An Analysis of Taiwan EFL Learners’ Errorsin 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

4. Results and Discussions

5. Conclusions and Implications

6. My Comments

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 English in the decade, and English will become the real global language (Graddol, 1997).

(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).

(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) 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.

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 different proficiency levels and in different learning experience years.

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.

(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.

(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.

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?

(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?

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.

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).

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

tenseTense refers to the absolute location of an event or action in time, either the present or the past.

present tense (V) David walks to school. the present timepast tense (V) David walked to school. the past time

future tense (X)can be made in a number of ways

David will walk to school tomorrow.

(using the modal auxiliary “will”)

The expression of future time doesn’t involve any inflection of the verb ; it does not refer to a "future tense".

David is going to walk to school tomorrow. (using the semi-auxiliary “be going to”)

The expression of future time does not involve any inflection of the verb; it does not refer to a "future tense".

Strictly, there are only two tenses (present and past ) in English.

2.2.1 Tense and Aspect in English

aspect

Aspect refers to how an event or action is to be viewed with respect to time, rather than to its actual location in time.

David fell in love on his eighteenth birthday.

“fell” David fell in love in the past ( specifically on his eighteenth birthday).

a simple past tense verb

David has fallen in love.

“has fallen” The action took place in the past (quite recently, still relevant at the time of speaking David has fallen in love).

perfective aspect (the auxiliary, the

perfective auxiliary)

David is falling in love.

“is falling” The action of falling in love is still in progress (David is falling in love at the time of speaking).

progressive aspect

(the auxiliary, the progressive auxiliary)

David had fallen in love.

The aspectual auxiliary the past tense.

Perfective Aspect, Past Tense(The perfective auxiliary is always followed by a main verb in the -ed form)

David was falling in love.

The aspectual auxiliary the past tense.

Progressive Aspect, Past Tense (the progressive auxiliary is followed by a main verb in the -ing form)

Perfect Progressive Aspect

Present Tense Has fallen Is falling

Past tense Had fallen Was falling

Tense and aspects in English

2.2.2 Tense and Aspect in Chinese

tense in Chinese

English and Chinese differ in tense.

tense

English Chinese

English speakers use tenses to indicate actions in time.

Mandarin Chinese does not have these types of tenses.

the past V X

the present V X

the future V X

One of the main differences between English grammar and Chinese grammar

English Chinese

English verbs conjugate.

Chinese verbs do not conjugate.

go 去 going 去gone 去went 去

Chinese aspect(to indicate an action)

specify time frames (to determine the state or

progress of an action)is occurring at the present moment 正在 / 在has already been experienced 過has already been completed 了Aspect can be used without any other time indicators ( if the speaker or writer are more precise, aspect can be combined with time markers ) .

The literal meaning(depend on the context)

I buy books. I am buying a book. I bought a book. I am going to buy a book.

English and Chinese differ in aspect.

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).

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).

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

Errors are classified according to

classification of errors

modalitylevel of proficiency in speaking, writing, reading, listening

linguistic levels pronunciation, grammar, vocabulary, style

form omission, insertion, substitution

typesystematic, errorerrors in competence vs. occasional errors errors in performance

cause interference, interlanguagenorm vs. system norm vs. system

2.4 Errors and Mistakes (Corder,1967)

errors mistakes

systematic linguistic features

non-systematic linguistic variations

the learner’s transitional competence (V)

the learner's genuine competence (X)

a. help to understand how a language is learned and acquired

b. assist to find out what strategies a learner uses

a.performance failures, memory lapses, or poor physical states

b. should be excluded from the study of error analysis

Richards (1974)

a learner'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.

3. Methodology

3.1 Subjects

(1) 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 )

(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.

(3) Three levels (H / M / L)

The participants are leveled according to their

performance into high(H), middle(M), and low (L).

128 students

GA (64 students) GB (64 students)

GAHThe top 34% (22 students)

GBHThe top 34% (22 students)

GAMThe middle 33%

(21 students)GBM

The middle 33% (21 students)

GALThe lower 33%( 21 students)

GBLThe lower 33% ( 21 students)

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 )

3.3 criteria for the analysis

(1) Microsoft Excel and SPSS

a.The software, Microsoft Excel and SPSS, were utilized to record and analyze the scores from the subjects on each sentence.

b. An independent 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.

(2) Taylor’s Method(1975b)

a.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.

