Analysis of University Students’ Errors in English Language Prepositions (A Case Study of 1stYear English Language Students, the Faculty of Languages & Linguistics)

Analysis of University Students’ Errors in English Language Prepositions (A Case Study of 1^stYear English Language Students, the Faculty of Languages & Linguistics)

تحليل أخطاء طلاب الجامعة في استخدام حروف الجر باللغة الإنجليزية

دراسة حالة طلاب السنة الأولى لغة إنجليزية، كلية اللغات والعلوم اللغوية Mr. Sharif Yousif KhatirAso/, Sudan University of Science and Technology

Dr. Abdallah Adam Osman Algazoly/University of Zalingei, Sudan

شريف يوسف خاطر أسو/جامعة السودان للعلوم والتكنلوجيا، السودان د. عبدالله آدم عثمان الجزولي/جامعة زالنجي، السودان

مقال نشر  في  مجلة جيل العلوم الانسانية والاجتماعية العدد 65  الصفحة 155.

ملخص :

أجريت هذه الدراسة بهدف التعرف على مشكلات وتحليل الأخطاء في حروف الجر باللغة الإنجليزية التي تواجه طلاب اللغة الانجليزية السنة الأولى بكلية اللغات والعلوم اللغوية ،جامعة زالنجي.

استخدم الباحثان المنهج الوصفي التحليلي. يتكون مجتمع الدراسة من طلاب اللغة الانجليزية وأساتذة اللغة الانجليزية من بعض الجامعات السودانية. الأدوات المستخدمة لجمع البيانات هي؛ الاستبانة والاختبار التشخيصي. تم استخدام الحزم الاحصائية للعلوم الاجتماعية (SPSS) لتحليل البيانات. فشل أكثر من 80٪ من الطلاب في الاختبار التشخيصي لوضع حروف الجر في مواضعها الصحيحة. هذا ما يتطلب ضرورة إعطاء الطلاب أنشطة كافية على حروف الجر التي تركز بشدة على النصوص المكتوبة. يجب إعطاء الطلاب الأنشطة الكافية على حروف الجر وخاصة النصوص المكتوبة في السياق.

Abstract :

This study was carried out to identify and investigate the problems of error analysis in English language prepositions encountered by 1^st year students at the Faculty of Languages and Linguistics, University of Zalingei. The researchers used a descriptive analytical method. The population of the study consists of students and teachers of some Sudanese Universities. The instruments were used for data collecting are; a questionnaire and diagnostic test. SPSS was used to analyze the data. More than 80% of the students failed in diagnostic test to put the prepositions in their correct positions. This justifies that students need to be given adequate activities on prepositions that focus heavily on written texts. Students should be given adequate activities on prepositions particularly, written texts in context.

Key words: error analysis, prepositions, problems, diagnostic tests

Introduction

One of the grammatical items that are difficult to be mastered is preposition. Prepositions are very important, especially in writing. Students may frequently be confused in the use of preposition in their writing because of the complexity of the use of prepositions.  Many students keep making grammar errors, in as they use preposition. Those preposition errors can be found while they are composing a story, letter, their thoughts in their blogs or any other social networking website, and chatting with others through social networking website. There fore, the researcher would like to see whether there are errors in the students’ recount text, especially their preposition. Most of the studies on error analysis focus on errors in prepositions and structure. Sanal (2007:597), stated that error analysis is a study to identify, describe and systematically explain the learners’ error by using any of the principles and techniques provided by linguistics. It can be said that error analysis as a process is based on analysis of the students’ errors. Whereas, Brown as cited in Sanal (2007:598) asserts that error analysis is the activity to observe, analyze and classify the students’ errors for conveying something of the system operating. The difference between first language (L1) and second language (L2) prepositions are assumed to be the major cause of second language learners’ errors. Such errors are considered to be important tool for both teachers and L2 learners. The purpose of this study is to examine the acquisition of English grammar specifically the prepositions as they are considered to be problematic for the students of (L2) learning English as a foreign language.

1. Review of Related Literature

Students who learn English language are really urged to know about preposition. To know clearly about what is preposition, the researcher shows several concepts of definition of preposition based on several experts. According to Klammer and Schulz (1992), ”preposition is reliable signals that a noun is coming. Sanford (1979) found, “a preposition connects the noun or pronoun that usually follows it to other words in a sentence” (p.54). Then, according to Essberger (2009), preposition is a word that comes before another word, such as a noun, noun phrase, pronoun, and gerund. Based on the expert’s explanation above, preposition is a word that is used before noun or pronoun. Most of the studies on error analysis focus on errors in prepositions and structure. The difference between first language (L1) and second language (L2) prepositions are assumed to be the major cause of second language learners’ errors.

Corder (1981: 260) has argued that errors are considered to be the features of the learner’s utterances which are in one way or another different from those of the native speakers. He further states that the learners of a target language are not aware of their errors and thus are unable to correct these errors themselves.

