English Grammar Difficulties Encountered by Second Language Learners - Essay Example

Interview On English Grammar Difficulties Encountered by Second Language Learners Presented by: Your name On 1st April, 2012 Abstract Technological advancements have and still continue to reduce the world to one global village. As this process continues, it has now become a necessity for each individual to master at least one second language other than their own native tongue. English language has been embraced globally, thus making it one of the most sought after languages by second language learners. However, the process of learning the English dialect presents some acute problems to most second language learners. This interview sought to, identify English grammar points that presented the most problems to second language learners, discuss the identified points in detail, give a full description of the problems associated with the identified points, and come up with suitable suggestions and strategies that can be implemented to effectively address the shortcomings experienced by the learners. Introduction The main purpose of this interview was to identify key grammatical points that posed a challenge to second language English learners. It was necessitated by the increased rate of learners complaining about the heightening level of complexity as they progressed from basic to advanced English grammar. The major points of discussion revolved around the application English verbs, adjectives and nouns since they seemed to be the bone of contention between second language learners and their English language instructors. Grammar Interview The following interview was conducted in order to identify specific English grammar points that posed a major challenge to second language learners; I: Good morning. S: Good morning to you too. I: Thanks for availing yourself (1.0) as you are aware; the main focus of this interview is to highlight key problematic areas of English grammar encountered by you as a second language learner. S: ((Nodding his head)) Alright. In fact, this interview came at a very crucial moment. I: Why? S: We have been experiencing quite a lot of problems these days. At first, the process was a bit easy, but now, (2.0) understanding the grammar concepts is becoming really difficult. I: Exactly. Most second language learners experience this kind of hindrance as they continue with their learning process, especially when the language in question is English. We will revisit that area later. For now, I want us to discuss how English is taught in your class. S: Well ((looks around the room)), we usually have an English teacher most of the time. We also have speaking lessons four days a week. Our teacher organized us into three study group, with each group being comprised of five students, (2.0) and sometimes we engage in group discussion to further enhance our speaking skills. I: I can see that your classroom is full of written canvases (1.0) are you the ones who wrote it? S: Oh yes! Our teacher designates various writing tasks to each group. All members of the group are encouraged to participate in the task. I am the leader of our group, and that canvas over there ((points at a canvas titled Basic English Tenses)) is a product of my group. I: How often do you engage in writing exercises? S: About two days a week. I: Two days a week, do you really feel that that is time enough for you and your colleagues to master English writing skills? S: (1.0) I really do not think so. The problem isn’t that we wouldn’t want to have more classes. It’s just that most of us are involved in other activities, (1.0) so we have no other alternative except to attend classes when we are all available. I: So does that mean you kind of take part time classes? S: ((Shaking his head)) I wouldn’t call it part time because some days we attend normal English classes while in others we only take lessons in the evening. I: Ok. Earlier on, you said that your teacher normally assigns writing tasks to all the groups. You also expressed that of late, the process of learning English grammar has become more difficult than before. Why is this so and does your teacher provide any assistance towards the simplification of the difficult areas? S: When we were starting this English course, everything seemed so easy. All the concepts were quite understandable. However, difficulties started presenting themselves once we commenced on verbs and adjectives. Our teacher has been very supportive but (2.0) still, we haven’t been able to comprehend those two grammar points. I: So the main areas hindering the progression of your learning process revolve around verbs and adjectives? S: Precisely! I: Why? S: Differentiating the various types of verbs and adjectives is really difficult for most of us (1.0) especially when we do not know where to apply the most appropriate. I: Well, that statement is a bit vague. What do you really mean by not knowing where to apply the most appropriate? S: I meant that we are mostly stuck when it comes to choosing the most suitable form of verbs and adjectives when structuring English sentences. I: Can you give an example of a situation when you were unable to apply the most appropriate verb or adjective? S: Yes. (3.0) Last week, our teacher requested me to complete a sentence which stated; I _ to school every Wednesday. There were three choices available, goes, go and went. My answer for that sentence was goes, ((looking disappointed)) but the teacher stated that I was wrong. I: So how did your teacher explain the correct answer to that sentence? S: She explained that the sentence was structured in the present continuous tense, so the verb chosen should adhere to the original format. She then engaged the whole class in the identification of the most appropriate verb. We brainstormed for a while and came up with the correct answer, verb go. (1.0) she also explained that these particular choices of verbs were grouped under a class of verbs referred to as finite verbs. I: Now that we have identified the major problematic areas of grammar study, I would like you to explain the main reason behind this issue. S: There are quite a number of reasons causing this problem, but I believe the