OPENERS

 Theoretical and Conceptual Framework

(Gestalt Theory)

(draft introduction of a research paper unpublished)

Gestalt is a German word for “configuration” or pattern. The theory emphasizes the integration of individual components of a situation or concept. It maintains that concepts should be taken on its organic whole. Its conception is divisional and that it starts with the “whole”. The whole is herein perceived as a relation of parts (H-Q, 564).

As applied to learning process and education, Gestalt Theory takes into account the relationship among all the factors involved. Example, a child does not learn to walk by piecemeal involving body posture, plus knee-flexing, plus toe and heel action, plus hip swing. A child attempts to walk as a totality of organic behavior. For this reason the theory came to be known as organismic or natural method of learning. It has particular significance educationally in problem-solving and appreciation, where context or setting is all-important.

As Zulueta points out, Gestalt asserts that the conception of experiences at any instance is determined by the totality of its related phases which constitute an integrated pattern or configuration (176). Knowledge, therefore, is a constant process rearranging and integrating information according to the needs of time. As oppose to other theories, Gestalt process modeling and insight rather than simple accumulation of ideas.

Thus, a melody is more than a combination of notes; a sentence is more than a group of words. To understand these concepts they must be perceived “wholes” made up of many elements or relations. If the experience or concept is heard or seen first as a whole, each of its parts when studied separately will have more meaning.

In this regard, it is best to consider learning as the sum total of all elements or relations. These relations may be teacher’s age, teacher’s performance rating, teaching experience, techniques employed and the learners themselves. In other words, the student’s proficiency in English language can be understood fully as the inter-relationship of the factors or elements mentioned. Accordingly, efforts at recognizing problems and devising efforts at improving proficiency in the English language should take into account the foregoing factors.

At present, governments around the world are engaged in a never-ending search for means at improving public education. It is therefore prudent for individuals to help their governments at attaining such goal. The need for assessing proficiency in the English language and the myriad factors is responsibility of educators and learners alike.

The relationship that exists between educators and students is of paramount significance in bringing to light certain unanswered questions regarding proficiency in the English language. Moreover, it is also imperative to analyze the connection between teacher’s age and qualification vis-à-vis students’ proficiency in the English language.

Hence, Gestalt Theory is indispensable in solving the many questions surrounding proficiency in the English language.

English language proficiency is a concept that speaks multifarious factors and relationships. As such, it is important to take these factors and relationships into consideration. Analyzing proficiency of the English language must be taken as the conglomeration of the several factors interacting with each other. Each of these factors do not need to be taken apart as they make up the concept as a whole. 

This concept is influenced by such factors as teacher’s age, performance rating, experience, and technique employed in teaching. These factors form the independent variable of the study. These factors mentioned can have tremendous effects on proficiency of the English language. Thus, it is important to delve into these factors and the extent of their consequence on the learner’s proficiency in the English language.

Other aspects that have to be taken into account are the sex, age, and year level of the learners. These are important as it affects the final outcome of the efforts exerted by the teacher. These form the moderating variable of the study. This is important to the study for they are the circumstances that make each learner unique from each other. As such they may affect variations in the result for the individual learners.

Finally, the concept, which in this case, the proficiency of secondary students in English language, itself forms the dependent variable as it is influenced by the factors mentioned earlier. English proficiency of the high school students depends largely on the teacher’s sex, and students’ sex, age and year level of the learners.

All Rights Reserved

Leonel Agir