English As An International Language English Language Essay

face As An International Language side of meat Language EssayIntroductionTeacher of slope as a second words is ultimately faced with a dichotomy between knowledge and performance, especiall(a)y if they teach courses with a major cistron of write expression. A class of side of meat wrangle learners burn perform sufficiently in routine grammatic exercises, but then fail signally to translate this demonstrated knowledge into reality when faced with the task of writing pilot prose. The purpose of this paper is to present a numerical analysis of grammatical errors in students writing as a means of identifying those aspects of English grammar that do not translate well from routine testing of grammatical knowledge to original work. The results provide roughly insight into shortfall in the capabilities of students and, more than importantly, identify ways to redress them.Interest in the teaching of English as an international style has been growing throughout the Arab countrie s, and most Arab governments began to launch the teaching of English as compulsory subject in schools. At present, in most Arab countries, all students who finish the public secondary school education must draw had at least eight years of teaching in English as a school subject. So, beca engage of the widespread use of English as a second language, the subject of language teaching in general and teaching English as a foreign or second language in particular, has become the focus of attention of most Arab researchers (Al-Khatib, 2000). As far as English at tertiary level in the Arab world is concerned, (Zughoul, 2003 Sultana, (2001) point out that teaching through the medium of English is obvious in the theater of high education with the exception of Syria which maintained a strong teaching tradition through the medium of Arabic. Zughoul, in confirming this issue has tell, no laws create been enacted or language plans drawn to be implemented regarding the use of Arabic in Arab u niversities in any Arab country (ibid, (2003). As far as Arab students atomic number 18 concerned, recently, Rababah has justifiedly stated that attitudinal studies conducted on Arab students, consistently showed that Arab students argon instrumentally motivated to learn English and that they are well aware of the utility of knowing English. The main stimulus for information English is instrumental, i.e. to achieve a goal, e.g. a career (ibid, 2003).To shed more about the present status of English in the Arab world, Zughoul rightly states despite the hegemonic and imperialistic nature of English, it is still badly needed in the Arab world for the purposes of communicating with the world, education, acquisition of technology and development at large. Teaching still needs more efforts to be exerted to raise the quality and standard of English of the Arab learners at all levels, (ibid 2003).General BackgroundLanguage is a means of communication with individuals. It is a body of s ound which is structured and apply to communicate peoples feeling, intentions, purpose, etc to the opposites. It is a special characteristic of valet or it atomic number 50 also be regarded as one of human criteria because only human beings speak a language. However, the ability to speak a language should be developed in a social group. Sapir (1921p 8) says language is purely human and non instinctive method of communicating ideas, emotional, and desires by means of arrangement of voluntarily produced symbols. peerless of the Languages is English. It is one of the languages apply in communication intimately all over the world. It used mainly in Britain and its commonwealth all over the world and it has become one of the main languages of international communication. It has a really important role in technological and scientific advances.2.1 GrammarThe word grammar has several meanings and there is no universally accepted definition. Different experts define the term grammar differently. in that respect is no fixed definition of grammar. Leech (1982 3) defined grammar as something in reference to the mechanism according to which language works when it is used to communicate with different people. Harmer (2001 12) defines grammar as the description of the ways in which words nooky change their forms and piece of ass be combined into sentences in that language. Gerot Wignell (1994 2) state that grammar is a theory of a language, of how language is put together and how it works. Having known the definition of grammar, it is not hard for us to understand why grammar is useful and important. Without knowing the grammar of a language, one jackpot not be said to have learned the language. Besides, it seems impossible to learn a language without learning the grammar because it tells him how to use the language. People learn how to construct a good message based on the recipes they have known and try to convey the message to the others. These rules are te rmed as grammar. The mechanism of grammar cannot be seen concretely, because it is rather abstractly represented in the human mind, but we know it is there because it works. One way of describing this mechanism is by means of a set of rules which allow us to put words together in certain ways which do not allow others. The meaning of a message conveyed by language has to be converted into words put together according to grammatical rules and these words are then conveyed by sounds.Preposition and particlesSawn states that Arabic has a wealth of fixed prepositions and particles, used with both verbs and adjectives. Many of these do not coincide with their direct English