3.4 procedure for conducting the study

(1) The Preparing Stage

Designing the two translation tests

Conducting the Chinese-English translation test with the pilot students

Revising the two sentences in the Chinese-English translation

(2) The Formal Study

Revising the two sentences in the Chinese- English translation

Collecting and scoring the test papers from the subjects

Classifying the subjects into three proficiency levels according to the scores

Recording the frequency, percentage, and distribution of error types

Identifying the types of errors in test papers

Analyzing the collected data

4. Results and Discussions

4.1 Demographic variables (valid:120 samples)

(1) gender

(2) English learning experience

(1) gender (male / female)

The result (.17) shows that the two groups do not reach significant differences in sum.

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

The result (.18) shows that the two groups do not reach significant differences in negatives.

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

The result (.10) shows that the two groups do not reach significant differences in auxiliary.

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。

(2) English learning experience

The group of learning years (6-7 ys, 78.76) performs

the best in sum.

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

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

The group of learning years (6-7 ys, 40.55) performs

the best in be verb.

The group of learning years (6-7 ys, 38.02) performs

the best in auxiliary.

English learning experience (6-7 years)

The students with 6-7 years (the golden language learning period) learning experience who have better English basis and keep motivated to English perform better than the students with other different learning experience years.

有學過 6-7 年英文的這一組學生擁有較好的英文基礎以及在英文測驗的表現上明顯比其他組好。

4.2 Research Questions

RQ1

What are the major types

of tense errors committed

by junior high school students in Taiwan?

the major types of tense errors made by students

The major types of tense errors

present perfect tense 58 % past simple tense 44%

past progressive 38% future tense 35%

present simple tense 33% present progressive 17%

Among various tenses, junior high school students made the most errors in present perfect tense (58%), then past simple tense (44%).That is , the students feel most difficult to and confused at present perfect tense.

國中生在六種時態中，最常犯的時態錯誤就是現在完成式 (58%) ，過去式 (44%) 次之。

RQ2

Is the inability to detect

tense one of the causes of errors

made by junior high school students in Taiwan?

It shows that there is significant high correlation between scores of check and translation (r = .78, p < .001).

the ability to detect tenses vs. translating sentences

the ability to detect tense vs. the cause of errors

(not significantly correlated)

The correlation of scores between checks and translation is high (0.78), and the result reaches a very significant level. That is, the students who are competent in detecting tense will be helpful to translate sentences. However, we cannot prove the causal correlation between both.

時態的勾選和中英翻譯上是有高相關的 (0.78) ，而且結果也達到有顯著的差異 ; 也就是說，會判別時態將有助於中英翻譯的學習。然而，我們無法證明兩者之間存在有因果關係。

RQ3

Can calling subjects' attention to tense

make a difference in different groups?

The result (-1.24) shows that the two groups do not reach significant differences in sum.

The result (-1.00) shows that the two groups do not reach significant differences in declaratives.

The result (-1.43) shows that the two groups do not reach significant differences in negatives.

The result (-1.11) shows that the two groups do not reach significant differences in be verb.

The result (-1.36) shows that the two groups do not reach significant differences in auxiliary.

tense-hint vs. no-tense-hint (not significant)

Whether in declaratives, negatives, be verb, and auxiliary, although tense-hint group performs better than no-tense-hint group, the differences are not significant. Therefore, in the study, we do not ascertain if giving hint about tense will facilitate students to do better in the test.

雖然有時態提示的組別會表現比沒時態提示的組別好。無論是在直述句、否定句。含有 be 動詞或助動詞的句子裡，但這兩組問並無顯著的差異。因此，在本研究裡，我們無法確認是否給予時態提示將有助於學生在測驗上的表現。

RQ4

What are the major types of tense errors committed by junior high school students

of different proficiency levels in Taiwan?

different proficiency levels

(present perfect tense)

Whether in low-score group, medium-score group, and high-score group, the percentages of errors in present perfect tense are superior to any other tense. It indicates that in the process of English learning, most junior high school students tend to become confused with present perfect tense.

( 無論是在高分組、中分組或低分組，學生在現在完成式犯錯的機率都是最高的，也就是說，現在完成式對國中生而言是最容易混淆的時態。 )

RQ5

What are the students' of different proficiency levels situations of misuse of the be verb and auxiliary in negative sentences?

Percentages of misuse in auxiliary (53%) by junior high school students surpass percentages of misuse

in be verb (29%).

國中生在助動詞的誤用上，遠高於 be 動詞的誤用。

the misuse of the auxiliary & be verb in negatives

(auxiliary 53% > be verb 29%)

5. Conclusions5.1 The major findings (1) 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。

(2) The students with 6-7 years learning experience who have better English basis and keep motivated to English perform better than the students with other different learning experience years.

有學過 6-7 年英文的這一組學生擁有較好的英文基礎以及在英文測驗的表現上明顯比其他組好。

(3) Among various tenses, junior high school students made the most errors in present perfect tense (58%), then past simple tense (44%).

