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An Analysis of Taiwan EFL Learners’ Errors in Tense and Aspects 台灣學生英語的時式與語貌之錯誤分析 研究

An Analysis of Taiwan EFL Learners’ Errors in Tense and Aspects 台灣學生英語的時式與語貌之錯誤分析 研究 Advisor: Dr. Raung-fu Chung 指導 教授 : 鍾榮富 博士 Graduate: Wei- tsun Chou 研究生 : 周維純 Presenter: King-lung Hsiao 介紹者 : 蕭金龍. Outline 1. Introduction 2. Literature Review 3. Methodology

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An Analysis of Taiwan EFL Learners’ Errors in Tense and Aspects 台灣學生英語的時式與語貌之錯誤分析 研究

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  1. An Analysis of Taiwan EFL Learners’ Errors in Tense and Aspects 台灣學生英語的時式與語貌之錯誤分析研究 Advisor: Dr. Raung-fuChung 指導教授:鍾榮富博士 Graduate: Wei-tsunChou 研究生:周維純 Presenter: King-lung Hsiao 介紹者:蕭金龍

  2. Outline 1. Introduction 2. Literature Review 3. Methodology 4. Results and Discussions 5. Conclusions and Implications 6. My Comments

  3. 1. Introduction 1.1 Background and Motivation (1) the importance of English English is an international language and it could be used all over the world, half of the population in the world, about population of 3 billion, communicates in Englishin the decade, and English will become the real global language (Graddol, 1997).

  4. (2) the difficulty Vast differences between Chinese and English result in great difficulty in learning English (3) the positive aids Errors can be considered as the positive aids for learning another language (Norrish, 1987).

  5. (4) the highest frequency of grammar errors Hung (2001) listed a hierarchical difficulty of grammar error types. The highest frequency of grammar errors is verb. (5) the most difficult and important to define The verb is the hardest and most important of all linguistic concepts to define because it is the starting point and the basis on which other linguistic definition rest (Robert, 1954 as cited in Huang, 1994).

  6. (6) the problems a. Most students in junior high schools get easily confused with the variation of verb tenses. b. Most students are poor at making negative sentences, so it is important to know that the subjects’ misuse between verb and auxiliary in negative sentences. (7) the motivation The researcher is motivated to conduct a study upon EFL learners’ errors in tense and aspects.

  7. 1.2 The Goals (1) The goal of the research is to probe and explore the tense error types made by junior high school students. (2) The study also probes if there are any significant differences in tense errors in differentproficiencylevels and in different learning experience years.

  8. 1.3 The Purposes The Purposes of the study are (1) To analyze the nature, frequency, and distribution of errors in 22 declaratives and 18 negatives made by junior high school students in Taiwan. It is hoped that the corpus can help teachers put more emphasis on teaching English tense by differences between Chinese and English.

  9. (2) To find out whether the ability to detect tense could be helpful for translating sentences. It is supposed to explore whether students know what their tenses are but fail to write down the correct tense patterns. (3) To see whether calling students attention to tense can make a difference in declaratives and negatives.

  10. (4) To dissect the frequency and distribution of tense errors in different proficiency students made by junior high school students in Taiwan. (5) To analyze students' misuse between be verb and auxiliary in negative sentences.

  11. 1.4 Research Questions To correspond with the purposes, five research questions are (1) What are the major types of tense errors committed by junior high school students in Taiwan? (2) Is the inability to detect tense one of the causes of errors made by junior high school students in Taiwan?

  12. (3) Can calling subjects' attention to tense make a difference in different groups? (4) What are the major types of tense errors committed by junior high school students of different proficiency levels in Taiwan? (5) What are the students' of different proficiency levels situations of misuse of the be verb and auxiliary in negative sentences?

  13. 1.5 Significance of the study It is hoped that the findings of the study can (1) provide EFL instructors in junior high schools with a reference to make feasible decisions about their future instruction to facilitate students' writing competence more effectively. (2) help students clarify and understand that different verb tenses refer to different time in English as well as help students build up their confidence in English learning.

  14. 2. Literature review 2.1 Verb Tenses According to Quirk et al. (1972, as cited in Hung, 2008), there are five forms of English verbs. One is uninflected form called base form (V), and the other four forms are the -s form (V-s), the past form (V-ed), the present participle (V-ing) and the past participle (V-en).