major cause, as I stated earlier, is our inability to differentiate among the many forms of verbs and adjectives. Most of us, me included, also have a problem with verb conjugation, (1.0) it is my belief that if we can be able to overcome these two main issues, then our learning process would be easier. I: It seems like we have fulfilled the purpose of this interview, which was to identify the major problems encountered by you as a second language learner of English. According to you, the main areas posing this challenge include the inability to differentiate between verbs and adjectives as well as verb conjugation, right? S: Right! I: Again, I’d like to thank you for agreeing to be part of this interview. Your insight concerning this topic is highly appreciated. Thanks a lot and have a nice day. S: ((Rising up)) you are welcome. In fact, being a part of this interview was an honor. Have a good day too. Discussion of the identified grammar points According to Oxford University Press, a verb is defined as a word that is normally “used to describe an action, state, or occurrence, and forming the main part of the predicate of a sentence, such as hear, become and happen (p. 2)”. Aitken (2002), states that verbs can be categorized according to syntax or the verbs’ role in the sentence, according to the meaning denoted by the particular verb also referred to as semantic classification and according to their formation criteria also known as morphological notation. Classification according to syntax yields the following subclasses of verbs; Finite verbs which are further broken down into three categories namely transitive, intransitive, and linking verbs Nonfinite verbs which are also referred to as verbal’s. This category is subdivided into infinitives, gerunds and participles. The latter type of verbs is comprised of three sub divisions namely present, past and perfect participle. Auxiliaries or helping verbs. Primary and modal auxiliaries are the two subdivisions of this verb category. Morphological classification of verbs results into four categories. They include phrasal verbs, regular verbs, irregular verbs and compound verbs. Verbs derived from both syntactical and morphological classification comprise some of the most commonly used verbs and verb derivate in modern English grammar. Most second language learners always report having problems with verbs. The most prominent of these problems include the use of present tenses, future tenses and two word verbs. From the interview extract below, it is quite evident that the interviewee and his colleagues were facing problems related to this point. I: So how did your teacher explain the correct answer to that sentence? S: She explained that the sentence was structured in the present continuous tense, so the verb chosen should adhere to the original format. She then engaged the whole class in the identification of the most appropriate verb. We brainstormed for a while and came up with the correct answer, verb go. (1.0) she also explained that these particular choices of verbs were grouped under a class of verbs referred to as finite verbs. According Bourke (2008, p. 2), to present tense in most languages refers to actions that are taking place in the present. However, this generality does not hold entirely true when English language is concerned. Burrow J., and, Thorlac T. (2005, P. 45) asserts that the English present tense cannot be used to denote events that are actually taking place at the exact time of speaking. Instead, progressive or present continuous form of the verb is used to express situations that are currently happening, for example, “I’m reading a teacher training manual”. This fact presents a paradox to most second language learners thus making it difficult to comprehend the English language, both in writing and in speaking. The English future tense has for quite a long time been the topic of debate by many professional linguists. According to Close (1970, P. 1), perceptions as to if there really is a valid English future tense has resulted to major misconceptions among various English language experts, which has in turn spiraled to include the instructors. However, the English future tense has and will always continue being taught in grammar school albeit with some negative implications on the learners brought about by these misguided perceptions. According to Aitken, (2002), most second language learners have been led to believe that the most common future tense involves the use of will, but this is not always the case instead, the most commonly used future tense in English grammar is ‘going to’ The second problematic grammar point identified by the interviewee was adjectives. Modern definitions have explained English adjectives as words that “modifies a noun or a pronoun by describing, identifying or quantifying words” (University of Ottawa n.d para 1). In most cases, an adjective usually follows the format of the verb to ‘be’. However, this fact does not always imply that all adjectives behave in the same way. Unlike the verbs, English adjectives do not possess diverse classification criterion. Instead, they are only categorized into six self-standing groups comprised of describing, proper, possessive, numbering and compound adjectives as well as adjectives of order (Paul & Eric 2000, P. 4). Description adjectives, as the name suggests, are adjectives used to characterize nouns or pronouns. Proper adjectives represent proper nouns that are normally used as describing words, for example; the American people are generous. In this example, the word American is a proper noun used as an adjective to describe the word people. Although most adjectives are quite self-explanatory and easy to comprehend, a majority of English as a second language learners usually experience some problems trying to understand and put them into effective and correct use. The majority of students learning English as a second language are usually faced with the problem of writing adjectives in their correct order (Butt 2000 p. 68). For example, an ESL student could write; she has just purchased a white new dress. The italicized words indicate incorrect ordering of adjectives. The appropriate format would be to