國中生在六種時態中，最常犯的時態錯誤就是現在完成式 (58%) ，過去式 (44%) 次之。

(4) The students who are competent in detecting tense will be helpful to translate sentences. However, we cannot prove the causal correlation between both. 時態的勾選和中英翻譯上是有高相關的(0.78) ，而且結果也達到有顯著的差異 ; 也就是說，會判別時態將有助於中英翻譯的學習。然而，我們無法證明兩者之間存在有因果關係。

(5) Whether in declaratives, negatives, be verb, and auxiliary, although tense-hint group performs better than no-tense-hint group, the differences are not significant. Therefore, in the study, we do not ascertain if giving hint about tense will facilitate students to do better in the test.

雖然有時態提示的組別會表現比沒時態提示的組別好。無論是在直述句、否定句。含有 be 動詞或助動詞的句子裡，但這兩組問並無顯著的差異。因此，在本研究裡，我們無法確認是否給予時態提示將有助於學生在測驗上的表現。

(6) Whether in low-score group, medium-score group, and high-score group, the percentages of errors in present perfect tense are superior to any other tense. It indicates that in the process of English learning, most junior high school students tend to become confused with present perfect tense.

無論是在高分組、中分組或低分組，學生在現在完成式犯錯的機率都是最高的，也就是說，現在完成式對國中生而言是最容易混淆的時態。

(7) Percentages of misuse in auxiliary by junior high school students surpass percentages of misuse in be verb.

國中生在助動詞的誤用上，遠高於 be 動詞的誤用。

5.2 Implications

(1) the teachers

From the results, we suggest that teachers put more emphasis on the tense and lead students to practice the sentences with present perfect tense more frequently.

從這些實驗的結果來看，研究者建議老師們能多強調時態的學習，以及經常使用現在完成式來引導學生練習句子。

(2) the editors

We make suggestion that the editors of textbook

design sets of multi-media teaching material and

tools according to the course plan. Through multi-media teaching material, the course will become

more interesting to and easily learned by students.

建議教科書編輯者可以根據課程計劃多設計一些多媒體的教具或資源來幫助學生學習，這樣一來，學生可透過多媒體的資源，可以輕鬆的學習這些有趣的內容。

5.3 Limitations

(1) the limited sample size

The sample size (128 students) is too small to generalize the findings to all the junior high school students in Taiwan.

(2) the limitation of two tests

The 40 selected sentences may not meet the requirement of the most natural and real spoken American English.

(3) the limitation of time

Owing to time limitation, some of the students with low-proficiency level may not finish the test on time. And they may not even take the test seriously.

(4) The limited focus of writing ability

This study only put much emphasis on students' writing ability instead of other abilities (listening, speaking, and reading). We cannot know the students' performances in the other abilities. The research cannot present the whole sight of knowledge about verb tenses from the test papers.

6. My comments

6.1 Strength(1) framework

The framework is brief, clear, and concrete.

(2) literature review

The literature reviewed is focused.

(3) research method

The research method is acceptable.

6.2 Weakness

(1) the norm of classifications

The criteria (Taylor’s Method, 1975b) is not added into literature review with any introduction.

--- suggestion

Introduce Taylor’s Method (1975b) in chapter two, specifically its four classifications of overgeneralization errors, transfer errors, translation errors, and errors not considered with explanations or examples.

(2) limited analysis and discussion on error causes

The findings are not further analyzed and discussed according to or comparing with Taylor’s Method (1975b) to explore the causes of students’ learning difficulties since the learners’ errors are displayed and classified into different error types.

--- suggestion

Provide error samples the students make, classify them according to Taylor’s four classifications to analyze the error types in tense and aspects for better understanding their learning difficulties.

(3) the short of practical guides with examples

The implications and the findings are connected and related, but aren’t well stated with practical guides.

a. to the instructor (a fuzzy suggestion)

“teachers put more emphasis on the tense and lead students to practice the sentences with present perfect tense more frequently”

b. to the editor (an empty suggestion)

“the editors of textbook design sets of multi-media teaching material and tools according to the course plan”

--- suggestion

The learners’ errors (learning difficulties), especially in present perfect tense and auxiliary, should be categorized, described, and analyzed.

a. to the instructor

This way, certain practical teaching guides with specific examples, details and methods can be recommended on the basis of the learner’s true difficulties.

b. to the editor

Furthermore, the classified difficulties with suggested teaching guides and proper exercises can be useful and helpful for the textbook editors to design the researcher called “multi-media teaching materials and tools” with “how” and “what”, how do they design and what course plan should be based on?

Thank you for your attention!!!