Ways teachers can help overcome the misformulation of "-s" ending for the third person singular

WAYS TEACHERS CAN HELP OVERCOME THE MISFORMULATION OF «-S» ENDING FOR THE THIRD PERSON SINGULAR

till

A MAJOR PROJECT

SUBMITTED TO THE FACULTY OF LETTERS

AND THE INSTITUTE OF ECONOMICS AND SOCIAL SCIENCES OF BILKENT UNIVERSITY

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTERS OF ARTS IN THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE

BY ARtF SARICOBAN August, 1989 r n e s i s

PE

1066

.S26

1989

-■4isp;·

BILKENT UNIVERSITY

INSTITUTE OF ECONOMICS AMD SOCIAL SCIENCES HA MAJOR [PROJECT EXAMINATION RESULT FORM

August 31j 1989

'I'he examining committee appointed by the

Institute oF Economics and Social Sciences for the mojor project examination of the MA TEFL student

ARIF SARICOBAN

has read the project of the student. 'Hie committee has decided that the project cd: the student is satisf ac tory/unsatisf a c t o r y ,

Project Title: WAYS TEACHERS CAN HELP OVERCOME THE

MISFORMULATION OF "-s“ ENDING FOR THE THIRD PERSON SINGULAR

Project Advisor: Dr. John R. Aydelott

Bilkent University, MA TEFL Program

Committee Member: Dr. James G. Ward

English Teaching Officer, USIS

fs

ioU

І98Э

WAYS TSACHKRS CAN HELP OVERCOME THE MISFORMULATION

OF ''-S·' ENDING FOR THE THIRD PERSON SINGULAR

A MAJOR PROJECT

SUBMITTED TO THE FACULTY OF LETTERS

AND THE INSTITUTE OF ECONOMICS AND SOCIAL SCIENCES OF BILKENT UNIVERSITY

IN PARTIAL FULFILLMENT OF TflE REQUIREMENTS FOR THE DEGREE OF MASTERS OF ARTS IN THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE

BY

ARIF SARICOBAN August, 1989

1 certify that I have read this major project and that in my

opinion it is fuily adequate, in scope and^. in quality, as a major project for the degree of Masters of ArtS^

ihn R. AydejLott (A d v i s o r )

I certify that 1 have read this major project and that in my

opinion it is fully adequate, in scope and in quality, as a major project for the degree of Masters of Arts.

James G. Ward ((Nsuwmittee Member)

Approved for the

Institute of Economics and Social Sciences

7 - c z - T ^ / \ r ~ j

---'J'ABLE ÜF CONTENTS

1 . INTHOOUCTION... 1

2. l/i TE RATURE REVIEW E R R O R S ... 3

I. N ']· R A I , IN Cr ü A L E R R O R S ... 4

Overgeneral ization... 5

Ignorance of rule restrictions... 6

Incomplete applicahion of ruJ.es... 6

INTERLINGUAL E R R O R S ...; . . . ... 8 Performance E r r o r s ... 8 Competence E r r o r s ... 9 1) e V e J o p 111e

r

11: a 1 E r r o r s ... 9 J.. 1M 0 IJ1S T .[C C; L A S SIF 1C A T10 N O F E R R O R S ...9 O m i s s i o n ... 9 Add i I,ions... 10 M i s f o r 111a t i o n ...11 Misordering'... 11 IN FERE NCI M G ...12 HÏPÜTHES1S T E S T I N G ... 13 COMTRASTIVE A N A L Y S I S ... 13

FACTORS THAT CAUSE E R R O R S ... 15

INTERNAL F A C T O R S ... 15

PERSONAL F A C T O R S ... 17

LEARNING T H E O R Y ... '... 16

3. IMPLICATIONS FOR T E A C H E R S ... 20

4 . 5 . 6 . '/ .

DATA A N A L Y S I S ... 24

THli ROLL OF J.NL4IT AND INTERACTIOM IN THE CLASSROOM S F T T L N G ... 25 TECtllllQUFS...26 CONCLUS i;ON... 33 RFFFRFNCES... 37 A D P L N D I X ... 40 CURRICULUM V I T A E ... 41

1. INTRODUCTION

Aduit,s learning a foreign language in Turkey are

especially interested in learning English because most of them need it in their pi'of e s s i o n s . They would like to

learn Englisli for different purposes such as carrying out their high school or undergraduate studies, communicating witli foreigners in their summer holidays, v-jriting business

letters, studying abroad, and working abroad to support their lives. To do this, they need to improve their skills of

reading, writing, speaking and listening in English.

