Interference between Filipino and English prepositions: A comparative analysis of male and female Filipino bilingual learners in the World Englishes paradigm in the Philippine setting (original) (raw)
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Interference between Filipino and Englis
DLSU Research Congress Proceedings , 2015
Following Ellis' (1997) interference framework and Selinker's (1972) interlanguage hypothesis in light of Kachru's (1985) concentric circle, the present study aimed at establishing the common errors in the preposition in written narratives, identify the difference in the rate of preponderance of preposition errors of language learners who acquired English as either their first or second language, and determine the compensation strategies used in English to Filipino and vice versa. This paper employed an explorative-descriptive design with 40 secondary students from Reedley International School (10 males and 10 females) and Sta. Isabel College (10 males and 10 females). In carrying out the study, two wordless picture story sequences as used by Shapiro and Hudson (1991 was adopted. Findings show that participants from Sta. Isabel College participants recorded more incorrect English prepositions which are predominantly incurred by females as compared with the Reedley International's list which appears to be consistent with the incorrect Filipino prepositions. As regards the preponderance of preposition errors, the data revealed a 3.2 mean across the twenty narratives. The same mean shows for the occurrences of incorrect preposition use. In terms of the compensations strategies, the participants used overgeneralization, elaboration, simplification, and contextualization. The study concluded that the evidence of interference among Filipino bilinguals was not as high as expected due to the minimal use of compensation strategies and the mistakes recorded were purely ungrammatical and not a transfer issue within the syntactic surface.
Malay ESL Students’ Difficulties in Using English Preposition
—The study attempts to undertake an error analysis of prepositions employed in the written work of Form 4 Malay ESL (English as a Second Language) students in Malaysia. The error analysis was undertaken using Richards's (1974) framework of intralingual and interlingual errors and Bennett's (1975) framework in identifying prepositional concepts found in the sample. The study first identified common prepositional errors in the written texts of 150 student participants. It then measured the relative intensities of these errors and found out possible causes for the occurrences of these errors. In this study, one significant finding is that among the nine concepts of prepositions examined, the participant students tended to make the most number of errors in the use of prepositions of time and place. The present study has pedagogical implications in teaching English prepositions to Malay ESL students.
Cognitive Problems of Learners in English Preposition Usage
The present study has explored reasons for the faulty usage of English prepositions by Pakistani students of grade-XIII. Twenty-five participants were given forty-eight Urdu sentences to translate. Their errors were noted and analyzed. The analysis was supported by two strategies: interviews with the participants, and contrastive analysis of the test items. The findings suggested that the learners had made mistakes because of three basic reasons: (1) Inter-lingual Correlations, (2) Superimposition of Personal Time Scale, and (3) Transfer. Inter-lingual Correlation refers to the literal translation of Urdu case markers/postpositions into English prepositions. Superimposition of Personal Time Scale specifies that the learners superimposed their personal time frame on the time frame of the text and remained confused about the use of since and for in the perfect progressive tenses. Transfer means that the learners translated the L1 sequences verbatim, in violation of the rules of L2 grammar. The researchers suggest that the teachers should avoid teaching prepositions by translating them into L1; they should help the learners memorize and use prepositions in as many diverse situations as possible; oral drills may also be helpful in this regard.
Perception and Production of Thai Learners on English Prepositions
English Language Teaching, 2014
In this paper, I adopt Best's (2001) Perceptual Assimilation Model (PAM) to account for how Thai learners acquire English prepositions in prepositional phrases and propose the ranking order of English preposition acquisition into three different categories. The ranking is as follows: Category A is a one-to-one semantic mapping between English and Thai prepositions, therefore ranked first suggesting that they would be the easiest to be acquired. Category B is a one-to-many semantic mapping between English and Thai prepositions. Acquisition of Category B should be more difficult than Category A because one English preposition can have more than one correspondence in Thai. Category C is one-to-null mapping between English and Thai prepositions. A preposition that exists in one language can be null in another language. Category C would rank the lowest in terms of acquisition. The participants consisted of 20 graduate students in the MA program at a university in Bangkok. They were placed into medium (8-10) and low (6-7) proficiency levels of English by a placement test called the Language and Instructor System (ELLIS) administered via computer. The two tests used in this study were a grammatical judgment test for English prepositions and a writing test. The two tests were exactly parallel in each item. The correlation between their awareness in spotting incorrect prepositions and the ability to use correct ones were measured using Pearson's correlation coefficient. The results were consistent with the ranking proposed here. It showed that L2 Thai acquirers of English prepositions were able to judge grammatical and ungrammatical sentences correctly with respect to the ranking A>>B>>C. However, no significant difference of the correlation between perception and production in all categories was found. The results further revealed that both medium and low proficient participants were able to perceive and produce dependent prepositions more accurately than independent prepositions.
