Proficiency in Grammatical Error Identification and Competence in Syntax Transformation
Main Article Content
Keywords
formal and functional aspects of language language, language learning, syntax
Abstract
Language is crucial in learning and in the education process. This study determined the students' proficiency in grammatical error identification and their competence in syntax transformation. The study used a descriptive-correlational design. Sixty fourth year Science, Technology, Engineering and Mathematics (STEM) students were the respondents who had identified and transformed erroneous sentences to grammatically correct forms. The results revealed that students' level of proficiency in identifying errors is highly associated to the level of competence in transforming errors to grammatically correct sentences. Furthermore, the frequency of use of all the available learning materials at home has nothing to do with the level of proficiency in grammatical error identification and the level of competence in syntax transformation. Future researches are suggested to address the link between frequency of exposure to English language conversations, English language materials, and the role of the first language (L1) to students' proficiency in identifying grammatical errors and competence in transforming errors to their correct form.
References
Allen, E., & Valette, R. (1997). Classroom techniques: Foreign languages and English as a second language. San Diego: Harcourt Brace Jovanovich.
Allwright, R. L. (1990). What do we want teaching materials for? In Rossner, R. and Bolitho, R. (Eds.), Currents in language teaching.
Oxford University Press.
Andrews, K. L. Z. (2007). The effects of implicit and explicit instruction on simple and complex grammatical structures for adult English language learners, TESL-EJ, 11(2). Retrieved March 3, 2012, from http://tesl-ej.org/ej42/a5.html.
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57(2), pp. 111-127.
Bloom, P. (2000). How children learn the meanings of words. MIT Press: Cambridge, Mass, USA.
Bradshaw, W. (2011). The big ten of grammar: identifying and fixing the ten most frequent grammatical errors. Canada: Vine Publication.
Celce-Murcia, M. (2002).Why it makes sense to teach grammar in context and through discourse. In Hinkel, E. and Fotos, S. (Eds.). New perspectives on grammar teaching in second language classrooms (pp. 119-134). Mahwah, NJ: Erlbaum.
Close, R. A. (1982). English as a foreign language. London: George Allen and Unwin.
Close, R. A. (2004). Television and language development in the early years: A review of the literature. National Literacy Trust. Retrieved from http://www.literacytrust.org.uk/assets/0000/0429/TV_early_years_2004.pdf.
Consul, S. M. (2014). The morphological system of Iniskaya. Journal of Educational and HumanResource Development 2014, pp. 48-69.
DepEd Order No. 73, s. 2012. Guidelines on the assessment and rating of learning outcomes under the K to 12 basic education curriculum. Retrieved from http://www.deped.gov.ph/orders/do-73-s-2012.
DepEd Order No. 16, s. 2015. Addendum to DepEd order no. 1, s. 2015 (Declaring January 24, 2015 as commencement of early registration for SY 2015-2016). Retrieved from http://www.deped.gov.ph/orders/do-16-s-2015.
Di Pietro, R. (1994). Helping people do things with English. In Mosha, M. A. (2014). Factors affecting students' performance in English language in Zanzibar rural and urban secondary schools. Journal of Education and Practice, 35, 2014.
Mosha, M. A. (2014). Factors affecting students' performance in English language in Zanzibar rural and urban secondary schools. Journal of Education and Practice, 35, 2014.
Dickinson, D. et al., (2011). How reading books fosters language development around the world. Child Development Research, 2012. Retrieved from https://www.hindawi.com/journals/cdr/2012/602807/.
Dickinson, D. K. & Tabors, P. O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. In
Dickinson, D. et al., (2011). How reading books fosters language development around the world. Child Development Research, Volume (2012). Retrieved from https://www.hindawi.com/journals/
cdr/2012/602807/.
Dik, S. C. (August, 2017). Functional discourse grammar. Retrieved from https://en.wikipedia.org/wiki/Functional_discourse_grammar.
Dufour, F. (November 9, 2017). Exploring the possibilities for the emergence of a single and global native language. Retrieved from https://ssrn.com/abstract=3068406.
Genesee, F. (2007). Top ten most consistent findings from research on foreign language immersion. The ACIE Newsletter, May 2007, 10(3). Retrieved from http://carla.umn.edu/immersion/acie/vol10/may2007_researchfindings.html.
Hans, A. and Hans, E. (2017). Role of grammar in communication - writing skills. International Journal of English Language, Literature and Humanities, 5(1), January 2017.
Harmer, J. (2003). The practice of English language teaching. Malaysia: Longman.
Johnson, J. (2014). Ask daily grammar: Why is grammar important? Retrieved from http://ask.dailygrammar.com/Why-is-grammar-important.html.
Kitao, K., and Kitao, S. K. (September 16, 1982). College reading textbooks do not meet needs. The Daily Yomiuri, p. 7.
