Complexity Level in the Use of Tense and Aspect as Perceived and Experienced by Arab EFL Learners

Ahmed Mohammed Al-Quyadi

Abstract


It has been well learnt that a large number of Arab EFL learners encounter a considerable  degree of complexity in the use of tense and aspect as fundamental components of the English language. Such a degree of difficulty is perceived and experienced  by those learners at their different levels of learning English starting at the primary level up to the university level. This  is what has led the researcher to carry out this research with the major aim of looking into the reasons behind the failure of such learners to handle the use of tense and aspect of English in a proper manner. The sample of this research comprised a group of students studying English as an ESP course, who were on the verge of graduation in the College of Engineering, Jazan University. The research tools used were both a test and a questionnaire.   The findings of the research show that those learners encounter a great deal of complexity in the use of tense and aspect. This is clarified by means of their inability to use tense and aspect in English as correct as they should. This complexity is greater in the case of the use of the aspect. The research concludes with forwarding a number of conclusions resulting from the discussion of the results; and these conclusions are followed by a number of recommendations that can be useful for teachers, curricula designers and decision makers.

Keywords: complexity, tense, aspect, present, perfect, Arab EFL learners


Full Text:

PDF

References


Abbad, A. (1988). An Analysis of Communicative Competence Features in English Texts in Yemen Arab Republic, PhD. Dissertation. Illinois University at Urbana: USA.

Al-Buainain, H. A. (1992). Present Progressive: Suggestions for Teaching this Form to Arab Students of ESL. IRAL, 20 (4), 109-126.

Al-Faleg, O. (1991). A Comparison of Morpheme Acquisition Order in Learners of English as a Second Language: The Case of Adult Learners in Saudi Arabia, Unpublished M.A. Thesis. Indiana University: USA.

Al-Fallay, I. (1998). English Tenses and Aspects: Are they too Difficult for Arab Students to Master, Abhath-Al-Yarmouk: Humanity & Social Sciences, 15 (4), 9 – 29.

Al-Mutawa, N., and Kailani, T. (1998). Methods of Teaching English to Arab Students. Longman Group Limited: England.

Al-Quyadi, A. M. (1996). Errors in the Use of Articles: A Case Study of the First and Fourth Level Students in the Department of English, Faculty of Education, Unpublished M.A. Thesis. Sana'a University, Sana'a: Yemen.

Babbie, E. (1995). The Practice of Social Research. Wordsworth Publication Co.: California.

Basaeed, E. (2013). An Approach fo Teaching English Language Grammar to Arab Young Learners, IOSR Journal of Research and Method in Education (IOSR – JRME), 1 (2), 20 – 30. Retrieved from: http://www.iosrjournals.org/iosr-jrme/papers/Vol-1%20Issue-2/E0122030.

Best, J. and Khan, J. (1995). Research Methods in Education. Bhavan Publications: New Delhi.

Broughton, G. , Brumfit, C. , Flavell, R. , Hill, P. , Pincas, A. (1996). Teaching English as a Foreign Language. Routledge, Kentucky: USA.

Brown, D. (1994). Principles of Language Learning and Teaching. Prentice Hall Regents: New Jersey.

Bybee, J., Perkins, R. and Pagliuca, W. (1994). The Evolution of Grammar: Tense, Aspect, and Modality in Languages of the World. The University of Chicago Press: Chicago.

CelceMurcia, M. (Ed.) (1991). Teaching English as a Second or Foreign Language. Newbury House: New York.

________________ (1991). Grammar Pedagogy in Second and Foreign Language Teaching. TESOL Quarterly, 15 (3), 459-480.

Chalker, S. (1992). Current English Grammar. Macmillan Ltd.: London.

Cook, V. (2001). Second Language Learning and Teaching. Edward Arnold: New York.

Davison, J. and Moss, J. (2000). Issues in English Teaching. Routledge: London.

DeCapua, A. (2008). Grammar for Teachers: A Guide to American English for Native and Non-Native Speakers. Springer: New York.