We should not forget that language is made up of four main skills: reading, writing, speaking and listening. As Vanci (1967) states that crucial point in language teaching

is that, the learners should be grouped according to such factors as their ages, .jobs, cultural backgrounds and

i n terests.

The scope of this study, which claims to survey the misf ormn lat i on of '’ -s" ending’for the third person

singular, may be regarded as a specific problem area. The results of this study, I strongly believe, can be applied to the problems of adult learners as well, as this survey can be expected to provide an overall perspecitive toward the factors that cause errors.

To conduct my research, I gave questionnaires to 15 teachers of English at different universities in Turkey. The universities included Bilkent, Hacettepe, Gazi, Ankara, Karadeni.?., Ege, Erciyes and Çukurova. Eleven of those

teachers were also enrolled in MA TEFL program at Bilkent %

University. To conduct this study thoroughly, first of all, literal.ure review was made to collect information as to

wliat errors are, why tliey are important, what are the ways teacliers help overcome these errors. To do this, 1 visited libraries to review literature about liow to overcome this error type easily and effectively.

There seem to be two limitations for my study. As I am going to look at the subject matter from only one angle (the misforinulation of "-s" ending for the third pttrson singular), onei of the limitations is that I am going (:o deal wii.h only one type of error. This is not

related to the other types of errors in second language use. Anot.her is the limited sample of teachers 1

select,ed. Tliis, of course, does not reflect all of the teachers' view on .this subject matter.

1 expect, to see t:he easiest and the most effective ways to overcome this error type beginning level

adult, l./t learners make. Errors in second language learning can be avoided if methods of overcoming these p i- o b 1 e m s are devised.

It i.s a fact that even native speakers of a language do inalie many errors and lapses in their speech, and

.sometimes in writing. So., it is natural for a non­ native speaker of a language to make similar errors. For this reason, we should distinquish the differences between lapses, mistakes, and errors.

As E r s o z (1986) e x p l a i n s , lapses can be d e f i n e d as s l i p s or f alse s i a r t s or c o n f u s i o n of s t r u c t u r e . L a p s e s are d ue to m o m e n t a r y l apses of m e m o r y or c o n c e n t r a t i o n . ThG" m o s t i m p o r t a n t f a c t o r c a u s i n g lapses is the ph y s i c a l s t a t e s u c h as t i r e d n e s s . E r r o r s e x i s t b e c a u s e the lea r n e r is s u b j e c t to s o m e extern£il and in t e r n a l c o n d i t i o n s . L e a r n e r s m a k e e r r o r s b e c a u s e they h a v e n ot m a s t e r e d tlie c o d e of the t a r g e t language; that is, they h a v e n ot the p e r f e c t k n o w l e d g e of the language.

M i s t a k e s are n o n - s y s t e m a t i c b e c a u s e the l e a r n e r k n ows that he m a d e an error, then he h i m s e l f c o r r e c t s it d u r i n g a c g u i s i t i o n . T h e y are u s u a l l y d e f i n e d as s o c i a l l y i n a p p r o p r j a t e forms. The f o r e i g n l a n g u a g e u s e r is o p e r a t i n g not o n l y w i t h i n a f o r e i g n c o d e but a l s o w i t h i n a l i e n

soci£il rules.

E r r o r a n a l y s i s s t u d i e s the d i f f e r e n c e s b e t w e e n the w ay p e o p l e l e a r n i n g a l a n g u a g e speak and the w a y a d u l t n a t i v e s p e a k e r s of the l a n g u a g e use the l anguage. It

Ls b e l i e v e d that s u c h d i f f e r e n c e s m a y c r e a t e i n t e r e s t for a v a r i e t y of reaso n s . In the f i rst p l a c e c o m e s i n t e r e s t s of th o s e w h o s t u d y l a n g u a g e for its own sake. The s t u d y of human l a n g u a g e s e e m s to be the m o s t f r u i t f u l way or d i s c o v e r i n g w h a t c o n s t i t u t e s i n t e l l i g e n c e .

