Peculiarities of the English Language Structure - Case Study Example

Language Structure The adjective is a word that serves purposes of modification and qualification of a noun or a pronoun. Adjectives give more information about the noun or pronoun’s definition. Thus, a modified noun or pronoun is made distinct using adjective. The rules in English Grammar state that an adjective precedes the noun or pronoun it modifies. Different learners or students often have different level of English Grammar. Student whose first language is not English often have difficulties in mastering and using English grammatically. Therefore, this essay aims at addressing this concern in relation to Arab English learners especially their efficiency in the use of adjectives. Arab English learners often face difficulties in many areas of English Grammar especially adjectives. According to Kharma (1987; p. 23), Arabs learning English as a second language encounter difficulties while using English adjectives particularly the comparative adjectives and word order. Little study has been done to understand the complexity in the use of adjective among the Arab students studying English as a second language. Additionally, this study aims at highlighting the problems that the Arab students learning English adjectives. The study will employ comparative analysis and Error Analysis to achieve this Aim. Contrastive analysis is a linguistic process that explains the comparative aspects of the mother tongue and the second language. The two languages are compared in terms of forms and meanings in order to establish mismatches that lead to error and interference. Based on his theory, Lado (1957) alluded that there are aspects of the target language that the second language learners will find difficult while others aspects will be easy to learn. Aspects that are similar in both the first language and the second language will be easier while the different will be difficult to learn. Therefore, it is easy to predict those parts of the second language that will be easier to learn and those that will be difficult by systematically comparing the language and culture of the target language with that of the student. James defined Error analysis as the process of specifying causes, nature, sequences, and consequences of unsuccessful language. Error analysis explains why the second language learner is incapable of producing the second language in the same form as the native speaker (Williams, 2005; p. 35). Errors in linguistics are warnings that provide evidence of the learner’s knowledge of the second language. Error analysis in linguistics is crucial because; it shows the level of acquisition of the second language by the learner and the vital aspects to be underlined; it shows the systematic process of second language acquisition and the learner can use them to test his/ her methods of learning the new language. An aspect of SL may challenge the learner because of several reasons. Firstly, the interference due to mother tongue has immense influence on the process of second language development and the use of the rules of the first language on the new language (Williams, 2005; p. 42). Secondly, the SL learner overgeneralizes by extending particular rules to other areas where they are unacceptable. Performance errors occur when learners invent false rules due to confusion fatigue or forgetfulness. Pedagogical errors are due to misguide by defective textbooks or foreign-language teachers who are incapable of efficiently applying the textbook knowledge when teaching (Hossein and Pierrad, 2006; p. 24). A study conducted on University students in Al-Albeyt University in Jordan taking English grammar identified four patterns of errors these learners adopted when they used English. The most common error involved the use of comparative adjectives. “More” and “Most” do not exist in Arabic language, but there are Ashed and Akther, which are the comparative forms in Arabic that allows monosyllabic to polysyllabic adjectives. For an instance, Delight ajmel min Betty (Delight is more beautiful than Betty) Arab learners are likely to write the following ‘He is much poorer than my Uncle’ instead of ‘He is poorer than my Uncle’ Arab learners commit errors by transferring adjective rules in Arabic language to English language. Transference was also blamed for errors relating to word order. For instance, they are likely to write ‘She is a woman fat’ the reason why Arab students place a noun before an adjective is that they transfer from their native language. Attributive adjectives are preceded by nouns contrary to the English language rule. For instance, ‘Hathhe bent jameelah’. In this sentence, the ‘jameelah’ is considered as an adjective and ‘bent’ is a noun (Selinker, 45). Besides the patterns of errors, various forms of adjectives cause difficulties to Arab learners. The students were asked to derive the right adjective from the bracketed words. Comparative adjectives registered the highest percentage of incorrect answers. The students chose superlatives in place