Richard system (1985: 96 cited in Tomlinson, 2011) has contended that Error Analysis includes the study and analysis of the errors made by the learners of a second or a foreign language In the EFL (English as a foreign language) context, knowledge of grammar, particularly prepositions, is considered to be the most crucial and difficult part for non-native learners to master properly. Analyzing the Errors made by the learners is the best way to show the true proficiency level of target language they are learning and acquiring at a particular point of time. It also helps the second language researchers to recognize the students’ learning problems as well as the factors triggering it. The teachers, on the other hand, can provide their students with appropriate feedback and can use this information to prepare appropriate teaching materials and to design more effective lesson plans. As for the students/language learners themselves, the analysis is inevitable to language learning improvement.

(Corder, 1967, cited in Ellis, 1994). Norris and Ortega (2003: 717) have argued that error analysis is “used to elicit, observe and record the language (and language related behavior of second language learners) and to enable the resulting evidence in light of explanatory theories www.ccsenet.org/elt English Language Teaching Vol. 6, No. 2; 2013 of the language acquisition process”. Most of the studies on error analysis focus on errors of prepositions and structure. The difference between first language (L1) and second language (L2) prepositions are assumed to be the major cause of second language learners’ errors. Norrish, 1983; Ellis, 1985; Richards and Platt, 1997 cite in the RavipimItiravivong’s Research, 2002 tried to classify sources of errors. Among these different sources and overgeneralization, first language (L1) interference, incompleteness (i.e. incomplete application and/or ignorance of prepositions rules and rules restrictions). Such errors are considered to be important tool for both teachers and L2 learners. They can benefit from them to know what kind of errors occur and how these errors occur in order to understand the second language (L2) learners’ learning problems.

2. Methodology

The descriptive analytical method was used to conduct this study in addition to the quantitative method. The instruments which were used in the study are; a questionnaire and written diagnostic test to collect relevant data for this study. The SPSS program was used to analyze the data which were gathered from teachers and students.

• Population

The population of this study included teachers in some Sudanese Universities and first year students of English Language from the Faculty of Languages and Linguistics at the University of Zalingei. The researchers selected (50) teachers and (50) students as a sample of the study, both male and female subjects are non-native speakers of English language; their native language sare either Arabic or other indigenous languages such as Fur, Zaqawa, Masaleet, Burgo, Midoub and so on. The participants are chosen due to the fact that, they are in a suitable environment; because, they have intensive courses in English Language which allow them to practice the English language daily at their Universities.

• Instruments

The researchers designed two tools as instruments: a questionnaire was designed from (15)items and distributed to the some Sudanese University teachers and a diagnostic test which is consisted of (25) items were distributed to the first year English Language students at the Faculty of Languages and Linguistics, University of Zalingei.

• Data Collection and Analysis

This part is devoted to the analysis, evaluation, and interpretation of the data collection and it is divided into two parts; the first one is the questionnaire which was constructed according to the five point-Likert Scale. It was given to the 50 respondents who represent the teachers’ community in some Sudanese Universities, this step consists transformation of the qualitative (nominal) variables (strongly disagree, disagree, neutral, agree, and strongly agree) to quantitative variables (1, 2, 3, 4, 5) respectively, and the second one is a diagnostic test which was given to the 50 students of English language in the first year at the Faculty of Languages and Linguistics, University of Zaylingei. The responses to the questionnaire and diagnostic test were tabulated and computed for later analysis.

3.4Analysis of the Teachers’ Questionnaire

The teachers’ data is analyzed and results are tabulated as under.

Table 1: shows Chi-Square Test Results for Respondents’ Answers of the Questions

The calculated value of chi-square for the significance of the differences for the respondents’ answers in question No (1) was (17) which is greater than the tabulated value of chi-square at the degree of freedom (4) and the significant value level (5%) which was (8.57). this indicates that, there are statistically significant differences at the level (5%) among the answers of the respondents, which support the respondent who agreed with the statement “Students’ errors in using prepositions are due to affect of L1 when transferring his/her knowledge of L1.

The calculated value of chi-square for the significance of the differences for the respondents’ answers in question No (2) was (18) which is greater than the tabulated value of chi-square at the degree of freedom (4) and the significant value level (5%) which was (8.57). This indicates that, there are statistically significant differences at the level (5%) among the answers of the respondents, which support the respondent who agreed with the statement “Students’ errors in using prepositions is related to limited number of English classes dedicated for learning English as a whole.

The calculated value of chi-square for the significance of the differences for the respondents’ answers in question (3) was (13) which is greater than the tabulated value of chi-square at the degree of freedom (4) and the significant value level (5%) which was (8.57). this indicates that, there are statistically significant differences at the level (5%) among the answers of the respondents, which support the respondent who agreed with the statement” Students’ errors in using preposition is due to lack of practicing English.

