different in form, meaning and distribution. In the evident that language teaching in the Philippines has not been efficient and effective enough to meet the expectation that English is mastered by the students if it is to become functional for a lifetime. The actual respondents of the study were grouped according to gender and section. The researcher used a descriptive research design to determine the students’ common errors in Subject-Verb Agreement. The items in the test were based on the descriptions of Subject-Verb Agreement errors found in the Harbrace College Handbook and in the Grammar Journal for Subject-Verb Agreement. The objective of the study is to determine the types of Subject-Verb Agreement errors frequently committed by the combined population of the students in Reading Clinique Center.

The study aimed to analyze lexical items underpinned in the textbooks used in the current teaching of ESP and GE. Using content analysis, a systematic evaluation of texts to examine nuances to bridge the gap between quantitative and qualitative data. This was such of importance, however, difficult to study due to issues of interest like in the study, frequency of lexical items in ESP, and GE textbooks. Results found 13,713 lexical items in Hospitality Management, 17,561 in Criminology, 4576 in Tourism, 7167 in Marine Engineering, and 512 in Information Technology. Furthermore, the overall percentage of ESP lexical items fell in Tier 2 (with multiple-meaning while the least was in Tier 3, specifically on context-specific vocabulary. It is the core of vocabulary learning to ensure English language teaching. It is its goal to help learners better understand language, allowing them to understand others as they want to express themselves as well. This applies not only in speaking but also in writing and reading. Wilkins (1972, p. 111-112) stated that without grammar very little understanding can be acquired and without vocabulary there can be no learning at all. Thus, even without good grammar, so long as you equipped with useful words and expression, one can still manage to communicate. Lewis (1993) argued that “lexis is the heart of language” and that it develops a better fluency and expression in English. He also added the significance to the learners of acquiring a more productive vocabulary knowledge, also, their eagerness to develop their own personal vocabulary strategies. Thus, a proposed bridge model program was recommended to highlight the study findings using the lexicons found from the different respective courses.

The purpose of the study. The aims of this research are to determine the teachers' reading style, determine their reading speed, and determine which reading methods are the teachers' strengths and weaknesses utilizing a thorough evaluation of reading techniques from Hawker Brownlow Education. This study utilized the comprehensive assessment of reading strategies from Hawker Brownlow Education. This material is composed of four series of tests namely, Reading Comprehension 1- Historical Fiction, Reading Comprehension 2- History Article, Reading Comprehension 3- Kate Wrote About a Special Zoo, and Reading Comprehension 4- Email written by Carl with different reading passages using the same 12 reading strategies. It is found that readers can effectively comprehend when they use the following strategies namely, finding word meaning in context, understanding sequence, and making predictions. Therefore, the four series of assessments, show that there are varied ways of comprehending a material that might directly influence the duration and time limit allocated in reading and answering the material, the recurring events of the same material used, and the scheduling of reading comprehension tests.