Examining the Learning and Comprehension of English Aspect Categories by Yemeni EFL Students

Autor/inn/en	Mudhsh, Badri Abdulhakim D. M.; Laskar, Nazrin B.
Titel	Examining the Learning and Comprehension of English Aspect Categories by Yemeni EFL Students
Quelle	In: Journal of Language and Linguistic Studies, 17 (2021), S.222-235 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mudhsh, Badri Abdulhakim D. M.) ORCID (Laskar, Nazrin B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Undergraduate Students; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Learning Processes; Student Attitudes; Language Usage; Verbs; Error Analysis (Language); Morphemes; Semitic Languages; Transfer of Training; Interference (Language); Native Language; Teaching Methods; Yemen + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Learning process; Lernprozess; Schülerverhalten; Sprachgebrauch; Error analysis; Language; Fehleranalyse; Morphem; Arabisch; Hebräisch; Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Jemen
Abstract	The current study endeavours to examine the learning and comprehension patterns of English aspect categories by Yemeni EFL students in the different levels of undergraduate program at the English department, faculty of arts at Sana'a University. The data of the study were collected from a total of 120 students covering the four levels of undergraduate program. From each level, a group of thirty students were considered. The data on aspectual categories were analysed by using statistical models like one-way analysis of variance ANOVA in SPSS 16.0 and Tukey Post Hoc test. The statistical analysis indicates that (1) there is significant differences in the correct uses of the various English aspect categories across the four levels and (2) errors were not equally distributed within all English aspect categories. (3) the use of Tukey Post Hoc test further suggests that performances at specific levels are significantly different from each other. Furthermore, present perfect tense has received the lowest correct answers across all levels, hence it is considered to be the most problematic among the other categories. The role of Arabic influences has been noticed to be negatively affecting the process of learning and comprehension of aspect categories in the initial years, especially in level one students. Some pedagogical implications have been given. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01