REVIEW OF RELATED LITERATURE AND STUDIES

To confirm the validity of this study, past researchers and other works on English proficiency were consulted.Behaviorist Theory

UNIVERSAL GRAMMAR THEORYAccording to Horwitz, 2008, there are similarities and differences among languages,and these are common to all languages of the world. These commonalities arecalled as language universals. Horwitz perceived that every language has commonality like verb which is a commonality in all languageMONITOR THEORY According to Krashen 1982, there are two ways for adult learners todevelop L2: a) Acquisition: We unconsciously acquire as we are exposed to samplesof the L2 that are meaningful. b) Learning: We learn L2 consciously by a process ofstudy and attention to form and rule learning. Krashen further explained that among these, acquisition is more important.

ACCULTURATION THEORY (SOCIALDISTANCE HYPOTHESIS) The theory is related to learners learning how to become comfortable in L2community. Schumann believes on the importance of motivation: good learners are motivated, flexible learners who have little or no culture shock. He further explained that the feeling of the learners must jive with the learning of L2 which is called the psychological distancing which involves the following characteristics;1) Dominance of L1 and L2 groups2) Contact stance of L2 learners (preservation of his/her own culture, assimilation oradaptation).3) Degree of enclosure (learners having separate environments)4) Degree of cohesiveness of learners5) The size of the learning group6) Degree of similarity between the cultures

Theoretical FrameworkThe theoretical framework serves as the basis in conceptualizing the present study. It relates the combinations of Horwitz Universal Grammar Theory, Krashens Monitor theory and the Schumanns Acculturation Theory in determining the level of English proficiency of College Freshmen Education Students of Central Bicol State University of Agriculture.

This study theorizes that Learning a second language have a relationship between English language proficiency and academic success in universities and colleges in which English is the language of instruction. It points out some of the difficulties associated with determining this relationship and summarizes previous investigations of the issue. Certain factors come in to aid in the acquisition of that target language. To prove this brilliant ideas of selected experts on language education are applied.

The relationship between English language proficiency and academic success in universities and colleges in which English is the language of instruction. Constant use of the language retains far more familiarization of the language. It is argued that while the research clearly shows that many factors other than English proficiency are important to academic success, there may be for each institution, or even for each program within an institution, a minimum level below which lack of sufficient proficiency in English contributes significantly to lack of academic success. Such a level can be determined by each institution individually, but until it is determined, a number of steps can be taken for establishing reasonable English language proficiency requirements.

Figure 1.Theoretical paradigm of the studyMONITOR THEORYENGLISH

ACCULTURATION THEORYUNIVERSAL GRAMMAR THEORY

Assumption of the studyThis study is based on the assumption that the college freshmen Education students of CBSUA are proficient in English language.

Conceptual frameworkThe conceptual paradigm shown in Figure 2 consists of dependent and independent variables used in the study.In this study the researchers conceptualized that the Four language Factor that affects the English proficiency of students namely: Degree of metacognitive awareness, Sex ,Field of specialization and Sheltered Instruction has correlation that directly influenced students English Language proficiency .The arrow that connects the four language elements to language proficiency shows that it affects the students achieved level in English language proficiency.

Figure 2. Conceptual Framework of the study Dependent VariableIndependent Variable

English Language ProficiencyDegree of metacognitive awareness Shettered Instruction SexField of specialization

FEEDBACK

Statement of HypothesisHO: There is no significant relationship among the variables of the study namely

HO: The college freshmen of CBSUA are not proficient in English language.

Definition of TermsThe following terms have been define conceptually for the purpose of clarifying their use in the study.

English.A subject or course offered in schools. universities or educational institutions, which provides students with knowledge about (and skills in relation to) the language ,aspects of its literature or both ,first English and tertiary level or college is an example.