UAD TEFL International Conference
The third semester of English Education Study Program is supposed to have been able to use preposition correctly. The objectives of this research are to find out what kind of error do the students make in using prepositions based on Surface Strategy taxonomy when they write narrative text; to find out how often the students make error in using preposition when they write narrative text; to find out what are the reasons of the students to make error in using preposition when they write narrative text.This research is a qualitative research. The data analyzed are based on descriptive analysis, namely collecting the data, analyse the students error, classifying the students errors, describing errors based on their type, classifying the result of interview.This research was conducted at Muhammadiyah University of Metro. The subject is third semester of English Department academic year 2015/2016 with 32 students as participant. The data were collected from writing test and interview. The...
A CORPUS BASED STUDY ON THE PREPOSITION ERROR TYPES IN TURKISH EFL LEARNERS ESSAYS 1
The purpose of this study was to investigate the categories of preposition errors made by EFL learners of elementary and intermediate proficiency levels by comparing the rate of preposition errors (addition, omission, substitution) to their total preposition uses in their essays, and by comparing the overall preposition usage of learners of both proficiency levels. The study was conducted with 75 learners of elementary level (A2) and 75 learners of intermediate level at Erciyes University School of Foreign Languages. Initially, 550 elementary and 230 intermediate level essays were scanned, and 75 exam papers for each group were randomly chosen as the sample of the research. In the analysis, depending on Grammar of Spoken and Written English of Biber et al. (1999), total preposition numbers and erroneous preposition uses in each essay were counted and color coded by the researchers by blind-checking the papers separately to assure the reliability. Then, the erroneous prepositions were subcategorized as addition, omission and substitution according to Corder's (1973) Common Errors in English and Categorization of Error Types. The results of the independent-sample t-test indicated that; a) there was no difference between groups in terms of addition type error; b) learners of elementary level made statistically more omission type errors than learners of intermediate learners; c) learners of intermediate level made statistically more substitution type errors than learners of elementary level; d) percentages of preposition errors to total preposition usage in elementary level essays were statistically higher than those of intermediate level. In the light of the findings of this research, the importance of teaching preposition in chunks for elementary level, and providing learners of intermediate level with more detailed linguistic features of preposition were emphasized.
Prepositional Errors in the Writings of Pakistani ESL Students
International Journal of English Linguistics, 2015
Today, English has emerged as an important means of communication across the world including Pakistan. In Pakistan, it enjoys the status of second language as it is offered as a compulsory subject from primary level up to higher classes. In addition, there is great need and demand for having a sound grasp over English language to encounter professional challenges. However, Pakistani learners still face various problems while speaking and writing English. This study examined the abuse of English prepositions by Pakistani learners. It focused on the types of prepositional errors found in their English writing. Moreover, the study investigated whether male learners committed more preposition errors or female. For this purpose, twenty six (26) students of HSSC (thirteen participants from each gender) were chosen through systematic random sampling under Quantitative research paradigm. The data were collected through composition test and essay writing which were then analyzed through tables and graphics. Consequently, the study found out various types of prepositional errors in the participants' writing. Besides, the study showed higher ratio of errors in female participants' writing than the males'. At the end of the study, some recommendations were given as how to lessen the ratio of English preposition errors in Pakistani learners' writing.
Pedagogy : Journal of English Language Teaching
Prepositions remain challenging for learners of English as a foreign language. Linguistically speaking, prepositions are part of grammar and are frequently used in speaking, listening, reading, and writing. Thus, this research investigated the mastery of English prepositions of undergraduate accounting program students of batch 2021 at a private university in Yogyakarta. The data of this quantitative research were collected through a close-ended questionnaire using Google Forms distributed to 23 students. The collected data were analyzed to identify preposition mistakes. Results showed three common problems of prepositions, namely the addition of unnecessary prepositions, omission of prepositions, and misuse of prepositions. The findings would assist students, thesis advisors, and teachers in using English prepositions grammatically, particularly in English for Specific Purposes (ESP). It is expected that future researchers utilize larger data sets to obtain more robust results of p...