Theoretical Framework:

This research aims to investigate the relationship between vocabulary competence and writing
performance in Filipino language of Grade 11 HUMSS students in MSU-Buug Campus Senior High School.
To guide the study, the following theoretical frameworks will be utilized:

1. The Vocabulary Competence Theory postulates that an individual’s lexicon proficiency

constitutes a significant determinant of their language skills and communicative abilities (Nation,
2013). As per this theoretical construct, the scope of vocabulary competence transcends mere
lexical coverage to encompass an individual’s capacity to utilize words with accuracy, relevance,
and versatility across diverse discourse contexts (Paribakht & Wesche, 1997). Hence, individuals
who exhibit a robust vocabulary competence are anticipated to excel in writing assignments
owing to their ability to express their ideas cogently and fluently. The Vocabulary Competence
Theory assumes paramount importance in the domain of language learning and teaching. The
ability to deploy words effectively and accurately underlines the learners’ linguistic proficiency
and is deemed a crucial component in their communicative competence (Nation, 2013). In this
sense, educators and language professionals alike recognize the value of facilitating learners’
lexical acquisition and use as a means of enhancing their language performance and efficacy.
Moreover, the Vocabulary Competence Theory holds implications for pedagogy and curriculum
design. Instructors may employ innovative techniques such as exposure to authentic texts,
explicit instruction, and intentional vocabulary expansion activities to enhance learners’
vocabulary competence and promote their linguistic growth (Paribakht & Wesche, 1997).
Educators may also integrate vocabulary development initiatives across different language
domains, such as reading, writing, listening, and speaking, to augment learners’ lexical
competence and communicative proficiency.

2. The Writing Process Theory is a well-established theoretical framework in the field of

composition studies that offers insights into the nature of writing and the factors that contribute
to the production of high-quality written products (Flower & Hayes, 1980). This theory
emphasizes that writing is not simply the act of putting words on paper but rather a complex
and iterative process that involves multiple stages. The first stage in the writing process is
prewriting, which involves brainstorming, gathering ideas, and planning the structure of the
text. During this stage, writers may engage in activities such as freewriting, outlining, or mind-
mapping to generate ideas and organize their thoughts. The second stage is drafting, which
involves putting the ideas generated during prewriting into sentences and paragraphs. This
stage allows writers to begin shaping their ideas into a coherent and cohesive text. Effective
writers revise and refine their drafts as they go along, focusing on issues such as sentence
structure, grammar, and word choice. The third stage is revising, which involves refining the
 content and structure of the text. During this stage, writers focus on issues such as coherence,
cohesion, and organization. They may also seek feedback from peers, instructors, or writing
tutors to help them identify areas that need improvement. The final stage is editing, which
involves correcting errors in grammar, punctuation, and spelling. Effective writers engage in
multiple rounds of editing to ensure that their text is error-free and ready for publication. With
that being said, the Writing Process Theory emphasizes that effective writing requires careful
planning, multiple rounds of revision, and attention to detail. Students who have strong writing
skills are expected to follow these processes and produce high-quality written products. By
engaging in these processes, writers can develop their writing skills and produce texts that are
both clear and effective. Furthermore, educators can use this theory to design writing curricula
that emphasize the writing process and provide students with the tools they need to become
effective writers.

3. The Sociolinguistic Competence Theory is a significant theoretical framework in the field of

language learning and teaching. According to this theory, effective communication skills are not
solely determined by an individual’s knowledge of grammar and vocabulary but are also
influenced by their understanding of the social and cultural context in which the language is
used. Sociolinguistic competence encompasses a broad range of skills, including understanding
how language varies according to factors such as region, social class, and gender, as well as
recognizing appropriate language use in different contexts Canale & Swain, 1980). This includes
an understanding of social norms, expectations, and conventions surrounding language use.
Effective writers need to be able to understand and apply these conventions to produce texts
that are appropriate for their intended audience and purpose. The ability to understand and use
language appropriately in different social and cultural contexts is particularly important in a
diverse and multicultural society, where people from different backgrounds and cultures
interact with each other regularly. For example, a writer who is communicating with an
international audience needs to be aware of cultural differences in language use to avoid any
misunderstandings. Ultimately, the Sociolinguistic Competence Theory highlights the
importance of understanding the social and cultural context in which language is used. Effective
communication requires not only knowledge of grammar and vocabulary but also an
understanding of the social and cultural conventions that shape language use. By developing
their sociolinguistic competence, students can become more effective communicators, able to
write texts that are appropriate for their intended audience and purpose. Educators can use this
theory to design language curricula that emphasize the importance of sociolinguistic
competence and provide students with the tools they need to become effective writers in
diverse and multicultural contexts.

