At advanced levels foreign learners put their imagination and research at work and many of them accomplish verbal advantage close to native speakers. In upper levels of foreign language acquisition students increase their competence and confident to speak and present ideas in the foreign language. At university schools other than Schools of Philology, learning English focuses not so much on the literary work from artistic point of view, as to the text conveying ideas that students familiarize with and build vocabulary. This method acquires enormous proportion of linguistic and literary information through higher education. In early school years children get familiar with associations from role plays, drama, poetry and short stories that help them acquire idioms, colloquialisms and syntax adding to their general cognitive development. Courses give indication of the complexity of various texts in terms of themes, characters or cultural difficulty. Together with factual facts it develops a deeper awareness of the language use. Each level of foreign language study requires inclusion of literary texts. Literature plays essential role in foreign language acquisition. Findings showed that most of adults’ errors were inter language errors, indicating the influence of the mother language, while most of young learners’ errors were due to overgeneralization. Errors of 20 young learners and 20 adults in four classes (each class consisting of 10 students) in the academic year of 2012 were examined. The grammatical errors made by these two age groups could not be remedied during the whole term in the classroom. The errors were classified into the same two groups. Towards the end of the course, a Post-test was administered. Their errors were categorized into morpho-syntactic and lexico-semantic ones. At first, Pre-test was administered and 40 students out of 60, whose scores were somewhat identical, were chosen. The classes were held three sessions per week, lasting six weeks. The grammatical points were taught deductively so that they could become more familiar with them and their errors could be removed. Adults were studying the “Intro” book from the Interchange series and young learners, “family and friends 2”. They were at the same proficiency level (elementary level). The present paper investigated a number of grammatical errors committed by young learners around the age of six to thirteen and adults between the ages of eighteen and twenty-five.
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