translation. There are no phrasal verbs in arabic and this whole field of operations is one of the majuscule difficult for Arabic speakers. Defence mechanisms may involve selecting alter autochthonous but regular verbs to avoid using phrasal verbs altogether, or the aggrieve or omission of the preposition or partic le.As prepositions in Arabic are always followed by or linked to a noun or pronoun, preposition- stranding patterns in English will usually be avoided in favour of the Arabic patterns, which are often similar to more formal English.Literature limited reviewA Review of Second Language Acquisition (SLA) ResearchOver the past years, studies of second languages learning have occupied a significant position in the field of linguistic. The term second language acquisition refer to the subconscious or conscious by which a language other than the other glossa is learnt in natural or a taught setting. It includes the development of phonology, lexis, grammar and pragmatic knowledge (Ellis, 2008). Ellis (2008) defined Second Language Acquisition (SLA) as the study which people have showed great interests although it does not have a long history.Interlanguage Theory (IL)The Definition of InterlanguageAccording to Selinker (1972), interlanguage refers to the separateness of a second language learners system, system that has a structurally intermediate status between the native and send languages. (p. 201). Nemser (19719) stresses the successive approximation to the target language in his term approximative system. Corder (1972151) makes use of the term idiosyncratic dialect to denote the idea that learners language is unique to a particular individual. While each of these descriptions focuses on a particular idea, they shell out the idea that second language learners form their own language system.Richards (1974 124) states that the seeded players of errors in studying a language might be derived from the interference of the learners mother tongue and the general characteristics of the rule learning. The general characteristics of the rule learning cause the errors which are called the intralanguage errors and the interference of the learners mother tongue causes the errors which are called the interlanguage errors. He (1974) makes a property between tercet sources of competence errors(1) Interference errors happen as an effect of the use of element from one language whereas speaking another.(2) Intralingual errors reveal the general characteristics of rule learning such as un quantifyly generalization, incomplete application of rules and failure to learn conditions under which rules apply.(3) Developmental errors occur when the learner try to build up hypothesis about the target language on the basis of limited experience.Richards (1971) also classifies intralingual errors into four typesOvergeneralizationIt occurs when the learner produces an unexpected structure on the basis of other structures in the target language. In other words, it involves the creation of one unusual structure in place of two target language structures.Ignorance of the rule restrictionsIt includes the application of rules to context where they do not apply. It is in general linked to analogy. It contains a failure to fully develop a structure. As a result, learners of L2 English have been observed to use word order of declaration in questions. This type of intralingual error keeps up a correspondence to what is often referred to as an error of transitional competence (Richards, 1971174)False concepts hypothesizedThe final type of intralanguage error, that is sometimes named semantic error, may be derived from faulty comprehension in the target language.The Stages of IL DevelopmentIt can be said that there are many way to describe the progression of linguistic development and learners are variable in their acquisition. According to brownish (2000/1994p211), IL development can be classified into four stages.The starting time stage is random errors, in which the learner cannot recognize that there are some imperious orders to a particular class of items.The second stage is emergent, in which learner becomes consistent in linguistic production.The third stage is a systematic stage in which the learner has a capacity to prove more consistency. When their errors are pointed out, they will correct their errors right away. Certainly, they are more close to the target language.The last stage is stabilization stage which is characterised by the learners ability to self-correct.Approaches to IL StudyContrastive Analysis (CA)According to Johnson Johnson (1998110), Contrastive analysis is a comparability two linguistic systems, the learner L1 and the target L2 with a view to determining structural similarities and differences. Because of it, do errors in learning language is regularly happen.As said by Brown (1994193), second language learning basically involved the overcoming of the differences between the two linguistic systems- the native and the target languages. Lado (19572) pointed out that the forms meanings and distribution of native language and culture can be transferred to the target language. He also states that those elements that are similar to this native language will be simple for him and those elements that ar e different will be difficult.