write; she has just purchased a new white dress. This confusion is compacted by the fact that the wrong sentence sounds void of any grammatical mistakes when spoken out loud, thus creating a sense of correctness that eventually becomes a habit among English as a second language students. Since most English as a Second Language students rely mostly on books, their little or no exposure becomes a hindrance (Parrott, 2000). This situation is worsened by the fact that most of these text books are comprised of intricately woven adjectives. Teaching and Learning English Grammar In order to teach efficient English grammar to non-native English speakers, I would consider the following steps so as to disburse the best levels of grammar in the most effective manner. Participants My students would comprise of English as a Second Language learners since they are most affected by the identified grammar points. I would prefer to teach native Spanish students aged between ten and thirteen years whose English proficiency level is between A1 and A2. The tutoring process would take place inside a well-organized class suitable for learning. I would seek to put in place engaging visual aids related to the simplification of studying English grammar prior to commencing the actual teaching. These visual aids would include English phonetics charts, basic conjugation examples and everyday verbs couple with their most practical applications. Teaching and Learning Activities Before starting on the actual teaching activities, I would first asses my own level of understanding the six principle concepts so as provide my students with the most appropriate learning environment. These concepts include “culture shock, comprehensible input and output, language acquisition versus language learning, the optimum age for learning a second language, the affective filter, and the silent period” ( Haynes 2007 p. 2) Once I’ve completed this initial assessment, I would then proceed to design the best teaching and learning activities detailed below. During the introduction of English grammar lessons to my students whose previous English proficiency level ranges between A1 and A2, I would opt to use the language awareness approach. This teaching methodology is defined as “the development in learners of an enhanced consciousness of and sensitivity to the forms and functions of language” (Carter 2003, p. 64 as quoted by Burke 2008 p.2) This approach would enable my students to develop an all rounded perspective with regard to both spoken and written English, which will later on assist in compounding their overall English skills. During guided learning hours, I would engage my students in vocabulary tests. This would be done through issuing of written grammar tests. I would also subdivide my students into various groups, ensuring that proficiency levels among them is balanced, then proceed to assign different grammar points exercises according to the present topic. Taking into consideration the fact that “complexity characterizes language in early stages of development” (Makodia 2008, p.180), I would ensure that I have allocated ample time for spoken English lessons. Resources The table below represents a worksheet that I would use to effectively impart the correct knowledge to my students with regard to phrasal verbs. Phrasal Verb Meaning Phrasal Verb Meaning Break down 1. failure of engine 2. collapse Hand in submit Fade away die Fall for get attracted Flow in arrive steadily Fall apart break Come about happen Call for demand Come across meet Call on/ call upon urge to Look forward long for Carry out do Go after seize a chance Check on verify Go through 1. suffer 2. succeed 3. struggle Make out 1. understand 2. figure out 3. write off Gun down shoot Kick off begin Identify with associate Drop out withdraw Go after chase Jump on challenge Appendix The following is an interview transcript highlighting some of the major points that were discussed. I: Now that we have identified the major problematic areas of grammar study, I would like you to explain the main reason behind this issue. S: There are quite a number of reasons causing this problem, but I believe the major cause, as I stated earlier, is our inability to differentiate among the many forms of verbs and adjectives. Most of us, me included, also have a problem with verb conjugation, (1.0) it is my belief that if we can be able to overcome these two main issues, then our learning process would be easier. I: It seems like we have fulfilled the purpose of this interview, which was to identify the major problems encountered by you as a second language learner of English. According to you, the main areas posing this challenge include the inability to differentiate between verbs and adjectives as well as verb conjugation, right? S: Right! List of references Aitken, R. (2002). Teaching Tenses: Ideas for Presenting and Practicing Tenses in English. Brighton, UK: ELB Publishing  Bourke, J. M., (2008) ‘A Rough Guide to Language Awareness’, English Teaching Forum No 1. Burrow J., and, Thorlac T. (2005). A Book of Middle English Victoria, Australia: John Wiley & Sons Butt, D., (2000). Using functional grammar- an explorer’s guide. Sydney NCELTR Close A., R. (1970) Problems of the Future Tense 1. ELT Journal 24(3) Retrieved from http://eltj.oxfordjournals.org/content/XXIV/3/225.extract Haynes J. (2007) Getting Started with English Language Learners; How educators can meet the challenge. Alexandria: Association for Supervision and Curriculum Development. Larsen-Freeman, D. (1997). Grammar dimensions: Form, meaning, and use. Boston: Heinle & Heinle. Makodia V., V. (2008) Advanced English and Grammar Communication. Jaipur: Paradise Publishers Oxford University Press. Oxford Dictionaries; the worlds most trusted dictionaries. Retrieved from http://oxforddictionaries.com/definition/verb Parrott, M. 2000. Grammar for English Language Teachers. 2nd Edition Cambridge: Cambridge University Press Paul D. and Eric P., (2000).Success in English teaching, Oxford handbooks for language teachers. Oxford: Oxford University Press. University of Ottawa (n.d). What is an Adjective? Retrieved from: http://www.writingcentre.uottawa.ca/hypergrammar/adjectve.html Read More