4. The Constructivist Learning Theory is a well-known theoretical framework in the field of

education. According to this theory, students learn best when they construct their own
knowledge through active engagement with learning materials (Vygotsky, 1978). In other words,
learners actively engage with the learning materials and build their understanding through
interaction, exploration, and experimentation. This approach to learning is often contrasted with
 more traditional methods that emphasize rote memorization and passive learning. To apply the
Constructivist Learning Theory to improve students’ vocabulary and writing skills, this study will
utilize active learning activities. Active learning activities are designed to promote student
engagement and interaction with the learning materials. These activities can take many forms,
such as group discussions, debates, role-playing, simulations, and hands-on activities. By
engaging in these activities, students are encouraged to take ownership of their learning and
construct their own knowledge For example, to improve vocabulary skills, students could
engage in activities such as word games, vocabulary building exercises, and context-based
activities. These activities would allow students to actively engage with the words and concepts
they are learning and create their own connections and associations. Similarly, to improve
writing skills, students could engage in activities such as peer editing, writing workshops, and
reflective writing exercises. These activities would encourage students to actively engage with
the writing process and develop their own writing skills. By utilizing the Constructivist Learning
Theory and active learning activities, this study aims to create a learning environment that
encourages students to take ownership of their learning and develop their vocabulary and
writing skills. This approach recognizes that students are active learners who can construct their
own knowledge when given the appropriate tools and opportunities. In conclusion, the
Constructivist Learning Theory offers an effective approach to improving students’ vocabulary
and writing skills by promoting active engagement and interaction with learning materials.

5. The Lexical Theory is a widely recognized theoretical framework in the field of language learning
and use. According to this theory, individual words and their meanings are crucial in language
learning and use. In other words, words are not just isolated units but are interconnected in
complex ways, forming networks of meanings. This theory emphasizes the importance of
understanding how words are used in different contexts and how they relate to one another.
Lewis (1993) highlights the importance of lexical knowledge in language learning and use. He
argues that students who have a strong lexical knowledge are able to recognize, understand,
and use words effectively in their writing, leading to better writing performance. The ability to
use words effectively in writing requires more than just memorizing the meanings of individual
words; it requires understanding how words are used in different contexts and how they relate
to one another. To improve writing performance, students must develop a strong lexical
knowledge. This includes understanding the meanings of words, recognizing common
collocations, and understanding how words are used in different contexts. By developing a
strong lexical knowledge, students will be able to use words more effectively in their writing,
resulting in more coherent and cohesive texts. For example, students could engage in activities
such as word association games, collocation exercises, and context-based activities to improve
their lexical knowledge. These activities would allow students to explore the connections
between words and develop a deeper understanding of their meanings and usage. Overall, the
Lexical Theory emphasizes the importance of individual words and their meanings in language
learning and use. Students who have a strong lexical knowledge are able to recognize,
understand, and use words effectively in their writing, leading to better writing performance.
Therefore, it is crucial for educators to prioritize the development of lexical knowledge in their
teaching practices.
In summary, the theoretical framework for this study suggests that there is a strong relationship
between vocabulary competence, writing process, sociolinguistic competence, constructivist learning,
and lexical theory, and these factors contribute to students’ writing performance in Filipino language.

References:

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language
teaching and testing. Applied Linguistics, 1(1), 1-47.

http://dx.doi.org/10.1093/applin/I.1.1

Eliseo Reategui, Daniel Epstein. Automatic Extraction of Nonlinguistic Representations of Texts to

Support Writing. American Journal of Educational Research. 2015; 3(12):1592-1596. Doi:
10.12691/education-3-12-16.

Lewis, M. (1993). The lexical approach: The state of ELT and the way forward.
https://www.researchgate.net/publication/323184907_Lexical_Method

Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
Doi: 10.13140/RG.2.1.3351.8241

Paribakht, T.S. and Wesche, M. (1997) Vocabulary Enhancement Activities and Reading for Meaning in
Second Language Vocabulary Acquisition. Second Language Vocabulary Acquisition: A Rationale for
Pedagogy, 55, 174-200. https://doi.org/10.1017/CBO9781139524643.013

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard
University Press.

https://digital.library.temple.edu/digital/api/collection/p245801coll10/id/371908/download