Kitao, K., Kitao, S. K., Yoshida, S., Yoshida, H., Kawamura, K., and Kurata, M. (1995). A study of trends of college English reading textbooks in Japan: An analysis of college English reading textbooks for 1985. In Kitao, K. and Kitao, S. K. English teaching: Theory, Research and practice (pp. 205-216). Tokyo: Eichosha.
Littlejohn, A., & Windeatt, S. (1989). Beyond language learning: Perspective on materials design. In Kitao, K., Kitao, S. K., Yoshida, S., Yoshida, H., Kawamura, K., and Kurata, M. (1995). A study of trends of college English reading textbooks in Japan: An analysis of college English reading textbooks for 1985.
Mackay, W. A. (2011). Grammar: Sets of rules. Retrieved July 1, 2014 from http://your.usc.edu.au/wacana/2/grammar.sla.html.
Malekela, G. (2003). English as a medium of instruction in post-primary education in Tanzania: Is it a fair policy to the learners'? In: Brock-Utne, B., Desai, Z., & Qorro, M. (eds.). Language of instruction in Tanzania and South Africa. (LOITASA). Dar es Salaam: E&D Limited. Retrieved from http://www.iiste.org/Journals/index.php/JEP/article/viewFile/17455/17714.
Mosha, H. (2014). New directions in teacher education for quality improvement in Africa. Papers in Education and Development, 24, pp. 23-28.
Needleman, N. et al., (1991). Raising readers. The tremendous potential of families. Retrieved from https://www2.ed.gov/pubs/startearly/ch_1.html.
O'Neill, R. (1990). Why use textbooks? In Rossner, R. and Bolitho, R. (Eds.). Currents in language teaching. Oxford University Press.
Quist, D. (2000). Primary teaching methods. London: Macmillan.
Raising readers (July 1999). Start early, finish strong: How to help every child become a reader. Retrieved from https://www2.ed.gov/pubs/startearly/ch_1.html.
Roy-Campbell, Z. and Qorro, M. (1997). Language crisis in Tanzania. Dar es Salaam: Mkuki na Nyota.
Saussure, F. (November 2017). Structuralism. Retrieved from https://en.wikipedia.org/wiki/Structuralism.
Philips, J. W. (n.d.). Structuralism and semiotics. Retrieved from https://courses.nus.edu.sg/course/elljwp/structuralism.htm.
Thornbury, S. (2000). How to teach grammar. London: Pearson ESL.
Thornbury, S. (2000). How to teach grammar. In Hermanto, O. (2016). Analysis of second grade students writing competence, errors, and problems in accounting department of SMK PGRI PALU. Jurnal Bahasantodea, 4(1), January 2016.
Victoria, C. (2012). English as a universal language. Cambridge, UK: Robinson College.
Zedan, A. M., et al., (2013). The role of language in education: Arabic as case study. Procedia - Social and Behavioral Sciences. Elsevier, 70, pages 1002-1008. https://doi.org/10.1016/j.sbspro.2013.01.151.
Allwright, R. L. (1990). What do we want teaching materials for? In Rossner, R. and Bolitho, R. (Eds.), Currents in language teaching.
Oxford University Press.
Andrews, K. L. Z. (2007). The effects of implicit and explicit instruction on simple and complex grammatical structures for adult English language learners, TESL-EJ, 11(2). Retrieved March 3, 2012, from http://tesl-ej.org/ej42/a5.html.
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57(2), pp. 111-127.
Bloom, P. (2000). How children learn the meanings of words. MIT Press: Cambridge, Mass, USA.
Bradshaw, W. (2011). The big ten of grammar: identifying and fixing the ten most frequent grammatical errors. Canada: Vine Publication.
Celce-Murcia, M. (2002).Why it makes sense to teach grammar in context and through discourse. In Hinkel, E. and Fotos, S. (Eds.). New perspectives on grammar teaching in second language classrooms (pp. 119-134). Mahwah, NJ: Erlbaum.
Close, R. A. (1982). English as a foreign language. London: George Allen and Unwin.
Close, R. A. (2004). Television and language development in the early years: A review of the literature. National Literacy Trust. Retrieved from http://www.literacytrust.org.uk/assets/0000/0429/TV_early_years_2004.pdf.
Consul, S. M. (2014). The morphological system of Iniskaya. Journal of Educational and HumanResource Development 2014, pp. 48-69.
DepEd Order No. 73, s. 2012. Guidelines on the assessment and rating of learning outcomes under the K to 12 basic education curriculum. Retrieved from http://www.deped.gov.ph/orders/do-73-s-2012.
DepEd Order No. 16, s. 2015. Addendum to DepEd order no. 1, s. 2015 (Declaring January 24, 2015 as commencement of early registration for SY 2015-2016). Retrieved from http://www.deped.gov.ph/orders/do-16-s-2015.
Di Pietro, R. (1994). Helping people do things with English. In Mosha, M. A. (2014). Factors affecting students' performance in English language in Zanzibar rural and urban secondary schools. Journal of Education and Practice, 35, 2014.