of comparative. For instance Some teachers are-------- (believe) than others (Incorrect answer 63%) Some teachers are most believable than others (Correct answer39percentage) Some teachers are more believable than others (Al-Harafsheh, 20) are. Arab learners also experience significant difficulty with adjectives with preposition. Studies show that 61% of respondents chose from while 39 percent chose ‘of’. For an instance, The boy is afraid______ (of, for) father (Correct answer) the boy is afraid of the father (Incorrect answer) The boy is afraid of the father. Superlative adjectives are the third most difficult adjective forms with 57 percent of respondents choosing comparative instead of superlative. Arabs learners have trouble distinguishing between superlative and comparative. For an instance, Who is the ______ (beauty) girl in the room? The highest response was ‘who is the more beautiful girl in the room?’ Only 43 percent got the answer correct as ‘Who is the most beautiful girl in the room?’ There is little difficulty; however, with non-gradable adjectives because the correct responses were closely tied with the wrong ones. For example, few respondents are likely to place ‘completely’ after ‘excellent’ as in ”The celebration was _____ (excellent/completely)” majority chose the celebration was excellent perfectly. The remaining form of adjectives such as participle adjectives, adjectives with no infinitives, compound adjectives and attributive adjectives, do not pose any significant challenge to Arab learners. The teacher’s Grammar Book by James D. Williams. Routledge, 2005. Provide an overview of Grammar. The entire books give an in depth analysis of grammar meant to provide grammar and writing in schools. It also includes the best practices for teaching grammar and writing within the classroom. The book is intended for students preparing to become English and language teachers. In addition, the book is also meant for qualified teachers looking for an easy-to-use-guide to methods of teaching grammar. The contents include; A short History of Grammar, Teaching Grammar, Traditional Grammar, Phase Structure Grammar. James Williams has written several other books on the same area of teaching and grammar. Some of his books include, preparing to teach writing, The LEA guide to Composition. He has also written other books such as; how science works Teaching and Learning in the Science classroom. The different types of grammar discussed in this book give insight to the historical growth of grammar to the present. However, much focus (James, 98) has been given to the linguistic theories of grammar and remarkably little for the rules of grammar. As such, it is most unsuitable book for teaching students taking English as a second language especially if they are the beginners. The level of language used situates the book in colleges and university. The adjectives topic is discussed under the title Modifiers. The book differentiates modifiers into two radical groups; modifiers that add information to verbs are called adverbial modifiers while those that add information to nouns are called adjectival modifiers. The attributes of adjectives are discussed with reference to the traditional grammar. Predicate adjectives are adjectives that only follow linking verbs. For instance, The tea was cold. The adjective cold is predicative because it follows the linking verb ‘was’ (Williams, p.78). Williams defines adjectival modifiers as suppliers of sensory information to noun phrases. For an instance, James bought a black car, The new toy made her smile The adjectives ‘black’ and ‘new’ are called simple adjectives because they supply sensory information to the noun car and toy respectively. The third form of adjectives discussed in the book is the adjective compliment. For instance, “Macarena painted the town red” (Williams, p. 79). The adjective red fulfills the predicate but does not follow a verb immediately (2007). The Teacher’s Grammar of English: A Course Book and Reference Guide, with answers. Ron Cowan printed the Book at Cambridge University Press on May 26, 2008. This book is a comprehensive textbook designed to help ESL teachers and upcoming teachers to appreciate and teach American English Grammar. The chapters provide a complete and current coverage on form, meaning, and usage of Grammar. Besides, every stage contains unique sections that analyze common errors made by second language learners from different first language backgrounds. The book is well organized (James, 88), and the contents arranged logically. It begins with the introduction followed by extensive coverage of parts of Speech that is nouns, verbs, adjectives, conjunctions, prepositions, article, and particles. All these are dealt with in every chapter that also highlights the various problems that ESL students face with every part of speech. For instance, chapter deals with Adjectives and Adverbs. The topic on adjectives is well covered from characteristics of adjectives, positions of adjectives and adjectival phrases. Therefore, the book is