Wlien we o b s e r v e how c h i l d r e n a c q u i r e a l a nguage, we

can u n d e r s t a n d that s o m e of the n o t i o n s a b o u t a d u l t l a n g u a g e a c q u i s i t i o n hav e c o m e from this o b s e r v a t i o n . By c o m p a r i n g c h i l d r e n ' s s p e e c h w i t h a d u l t s p e e c h and trying to a c c o u n t

for the d i f f e r e n c e s , p s y c h o l i n g u i s t s ha v e been a b l e to

specu l.at’.a about the nature of I'.lie menta l processes! that sjeem 1,0 be involved in i.aru;iuage. Since the goa.l of a language onu rs;e is: IC' lead the learrifir toward fidult uses of the new .language, differences between the way the lesirner and

the native speakers speak the language have beejri studied in t i1e ii u p e t h a (:. irie 1; lio d s o i:’ o v e r c o in i n g these d i f f i c u 11 i e s

m i g 111 i:;ie d e v i s e d ( R i c hards, J.9 74 ,) .

2. LiTb’RATURE REVIEW ERRORS

Errors are a part of teaching. Errors are inevitable. In Kra.shen s view (1992), errors are the flawed side

of the learner Ч: speech or wri ting. They are those parts of conversation or composition that deviate from some .seJecteiJ norm of mature language performance.

IJn fi..irtunately, some of us may confuse errors wi th mistakes. Errors are systematic because the learner

believes that what the learner says or writes is correct. They a Iviays make the ssame error .such as "They goes." This type of error is made because of the lack of knowledge i'eople cannot learn a language without committing errors.

bul.ay, Burt and Krashen (1982) claim that studying learners' errors serves two major purposes:

1. it provides data from which inferences about the nature of the language learning process can be mad e ;

2 . i t i n d i c a 1. e .s t о t. e a c fi e r s a n d c u r r i.c u 1 u m developers which part ot the target language learners have

most dii'flouity producing correctly and which error types detract most from a learner's ability to

c o m m n ri i.c n t e e 11 e c t i. v e .1 y .

I N T K A L l N a i l A L K R K O H S

J n i-.ral ingua 1 errors are the sort of errors we might expect iroin any learner learning English as a second

language. These types of errors are systematic in language use. They are the sort of mistakes which persist from

iveek to week and whioli recur from one year to the next w.ith any group of learners.

An exajiiple taken from Ersoz's study (1966) such as the following can be given such as:

Dog eat it.

in this sentence there are two considerations which underline the interest in comparing second language

( i i 2 ) and lirsi, inngua,ge (LI) acquisition errors. The first deals witli facilitating L2 theoretical

development. Tlie large pool of Li research data may be applicable to L2 acquisition theory as well. The second consideration deiils with the role of first language when learning a second language. In case the second language learners make errors, we can hypothesize that mental mechanisms underlying; general language development come into piny , not the rules and structures of the ■ learner's native language.

ÜVl:. R G fl Ni: H AL. 1 ZA I 1 UN

In e r r o r s of ov6?rgenera I L Z a t ion le¿Jırnersi a p p l y i:he rules use d to p r o d u c e the r e g u l a r v e r b s to those

théit are i r r egu I ar'. U v e r g e n e r a 1 i 2 a t i on is ge n e r a l ly c o n s i d e r e d as the use of p r e v i o u s l y a v a i l a b l e s t r a t e g i e s

in n e n si tuat .Lor-is - Borne of t h e s e s t r a t e g i e s he l p us o r g a n i s e facts a b o u t the s e c o n d

language-Ü v e r g e n e r a l İ2¿^tion inc ludes ins>t a n c e s w h e r e the le¿irner c r e a t e s a d e v i a n t s t r u c t u r e on the b a s i s of his e x p e r j e n c e of other s t r u c t u r e s in the s e c o n d l a n g uage.

An e x a m p l e taken from R i c h a r d ' s s t u d y (1974) s u c h ris 1 Luf follc^w.mg can be given:

\.w the fi r s t part of the a r t i c l e the a u t h o r QjLye us r e a s o n s for' inveistment in i n a c c e s s i b l e r e g i o n s .

