Judgement of Countability and Plural Marking in English by Native and Non-Native English Speakers

Autor/in	Tsang, Art
Titel	Judgement of Countability and Plural Marking in English by Native and Non-Native English Speakers
Quelle	In: Language Awareness, 26 (2017) 4, S.343-359 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsang, Art)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2017.1410553
Schlagwörter	Morphemes; English (Second Language); Second Language Learning; Second Language Instruction; Task Analysis; Nouns; Native Speakers; Statistical Analysis; Teaching Methods; Qualitative Research; Preferences; Grammar; Tests; Language Tests; Test Items + Suchen Sie Ihr Suchwort? Morphem; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Muttersprachler; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Grammatik; Examination; Prüfung; Examen; Language test; Sprachtest; Test content; Testaufgabe
Abstract	Learning whether English nouns are countable or not is a source of great difficulty for many ESL/EFL learners. In the present study, a grammaticality judgement task comprised of a range of nouns representative of the different facets of the countability system in English was distributed to 82 native speakers of English (NSs) and 98 non-native speakers (NNSs). Participant responses provided both quantitative and qualitative data for analysis. The findings indicate that there are significant differences between the judgements made by the NSs and NNSs both quantitatively and qualitatively. It is also evident from the data that the judgements made by the NNSs reveal poor awareness of countability and plural marking in English, an over-reliance on noun countability preferences (i.e. rigidly memorising whether a particular noun is countable or uncountable), and a certain illogicality in their explanations. The article culminates with a brief discussion of some pedagogical implications in relation to countability and plural marking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01