very relevant to the study of English adjectives and Arabic adjectives. The book is written ((James, 98) for the benefit of teachers in high school and college who are taking English as a second language. The book does not include the use of graphs, photographs because being a linguistic genre, the use of illustrations is irrelevant. However, the arrangement of concepts is systematic, simple, and logical. The topics are arranged to allow the flow of ideas throughout the book making it a simple and exciting book to read and apply. With regard to the current topic, the books tackles the problems faced by students taking English as a second language especially Arabs. For example, after every subtopic under adjectives there are exercises that highlight the common errors caused by foreign students. The answers are provided at the end making it an important learning tool for both the students and the teacher. The main aim of this book is not merely to provide the knowledge of the English grammar but to produce the knowledge that is most relevant to anyone seeking to learn English as a second language. The two books are published teaching materials for the learning of English. As textbooks, they provide instructions on the best classroom practices and the best methods of teaching grammar. The authors of these books are accomplished academicians in the field of linguistics. For instance, James Williams is a Professor at University. He received his doctorate (rhetoric and linguistic) from the University of Southern California. He focused on teacher education and cognitive models of text processing. On the other hand, very little is known about Ron Cowan the author of The Teacher’s Grammar of English: A Course Book and Reference Guide, with answers. However, Cowan has produced several editions of this book. The book by Ron Cowan was the most relevant for this study. Firstly, it is published for the benefit of students learning English as a second language. Therefore, the structuring of the course is sensitive to the learners. The teachers receive practical lessons and guide on how to teach grammar to foreign students taking English. On the other hand, the book by Williams is written for the advanced students of English not necessarily second language learners. The emphasis on grammar makes this book a linguistic textbook rather than a grammar text. Nevertheless, one topic is dedicated to the teaching of grammar. The language used by Williams is complex requiring advanced level of understanding of English language. Therefore, it is most suited for linguistic classes in colleges and universities. On the other hand, the book by Cowan is very simplified and therefore the best teaching tool for language beginners. Majority of pedagogical materials do not meet the specific needs of the second language learners. Very little has been done to understand the MT of the student to structure the learning process towards overcoming the moth tongue influence. It is important to understand that different mother tongue present different challenges to the students acquiring English as a second language. More research must be done to understand the difference between the English language rules and those of the Arab. Conclusion English adjectives remain a challenge for Arabic students taking English as a second language. The main cause of disagreement remains on the word ordering. English rules are rigid in that those adjectives must come before the noun they are modifying or qualifying. However, the positioning of adjectives in Arabic is flexible in that they can be placed before and after a noun. The ESL books currently in schools do not seem to cater for the specific needs of the Arab second language learners. While the majority of these pedagogical materials highlight the general mistakes committed by any second language learner, very little has been done to understand the uniqueness of the Arab language and it effects in acquiring English as a second language. Bibliography Al-Harafsheh, A.N. The use of English Adjectives among Jordanian EFL students in Al-Albeyt University: Error Analysis. (2012). retrieved December 17, 2012, web < www.languageinindia.com/may2012/aabdallaadjective.pdf > Cowan, Ron. The Teachers Grammar of English: A Course Book and Reference Guide, with Answers. Cambridge: Cambridge University Press, 2008. Print. Housen, Alex, and Michel Pierrard. Investigations in Instructed Second Language Acquisition. Berlin: Walter de Gruyter, 2006. Internet resource. Kharma, Nayef. A Contrastive Analysis of the Use of Verb Forms in English and Arabic. Heidelberg: J. Groos, 1983. Print. Kharma, Nayef. Errors in language Learning and Use. Exporting Error Analysis. London: Longman. 1987. Print. Lado, Robert. Linguistics Across Cultures: Applied Linguistics for Language Teachers. Ann Arbor: Univ. of Michigan Press, 1987. Print. Selinker, L. (1992) Rediscovering Interlanguage. United Kingdom: Longman Group. Williams, James D. The Teachers Grammar Book. Mahwah, N.J: Lawrence Erlbaum Associates, 1999. Internet resource. Read More