(p2)Error Analysis (EA)Significance of Error AnalysisError analysis in SLA was established in 1960s by Stephen Pit Corder and colleagues. Error analysis was an alternative to contrastive analysis, an approach influenced by behaviourism through which applied linguistic sough to use the formal distinctions between the learners L1 and L2 to predicted errors.According to James (19981), error analysis is the process of determining the incidences, nature, causes and consequences of unsuccessful language. It can be said that making errors in language process can be extremely common.As Ubol (1988 8) said, Errors analysis is a systematic description and explanation of errors do by learners or user in their oral or written production on the TL. That is mean that error analysis is concerned with the explanation of occurrence error and production error of their oral or written expression differs from that of native speaker or rate Language (TL)Corder (1981) noted that Errors can be significant in one-third different ways. Firstly, teacher can have information about how much the learner had learnt. Secondly, the research can have evidence of how language was learnt. Thirdly, errors served as devices by which the learner discovered the rules of the Target Language (TL)Procedures of ErrorTo analysis the data, I use error analysis method. Corder was quoted by Ellis(200846) recommends the following steps to conduct an error analysis investigate hookup of a sample of learner language by which deciding what patterns of learner language to use for analysis and how to collect thesis patterns.Identification of errors by which central the errors the learner made.Description of errors in which errors can be classified as group that found and declaring the classes of the errors.Explanation of errors by which the errors can be established the source of the errors and calculating how often errors appear.Evaluation of errors in which tabelizing errors and drawing conclusion can be involved.Referring to the steps of error analysis method above, the date will be analysis as followingIdentification of errorsIn this step, I studied the acquired data and tried to find out grammatical errors in particular errors in use of preposition. I tried to analysis the data as objective as possible.Description of errorsOnce the errors have been identified. I classified the errors into the category of errors in use of preposition.Evaluation of errorsIn this step would be drawing a conclusion based on the analysis. I have to make a validated conclusion in the form of a brief description of the errors.Error TypesBrown(1994) pointed out that there are two type (Another division that is widely concord on is that interlingual errors and intralingual errors believed by linguists. An error that results from language transfer, which is caused by the learners native language, is called interlingual errors. Intralingual errors refer to those produced in u sing the target language in own terms. They result from faulty or partial of the target language, rather than from language transfer.Errors in the use of prepositionsPrepositions are always followed by nouns (or pronouns). They are connective words that show the human relationship between the nouns following them and one of the basic sentence elements subject, verb, object, or complement. They usually indicate relationships, such as position, place, direction, time, manner, agent, possession, and condition, between their objects and other parts of the sentence (Wishon and Burks, 1980 288). A preposition may be composed of one, two, or three parts. For instance a. one part of, on, in, at, for, from b. two parts because of, according to, etc c. three parts in apparent motion of, on top of, as far as, etc In using a preposition, one should be aware because there is no certain rule for this. One has to determine which preposition should be used based on its context.Previous studies St udents on EFL Arab Learners writing ErrorsBacha (2002161) states that L2 writers are known to face chores in developing their writing skills at the university level. These problems are even more accentuated with L1 Arabic non-native speakers of English in required English writing. She has added that Arab learners or a foreign language or second language do have serious problems in writing and may not be motivated to develop their writing skills. Kharma and Hajjaj (1997) described preposition as an everlasting problem for EFL Arab learner. Kharmas statement based on his own empirical and theoretical studies conducted in several Arab countries (e.g. Arab Gulf and Jordan) and because he observed that almost all research on syntactic errors in the Arab world, preposition were found to be the most troublesome grammatical words and constantly continue a significant preposition of error occupied the first of second position among other syntactic and semantic errors.MethodologyParticipant sThe participants of this study are the IELTS class of Arab students in English language centre at Manchester metropolitan University in the academic year of 2010. The class consists of 19 students. I choose nine of their written work randomly. I selected them to be subject of this study because they have already learnt the English grammar and they use English in the classroom teaching learning process as well.Data collectionIn collection the data, the materials used for analysis were 9 written works on one topic from IELTS course students at Manchester Metropolitan University. The students were asked to write topic about in my dairy, I will The topic was chosen for students to practise the simple past tense. The work was done as activity in class, but the students were allowed to use dictionaries. The work created by the students was thoughtful, creative and well structured. I tried to analysis the students errors and to find out the grammatical errors done by students in particula r preposition errors.Discussion of errorsThe subjects of this study made 28 errors ( see appendix 2). There are three subcategories of errors (substitution, addition and omission) will be presented by the side of their source whether it is intralingual or interlingual. The number of errors is petty(a) as mentioned above. In the discussion of errors in this study, only few examples for sake of illustration to the three categories will be given and discussed.Errors of substitutionAnalysis of the data disclosee examples of the substitution of prepositions which seemed to be caused by both, the students mother tongue interference and influence of the target language itself. The majority of the errors were of substitutes, made in the use of prepositions in the composition whether the source was interlingual or intralingual.Interlingual ErrorsIntralingual ErrorsTotalIn quite atThe following are illustrative examplesI felt comfortable to learn English in MMU.I did registration in police. At instead inFinally, at the first week, I felt homesick.This error are attributed to overgeneralization that arises from the ambiguity in the learners mind, in particular when they face the task of using one preposition to express different connections and meanings. In this case, the learners will overgenerlise one item over the other as in (1) they overgenerlised the preposition at instead of in.To instead forThe following is illustrative exampleI took photos to him.To instead inThe following are illustrative examplesI arrived to Manchester.It was my first time to the UK.To instead onThe following are illustrative examplesMy teachers asked us to go with group to campus.We took our student cards and to enrolled to our course.For instead toThe following are illustrative examplesI started for study hard.I came here for learn English.About instead forThe following are illustrative examplesMy first impression about the university was good.I search about a flat or home.During instead o verThe following is illustrative exampleDuring the three weeks.Errors of additionThe addition of preposition indicated those redundant propositions are used where they are not needed. The analysis of the date showed that (5) prepositions were added they were not necessary. Analysis of data showed examples of the addition of prepositions which seemed to be caused by both, students s mother tongue interference and the influence of the target language itself. Here some illustrative examplesAddition of ofI started stady of Eingliesh.The error in the above example attributed to the TL interference. in the same way, Modern Sanders Arabic does not need a preposition in such context. Therefore, the learner of this sentence overgeneralised the use of the preposition of in position where it is not nedded.Addition of forI spent about three hour for studying.Addition of toI pray every twenty-four hour period to arrive my passport.I met to Staphany at that time.We went to shopping.Errors of omis sionAnalysis of the data revealed that there are prepositions were omitted from places where they were needed. Also, analysis of data revealed examples of omission of preposition which seemed to be caused by both, the student mother tongue and the influence of the target language itself. Here are some examplesOmission of (of)The following are illustrative examplesIt was my first time to ride a train.I went to Manchester Metropolitan University, because registration.Omission of (for)When I came back to my flat with my family about one hour.the first three weeks, I visited my friend in Manchester.I visited hotel in London 3 days.Omission of (on)The following are illustrative examplesI got her my passport Wednesday.the first day in the school language.Omission of (in)The following are illustrative examples the second week, When I arrived Manchester,..(1) Based on the finding of the analysis, it shows that the students made a total of 235 errors which consists of 153 or 65 % errors in using verb forms, 3 or 1.3 % errors in agreement between subject and verb, 10 or 4.3 % errors in the use of article, 30 or 12.8 % errors in the use of preposition, 12 or 5.1 % errors in pluralization, 23 or 9.8 % errors in the use of pronoun, and 4 or 1.7 % errors in the use of conjunction.(2) According to the findings, it can be concluded that the students have not mastered the use of verb groups. We can see it from the number of the errors made. Although they had been taught about it before, they were still confused which one to use when making a grammatical sentence. It could be because in bahasa Indonesia we do not have the verb conjugations. We do not have time signaling in expressing ideas. They are unfamiliar to this form and because English is still foreign for them. And those are the possible causes of their errors.The students were still confused in making the agreement between subject and verb. It could be because in bahasa Indonesia there is no agreement between subject and verb. The students were still confused in differentiating whether to use the definite or indefinite articles. It could be because in Indonesian language grammar there is no definite article used. The students still confused in deciding preposition which preposition should be used, whether to use in, on, or at. The students overgeneralized the pluralizing of nouns. They just added the -s/ -es without considering that there are some irregular forms of nouns pluralization. The students still confused in deciding which pronoun should be used to substitute nouns, whether it is personal, relative, possessive, or demonstrative pronouns. The students applied rules in forming past time verb to conjunctions. From the explanations above, I can conclude that the students still confused in dealing with English grammar systems.Pedagogical implication