W i t h t h e? o m i s s i o n o f t h e t h i r d p e r s o n - s. »

(iv(?rgener a I1 za\ t ion r e m o v e s the? n e c e s s i ty for c o n c o r d , tlius r e l i e v i n g tiie learner of c o n s i d e r a b l e e f f o r t

i;i)uJay, LJurt and Kra*3hen, 1982). As all the cjrammatical p e r s o n s take no e n d i n g e x c e p t the third p e r s o n singular“ in p r e s e n t tense, l e a r n e r s may o m i t "S in the third p e r s o n s i n g u l a r be?cause of the h e a v y p r e s s u r e of all o I fier e?nd ing 1 ess f o r m s

-iUNGRiiNi:!- Gh R U L E Rf£B I R 1 CT 1 DNS

R u l e restrict.ion er'rors are g e n e r a l l y c o n s i d e r e d that tlie learner w h o e n c o u n t e r s the p a r t i c u l a r ~s e n d i n g for the tiurcl p e r s o n s i n g u l a r a t t e m p t s to u s e it w i t h o t h e r s u b j e c t s s u c h as the f o l l o w i n g :

She ciskB her to do it. They a s k s her to do it.

This type of e r r o r can al s o be c o n s i d e r e d as

(.)V e r g e n t? r" a I i z a t i о n i n 111a t 11 л e lea r n e r* s a |.)p) 1 у t li e i" u 1 e s for a p a r t i c u l a r personal p)ronoun to o t h e r s .

1 N C G M P L E ТЕ APF-M.. 1 CA Г 1 GN OF RUI..ES

in incoinplete app 1 iciition of rules, the learne?r u s e s a s t a t e m e n t form as a q u e s t i o n . He? may o m i t o n e of

tl «e tr ans t o r m a t: ions in a se.?ries he? may add a q u e s t i o n

Hor d to thie state?mef'it form. Ые m ay c o n s i d e r r e d u n d a n c y as c)ri c* X I:j I a n a t cjr у i a c t о r* .

lypical intral i ngua J eerrors taken from stud e n t s ' s t u d i e s can be see n in the f o l l o w i n g figures:

t -Y fe- ..‘1 У?!Ш. The s e n t e n c e is o c c u r s ... lie IS s p e a k s E n g l i s h . We are hofie... ... Y · ii^L'lGnn„..iQГ.1П I'le d o e s n o t h a s ... ihey do not s p e a k s ... · _{!^..Q:?_ri_q .§.f_}te r. _inod a.2 _^ у e

Glie c a n n o t goes, ihey may not comes.

^ir!? ‘a ' t .XРГ1

He a l w a y talk a lot.

She speak G e r m a n as well.

I igure 1. Errors in tlie production of verb groups

L. Qmi,Kai..Qii.or "do" l·Iow ;j t. .1 o o k s 1 ;i. k e ?

11 o vj y o1,1 say i t in E n g .1 i.s li ? How much ;i. I. c o s 1. s ?

How long it takes?

• · HLJCijng.J :Q

r

m ..afi...a u x ilia rjf_ ^ .._ Q .r-H .ro n ^ f o r m a f t e r

aux i J..iar.y.

Do he go there?

Do he comes from Samsun? Do she ]ikea you?

Figure 2. Errors in the use of.' questions

IM'rERI.,IHGUAL ERRORS

i ri ter 1 anguage errors of syntax and morphology occur ill tiie verlia) pertormance of L2 learners. In ter language is the transmission stage to proceed .from one language ttj anotlier language. The learner is always developing rules to go from one step to another. As Krashen (1981) stal.es l,h.is process is the same in all languages.

Tlie teacher teaches "s" ending for the third

person singular but the learner makes the same mistake during the learning process by using "s" ending for all persons .suci) as "I goes".

To comprehend the inter language we should look at the to 1 lowing cliar t :

Q._.i.ntDX.Laagua£fi.> hi ijii.e.r..langLLag.e_^ h2

In ter language is a transmission from one into ano the i? .

L'KRFuKMANCli liKROHS

I^-jrtormance errors are non-systematic. The learner makes errors during the speecii process while the learner

is loonsing on the message. Performance errors occur when the learners are hurried. This type of error is related to memory limitations ratlier than to competence. An example taken trom students' studies suoii as the following can b e g i. ven :

“Ayse clean her bag on Sundays. She cleans her table on Sundays, too."

