Irregular Verb Acquisition among EFL and ESL Learners in Cameroon: Peculiarities of Group 4 and 5 Verbs

Autor/in	Etengeneng, Ngasu Betek
Titel	Irregular Verb Acquisition among EFL and ESL Learners in Cameroon: Peculiarities of Group 4 and 5 Verbs
Quelle	In: World Journal of Education, 12 (2022) 3, S.38-47 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Verbs; Second Language Learning; Second Language Instruction; Comparative Analysis; Foreign Countries; French; African Languages; Multilingualism; Mastery Learning; Secondary School Students; Language Usage; Word Frequency; Morphology (Languages); Morphemes; Best Practices; Teaching Methods; Learning Processes; English (Second Language); Cameroon + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Französisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Mehrsprachigkeit; Multilingualismus; Sekundarschüler; Sprachgebrauch; Word analysis; Frequency; Wortanalyse; Häufigkeit; Morphology; Morphologie; Morphem; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Kamerun
Abstract	Acquisition patterns of irregular verbs by Second and Foreign Language learners of English in Cameroon present remarkable peculiarities that emanate from the country's unique linguistic identity, where French, English and a multiplicity of local languages are spoken. Following on a previous study (see Ngasu Betek 2020) this study documents these peculiarities, but with a focus on Group 4 and 5 irregular verbs, to ascertain the mastery of English irregular verbs. From a population of nine hundred (900) students from six selected schools in Cameroon, samples of their production in English irregular verb usage were collected. The specific classes were Forms One, Three, Five, (of the Anglophone sub-system of secondary education), and Sixième, Quatrième and Seconde students (from the Francophone sub-system of secondary education). Using Simple Random Sampling Technique, completion tasks were administered and the results analysed to identify and map traceable frequency patterns of use by students. A comparative analysis of the two leaner clusters was carried out which revealed ESL and EFL learners of English in Cameroon both exhibited challenges in using irregular verbs either through overgeneralizations or through morphological distortions of irregular verbs especially at the past tense. This paper thus informs on best practices for successful learning, specifically in the acquisition of irregular verbs by L1 and L2 learners in schools in Cameroon. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01