Mosha, M. A. (2014). Factors affecting students' performance in English language in Zanzibar rural and urban secondary schools. Journal of Education and Practice, 35, 2014.
Dickinson, D. et al., (2011). How reading books fosters language development around the world. Child Development Research, 2012. Retrieved from https://www.hindawi.com/journals/cdr/2012/602807/.
Dickinson, D. K. & Tabors, P. O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. In
Dickinson, D. et al., (2011). How reading books fosters language development around the world. Child Development Research, Volume (2012). Retrieved from https://www.hindawi.com/journals/
cdr/2012/602807/.
Dik, S. C. (August, 2017). Functional discourse grammar. Retrieved from https://en.wikipedia.org/wiki/Functional_discourse_grammar.
Dufour, F. (November 9, 2017). Exploring the possibilities for the emergence of a single and global native language. Retrieved from https://ssrn.com/abstract=3068406.
Genesee, F. (2007). Top ten most consistent findings from research on foreign language immersion. The ACIE Newsletter, May 2007, 10(3). Retrieved from http://carla.umn.edu/immersion/acie/vol10/may2007_researchfindings.html.
Hans, A. and Hans, E. (2017). Role of grammar in communication - writing skills. International Journal of English Language, Literature and Humanities, 5(1), January 2017.
Harmer, J. (2003). The practice of English language teaching. Malaysia: Longman.
Johnson, J. (2014). Ask daily grammar: Why is grammar important? Retrieved from http://ask.dailygrammar.com/Why-is-grammar-important.html.
Kitao, K., and Kitao, S. K. (September 16, 1982). College reading textbooks do not meet needs. The Daily Yomiuri, p. 7.
Kitao, K., Kitao, S. K., Yoshida, S., Yoshida, H., Kawamura, K., and Kurata, M. (1995). A study of trends of college English reading textbooks in Japan: An analysis of college English reading textbooks for 1985. In Kitao, K. and Kitao, S. K. English teaching: Theory, Research and practice (pp. 205-216). Tokyo: Eichosha.
Littlejohn, A., & Windeatt, S. (1989). Beyond language learning: Perspective on materials design. In Kitao, K., Kitao, S. K., Yoshida, S., Yoshida, H., Kawamura, K., and Kurata, M. (1995). A study of trends of college English reading textbooks in Japan: An analysis of college English reading textbooks for 1985.
Mackay, W. A. (2011). Grammar: Sets of rules. Retrieved July 1, 2014 from http://your.usc.edu.au/wacana/2/grammar.sla.html.
Malekela, G. (2003). English as a medium of instruction in post-primary education in Tanzania: Is it a fair policy to the learners'? In: Brock-Utne, B., Desai, Z., & Qorro, M. (eds.). Language of instruction in Tanzania and South Africa. (LOITASA). Dar es Salaam: E&D Limited. Retrieved from http://www.iiste.org/Journals/index.php/JEP/article/viewFile/17455/17714.
Mosha, H. (2014). New directions in teacher education for quality improvement in Africa. Papers in Education and Development, 24, pp. 23-28.
Needleman, N. et al., (1991). Raising readers. The tremendous potential of families. Retrieved from https://www2.ed.gov/pubs/startearly/ch_1.html.
O'Neill, R. (1990). Why use textbooks? In Rossner, R. and Bolitho, R. (Eds.). Currents in language teaching. Oxford University Press.
Quist, D. (2000). Primary teaching methods. London: Macmillan.
Raising readers (July 1999). Start early, finish strong: How to help every child become a reader. Retrieved from https://www2.ed.gov/pubs/startearly/ch_1.html.
Roy-Campbell, Z. and Qorro, M. (1997). Language crisis in Tanzania. Dar es Salaam: Mkuki na Nyota.
Saussure, F. (November 2017). Structuralism. Retrieved from https://en.wikipedia.org/wiki/Structuralism.
Philips, J. W. (n.d.). Structuralism and semiotics. Retrieved from https://courses.nus.edu.sg/course/elljwp/structuralism.htm.
Thornbury, S. (2000). How to teach grammar. London: Pearson ESL.
Thornbury, S. (2000). How to teach grammar. In Hermanto, O. (2016). Analysis of second grade students writing competence, errors, and problems in accounting department of SMK PGRI PALU. Jurnal Bahasantodea, 4(1), January 2016.
Victoria, C. (2012). English as a universal language. Cambridge, UK: Robinson College.
Zedan, A. M., et al., (2013). The role of language in education: Arabic as case study. Procedia - Social and Behavioral Sciences. Elsevier, 70, pages 1002-1008. https://doi.org/10.1016/j.sbspro.2013.01.151.
Article Sidebar
Published
Dec 21, 2017
Article Details
How to Cite
Tibus, E. D., Mino, Z. S., & Milla, N. E. (2017). Proficiency in Grammatical Error Identification and Competence in Syntax Transformation. AsTEN Journal of Teacher Education, 2(1). https://doi.org/10.56278/asten.v2i1.546
Section
Research Article