Prepositions and ESL Learners: the Malaysian Scenario

Roslim, Norwati; Mukundan, Jayakaran

doi:10.7575/aiac.ijalel.v.3n.1p.187

Cited by 3 publications

(3 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The errors highlighted above may not be unique only to Tamil school students but also to other learners of English. They also make errors in their usage of singular and plural forms and prepositions (Darus & Subramaniam, 2009) and in the use of prepositions after verbs, adjectives or nouns in expressions (Roslim, 2013). If a second language learner faces difficulties in learning the English language, the state of affairs in Tamil schools could be even worse, since the students need to master three languages at the same time.…”

Section: Tamil Interference In English Writingmentioning

confidence: 99%

Mother Tongue Interference in English Writing among Tamil School Students

Nair

Krish

2021

gema

View full text Add to dashboard Cite

Writing is considered one of the most challenging language skills that students need to acquire. In Malaysia's vernacular schools, students encounter several challenges as they need to write in variety of languages: their mother tongue, Malay and English. The students' mother tongue can interfere when writing in English due to the difference of structures between these languages. This paper aims to explore this issue further by examining how the Tamil language in particular influences its young native speakers' writing of English essays. For the purpose of this study, 30 writing samples of Year 5 students from a Tamil school were studied in terms of structure, vocabulary usage, and spelling. Errors committed in the essays were identified, categorized and scrutinized. The findings reveal that the main issues in the students' writings are related to grammar, direct translation of the Tamil language, vocabulary and spelling. While we need to understand why and how mother tongue interference affects their writing, it is crucial to curb these writing issues at the primary school level so that such errors can be minimized as they will be doing higher levels of writing. The findings of the study suggest that students need to recognise the differences between their first language (L1) and the English language and learn to understand the different features and structures of the languages in order to write communicative and correct sentences.

show abstract

Section: Tamil Interference In English Writingmentioning

confidence: 99%

Mother Tongue Interference in English Writing among Tamil School Students

Nair

Krish

2021

gema

View full text Add to dashboard Cite

show abstract

“…Writing errors are some grammatically inappropriate errors. As mentioned by Roslim & Mukundan (2014), grammar has constantly been examined as an indispensable content in teaching English, especially EFL and ESL. Learning grammar is a difficult thing for students, since there are several edicts that cannot be disregarded, and the usual faults frequently detected in learners' writing are preposition errors.…”

Section: Introductionmentioning

confidence: 99%

Investigating EFL Students’ Errors in Using Time and Place Prepositions

Muhassin

Octavia

2021

KJSH

View full text Add to dashboard Cite

Penelitian ini mencoba untuk mengetahui jenis kesalahan tata bahasa preposisi waktu dan tempat, dan untuk mengetahui persentase kesalahan siswa kelas X Madrasah Aliyah Negeri (MAN) 1 Bandar Lampung, Lampung Indonesia. Desain penelitian ini deskriptif kualitatif dengan menggunakan kerangka analisis kesalahan (EA). Partisipan penelitian berjumlah 31 siswa yang dipilih dengan menggunakan teknik purposive sampling. Data dikumpulkan dari dokumentasi tulisan karangan siswa dan dianalisis menggunakan Surface Strategy Taxonomy untuk mengkategorikannya. Selain itu penulis menghitung proporsi kesalahan yang ditemukan. Temuan menunjukkan bahwa siswa membuat 27 item (25%) omission, 25 item (24%) addition, 30 item (28%) misformation, 24 item (23%) misordering. Kesalahan misformation paling banyak ditemukan, sedangkan kesalahan misordering ditemukan palingsedikit. Kesalahan tersebut sering disebabkan oleh interferensi bahasa pertama, kecerobohan, dan terjemahan harfiah. Implikasi pedagogis tertentu bersama dengan saran penelitian juga dibahas.

show abstract

“…Failure to do so will result in learners facing problems in communication. If this problem is not tackled from the early school years, it will eventually affect the learners' communicative ability at tertiary level and later on in life (Roslim & Mukundan, 2014). Results from studies such as Ahour and Mukundan (2012), Hong et al (2011), Kamariah and Su'ad (2011), Ting et al (2010), andSudhakaran (2008) have shown that students at tertiary level in universities in Malaysia still encounter problems with prepositions.…”

Section: Introductionmentioning

confidence: 99%