Doughty, C. & Williams, J. (1998). Focus on Form in Classroom Second Language Acquisition. CUP: Cambridge.

Dubin, F. and Olhatain, E. (1991). Course Design: Developing Programs and Materials for Language Learning. CUP: Cambridge.

Dulay, H., Burt, M. and Krashen, S. (1988). Language Two. OUP: Oxford.

Ebsworth, M. & Schweers, C. (1997). What Researchers Say and Practitioners Do: perspectives on conscious grammar instruction in the ESL classroom, Applied Language Learning, 8 (2), 205-228.

Ellis, R. (1994). The Study of Second Language Acquisition. OUP: Oxford.

Gebhard, J. (2009). Teaching English as a Foreign or Second Language: a self-development and methodology guide. Michigan University Press: Michigan.

Greenbaum, S. and Quirk, R. (1990). A Student's Grammar of the English Language. Longman Group Ltd: London.

Harmer, J. (1997). The Practice of English Language Teaching. Longman: London.

Hedge, T. (2000). Teaching and Learning in the Language Classroom. OUP: Oxford.

Hornby, A. S. (1999). Guide to Pattern and Usage in English. OUP: Oxford.

James, C. (1998). Errors in Language Learning and Use. Longman: London.

Jdetawy, L. F. (2011). Problems Encountered by Arab EFL Learners, Language in India: Strength for Today and Bright Hope for Tomorrow, 11, 1-12.

Khan, I. (2012). Teaching and Learning of English: An Exploratory Study of Difficulties and Strategies. Retrieved from: www.bjss.baar-org: UK, 1 (1), 76 -93.

Leech, G. and Svartvik, J. (1984). A Communicative Grammar of English. Longman: London.

Littlewood, W. (1992). Foreign and Second Language Learning: Language Acquisition Research and its Implications for the Classroom. CUP: Cambridge.

Mukattash, L. (1983). The Problem of Difficulty in Foreign Language Learning, in: Dahiyat, E. and Ibrahim, M. (Eds.). Papers from the First Conference on the Problems of Teaching English Language and Literature at Arab Universities. Amman University: Jordan.

Norrish, J. (1983). Language Learners and their Errors. Basingstoke: London.

Nunan, D. (1992). Research Methods in Language Learning. CUP: Cambridge.

Nunan, D.(1999). Language Teaching Methodology. Prentice Hall International Ltd.: UK.

Oxford, R. (1990). Language Teaching Strategies: what every teacher should know. Newbury House: New York.

Rababah, G. (2005) Communication Problems Facing Arab Learners of English, Journal of Language and Learning, 3 (1), 1740-1767.

Rutherford, W. & SharwoodSmith, M. (1988). Grammar and Second Language Teaching. New York: Newbury House.

Sahu, R. (1999). To Greater Heights: Improving English Language Competence of Yemeni Learners. Retrieved from: http:// www. Yemen Times. com. Yemen Times: Weekly Newspaper. Issue Vol. IX, 5, p. 9.

Suleiman, S. (1983). Teaching English to Arab Students at University Level’ in: Dahiyat, E. and Ibrahim, M. (Eds.) Papers from the First Conference on the Problems of Teaching English Language and Literature at Arab Universities. Amman University: Jordan.

Swan, H. (1987). Practical English Usage. OUP: Oxford.

Telda, Y. & Desta, M. (2014). Reading Stories to Enhance English Grammar Intake: Correlational Analysis, International Journal of English language & Translation Studies, Vol. 2 (1), 92 – 105.

Thakur, D. (1987). A Handbook of English Grammar and Usage. Bharat Bavan: New Delhi.

Thornbury, S. (1999). How to Teach Grammar. Longman: Essex.

Wallace, M. (2004). Action Research for Language Teachers. CUP: Cambridge.

Yule, G. (2000). Explaining Grammar. OUP: Oxford.


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2019 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.