The calculated value of chi-square for the significance of the differences for the respondents’ answers in question No (4) was (25) which is greater than the tabulated value of chi-square at the degree of freedom (4) and the significant value level (5%) which was (8.57). this indicates that, there are statistically significant differences at the level (5%) among the answers of the respondents, which support the respondent who agreed with the statement “Inappropriate use of prepositions by students can create misunderstanding.

The calculated value of chi-square for the significance of the differences for the respondents’ answers in question No (5) was (21) which is greater than the tabulated value of chi-square at the degree of freedom (4) and the significant value level (5%) which was (8.57). this indicates that, there are statistically significant differences at the level (5%) among the answers of the respondents, which support the respondent who agreed with the statement (Students’ errors in using prepositions are relevant to insufficient practice inside the classroom. According to the previous results; it can be concluded that the other results of the study indicate that, there are statistically significant differences at the level (5%) among the answers of the respondents.

3.5 The Responses to the Students’ Diagnostic Test

The responses to the diagnostic test of the 50 students were tabulated and computed. The following tables indicate that, an analytical interpretation and discussion of the findings regarding different points related to the objectives and hypotheses of the study.

Table 2: Shows the Frequency Distribution and Decisions for the Respondent’s Answers of All Questions

The above table illustrates the percentage and frequency of the answers of the all study sample that concern with the questions and shows that most of the sample answers were failure which are represented by the percentage (80%). This justifies that students need to be given adequate activities on prepositions that focus heavily on written and oral texts.

Table 3: Shows the T-TEST for the Students’ Diagnostic Test

The calculated values of T – TEST for the significance of the differences for the respondent’s answers in overall test  which is greater than the tabulated value of T – TEST  at the degree of freedom (49) and the significant value level (0.05%) which was (6.54).  This indicates that, there are no statistically significant differences at the level (0.05 %) among the answers of the respondents.

3. The Findings

Research findings are presented based on the teachers’ questionnaire and students’ diagnostic test.

4.1 From Teachers’ Questionnaire

• More than 90% of the teachers strongly agreed and agreed that overgeneralization can negatively affect students’ recognition of using English prepositions. This emphasizes that teachers should create drills for students to increase the use of English prepositions.
• More than 60% of the teachers agreed that students should be exposed to realia (e.g. film audiovisual etc) focusing on prepositions. This illustrates that teachers should give students chance to practice English prepositions by using different means of learning.
• More than 58% of the teachers’ answers are strongly agreed that students’ errors in using prepositions are due to effect of L1 when transferring his/her knowledge of Arabic language. This demonstrates that students should be well-trained in using English prepositions.
• More than 54% of the teachers’ answers are strongly agreed that students’ errors in using preposition are due to lack of practicing English. Because, inappropriate of using prepositions by students can create misunderstanding. It’s noticed that those participants’ responses to strongly agree, and this is strengthening the view which is saying; students should be motivated to use prepositions appropriately.
  • From Students’ Diagnostic Test
• More than 80% of students failed in diagnostic test to put the prepositions in their correct positions. This justifies that students need to be given adequate activities on prepositions that focus heavily on written texts.
• More than 70% of students failed to pass the test and this is very clear from the analysis of students’ diagnostic test, it’s shown the summary of the results in all test answers that the number of students who failed to pass the test is greater than the number of students who passed it.
• The calculated values of T –TEST for the significance of the differences for the respondent’s answers in overall test which is greater than the tabulated value of T TEST at the degree of freedom (49) and the significant value level (0.05%) which was (6.54). This indicates that, there are no statistically significant differences at the level (0.05 %) among the answers of the respondents.

4. Recommandations
5. Teachers of English language should expose their students to real life of native speakers using English language spontaneously and naturally via videos, tapes, films and… Etc when teaching English prepositions.
6. Students should be directed by their teachers to avoid mother tongue interference when using prepositions.

Références

1. Brown, H. Douglas. 1992. Principle of Language Learning and Teaching. New Jersey: Prentice-Hal Inc.
2. Corder, S.P. (1981) Error Analysis and Interlanguage. Oxford: Oxford University Press.1981. p . 11.
3. Corder , S . P ., ( 1967 ) the significance of learner ‘ error . 5 . NO – 4 –( 1967 )
4. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
5. Ellis, R. (1995). Understanding Second Language Acquisition. Oxford: Oxford University Press.
6. Ellis, R. (1997). SLA and language pedagogy: An educational perspective Studies in Second Language Acquisition, 19, 69-92.
7. James, C. (1989). Contrastive analysis. London: Longman.
8. , & Long, M. C. (Eds), The Handbook of Second Language Acquisition. Malden, MA: Blackwell Publishing.
9. Norris, J., & Ortega, L. (2003). Defining and measuring SLA. In Doughty, C.