  15. 2.2 Tense and Aspect Systems in English and Chinese 2.2.1 Tense and Aspect in English 2.2.2 Tense and Aspect in Chinese

  16. 2.2.1 Tense and Aspect in English

  17. Tense and aspects in English

  18. 2.2.2 Tense and Aspect in Chinese tense in Chinese English and Chinese differ in tense.

  19. English and Chinese differ in aspect.

  20. 2.3 Error Analysis (EA) Error analysis was established in the 1960s by Stephen Pit Corder and Colleagues. Error analysis is "a careful study of a large corpus of errors committed by speakers of the source language attempting to express themselves in the target language which provides factual data for developing a syllabus of second-language acquisition" (Huang, 1988, p.4).

  21. Error Analysis bases on two fundamental approaches (Norris, 1987). (1) It emphasizes error categories which are preconceived and set up (these error types are already sorted out and predetermined at first). (2) It allows the errors themselves determine which grammatical and semantic categories they belong to (all errors are classified and sorted out after they collected).

  22. According to Richards, Platt and Plate (1998, p. 161), error analysis is carried out: (1) to identify strategies which learners use in language learning (2) to identify the causes of learners’ errors (3) to obtain information on common difficulties in language learning

  23. Errors are classified according to

  24. 2.4 Errors and Mistakes (Corder,1967)

  25. Richards (1974) alearner's errors provide evidence of the system of the language that the learner is using at a particular point in the course. (1) The language instructor can realize how far towards the goal the learner progresses and what remains for him to learn. (2) These errors can provide the researcher evidence of how language is learned or acquired and what strategies or procedures the learner is adopting in touching a new language. (3)The errors are indispensable to the learner because the making of errors can be regarded as a device the learner uses in order to learn a new language.

  26. 3. Methodology • 3.1 Subjects • 128 participants • 128 ninth-grade students from 4 classes in Hsin • Sheng Junior High School in Taitung County • (台東縣立新生國中之128位國三的學生)

  27. (2) Two groups (GA & GB) • The students were categorized into two groups of GA (64 students) & GB (64 students), which were based on the mean scores of the monthly English achievement examinations.

  28. (3) Three levels (H / M / L) • The participants are leveled according to their • performance into high(H), middle(M), and low (L).

  29. 3.2 instruments • (1) Test paper1 (T l) • T1: self-edited Chinese-English translation test • (T 1:自編的中英翻譯測驗) • (2) Test paper1 (T 2) • T2: self-designed "tense-checking task" to the T l • (T2:設計「勾選時態選項」放入Tl的試卷)

  30. 3.3 criteria for the analysis • (1) Microsoft Excel and SPSS • The software, Microsoft Excel and SPSS, were utilized to record and analyze the scores from the subjects on each sentence. • Anindependent 2-tailed t-test was employed and the function was to examine if there were significant differences in the mean scores between GAH and GBH, between GAM and GBM, and between GAL and GBL.

  31. (2) Taylor’s Method(1975b) • The classification of errors was mainly based on Taylor's method. • b. The researcher grouped all the errors identified in this study into four categories: overgeneralization errors, transfer errors, translation errors, and errors not considered.

  32. 3.4 procedure for conducting the study (1) The Preparing Stage

  33. (2) The Formal Study

  34. 4. Results and Discussions • 4.1 Demographic variables (valid:120 samples) • gender • English learning experience

  35. gender (male / female) The result (.17) shows that the two groups donot reach significant differences in sum.

  36. The result (.18) shows that the two groups do not reach significantdifferences in declaratives.

  37. The result (.18) shows that the two groups do not reach significantdifferencesin negatives.

  38. The result (.37) shows that the two groups do not reach significantdifferences in be verb.

  39. The result (.10) shows that the two groups do not reach significantdifferencesin auxiliary.

  40. gender (not significant) Whether in sum, declaratives, negatives, be verb, and auxiliary, the scores between male and female are not differentiated significantly. 無論在總數、直述句、否定句、be動詞或助動詞的句子裡，男女的得分並無明顯的差異。

  41. (2) English learning experience The group of learning years (6-7 ys, 78.76) performs the best in sum.

  42. The group of learning years (6-7 ys, 40.45) performs the best in declaratives.

  43. The group of learning years (6-7 ys, 38.13) performs the best in negatives.

  44. The group of learning years (6-7 ys, 40.55) performs the best in be verb.

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