S: ((Nodding his head)) Alright. In fact, this interview came at a very crucial moment. I: Why? S: We have been experiencing quite a lot of problems these days. At first, the process was a bit easy, but now, (2.0) understanding the grammar concepts is becoming really difficult. I: Exactly. Most second language learners experience this kind of hindrance as they continue with their learning process, especially when the language in question is English. We will revisit that area later. For now, I want us to discuss how English is taught in your class.

S: Well ((looks around the room)), we usually have an English teacher most of the time. We also have speaking lessons four days a week. Our teacher organized us into three study group, with each group being comprised of five students, (2.0) and sometimes we engage in group discussion to further enhance our speaking skills. I: I can see that your classroom is full of written canvases (1.0) are you the ones who wrote it? S: Oh yes! Our teacher designates various writing tasks to each group. All members of the group are encouraged to participate in the task.

I am the leader of our group, and that canvas over there ((points at a canvas titled Basic English Tenses)) is a product of my group. I: How often do you engage in writing exercises? S: About two days a week. I: Two days a week, do you really feel that that is time enough for you and your colleagues to master English writing skills? S: (1.0) I really do not think so. The problem isn’t that we wouldn’t want to have more classes. It’s just that most of us are involved in other activities, (1.0) so we have no other alternative except to attend classes when we are all available.

I: So does that mean you kind of take part time classes? S: ((Shaking his head)) I wouldn’t call it part time because some days we attend normal English classes while in others we only take lessons in the evening. I: Ok. Earlier on, you said that your teacher normally assigns writing tasks to all the groups. You also expressed that of late, the process of learning English grammar has become more difficult than before. Why is this so and does your teacher provide any assistance towards the simplification of the difficult areas?

S: When we were starting this English course, everything seemed so easy. All the concepts were quite understandable. However, difficulties started presenting themselves once we commenced on verbs and adjectives. Our teacher has been very supportive but (2.0) still, we haven’t been able to comprehend those two grammar points. I: So the main areas hindering the progression of your learning process revolve around verbs and adjectives? S: Precisely! I: Why? S: Differentiating the various types of verbs and adjectives is really difficult for most of us (1.0) especially when we do not know where to apply the most appropriate.

I: Well, that statement is a bit vague. What do you really mean by not knowing where to apply the most appropriate? S: I meant that we are mostly stuck when it comes to choosing the most suitable form of verbs and adjectives when structuring English sentences. I: Can you give an example of a situation when you were unable to apply the most appropriate verb or adjective? S: Yes. (3.0) Last week, our teacher requested me to complete a sentence which stated; I _ to school every Wednesday. There were three choices available, goes, go and went.

My answer for that sentence was goes, ((looking disappointed)) but the teacher stated that I was wrong. I: So how did your teacher explain the correct answer to that sentence? S: She explained that the sentence was structured in the present continuous tense, so the verb chosen should adhere to the original format. She then engaged the whole class in the identification of the most appropriate verb. We brainstormed for a while and came up with the correct answer, verb go. (1.0) she also explained that these particular choices of verbs were grouped under a class of verbs referred to as finite verbs.

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