Here, the learners are aware of the mistake and during the speech process they correct it.

COHPETEMCl!: EHUÜkS

Comr^etenoe errors are systematic. The learners think tliat wiiat they are saying is correct. They do the same error everyl.ime because they learn it how they perform. This type oL error occurs because of the lack of knowledge of

tlift learner. An example such a.s the following can be g i v e n :

The teacher teaches present tense ending "--s" for the tliird person singular and the learner uses i t with ejvery personal pronoun s\ich as "they likes."

I.)K V1.·;L 0 P M h' N 'i'A L \iR R(.) R S

DeVR iopinen ta 1 errors are the errors seen in 1^2. These errors disappear during the learning process. The sources of errors the learners make are the same. The students correct themselves during the learning P r o c e s j:: .

An example l.aken from the data collected by Du lay, Burt, and Krashen (1962) such as the following can be g iveri :

He no bite you

Llt'luUJlB'l'lC CLAS.SII-1CATI0N OF ERRORS

uil I SS LOM

Omission errors occur in the case of the absence oI; an item th<at must appear in a well-formed utterance.

' T o r i i c n t morphemes constitute the structure of a meaningful sentence. Grammatical morphemes also play an important role

in conveying the meaning of a sentence. Second language learners sometimes omit these morphemes.

A good exsuople taken from students' studies such as 111e f o I .1 o win g c a n b e g i v e n :

Mary ask her brother for permis.sion to go out.

(.'mission errors are similar to overgeneraiization error.s in 1.hat tlie learners omit the "-s" ending to be 1.1 s e d w i. t, h t, 11e main v e r b s .

umis.siou cd' content words is not as common in

s e q u e n t i a l L2 a c q u i s i t i o n wt-шге the l e a rner is o l d e r

and fnor-0 c o g n i t e v e l y ma t u r e . it o m i s s i o n of c o n t e n t w o r d s o c c u r s becausEi of lack of v o c a b u l a r y and learnerso u s u a l l y

indicate their awar“e n e s s of the m i s s i n g c o n s t i tuti?n t .

ЙОГИ T i UNb

A d d i t i o n error are jus t the o p p o s i t e of o m i s s i o n .

They o c c u r in tlie cast? of tlie p r e s e n c e of an item that mus t not a p p e a r in a w e l l - f o r m e d utterance?. They u s u a l l y

o c c u r in the later s t a g e s of L.2 a c q u i s i t i o n w h e n the learner has a]r6?ady a c q u i r e d somG? targejt l a n g u a g e rules.

A d d i t .1.о I I sb h a v e t w о types: 1 . D о u t.j 1 Ei i'\a r' к i n g

Two items r a t h e r than o n e are m a r k e d for the sa m e f6?ature sucfi as:

All doEis not c l e a n s his car eve?ry day. 2. h e g u 1 a riz a t i on

L e a r n e r s try to a p p l y the ru l e s used to p r o d u c e the? r e g u l a r o n e s to tliose that are i r‘ r e g и 1 a r s u c: 11 ¿i s 111e? foil о w i. n g :

U i u i d r e n g o e s to sch o o l e v e r y day.

I'l ] sr- ( JHMA Г I ON

his format ion e r r o r s o c c u r in the c a s e of w r o n g form о L I he m o r p h e m e or s t r u c t u r e . Tlie l e a r n e r s a re n o t a w a r e of tl'Cil they are u s i n g incorrt?ct f o r m of the v e r b s u c h as tfie f о I 1 o w i n g :

f he? d o g s e a t s the c h i c k e n

M :i r; 1.·or m a L ;i o 11 hi a s t h r e e types: 1. ReiJu I a r i scat ion Errors

A regular marker is used in place of an irregular one, as in goed for

2. Archi--forms

Learners select one member of a class and supply it to represent others in the class.

An example can be given such as the following: 'ihat cat --- --- That cats

:l. A J t e r n a t: i n g F o r m s

As the learner's vocabulary and grammar grow, the use of nrchi-forms often gives way to the f a i r I y f r e e a 11 a m a t i on of various m e m b (3 r s o I:' a class with each other such as the following:

Those cats 'i h i. s cats

MlbORDHIilHG

Misordering occurs in the case of the incorrect placement of a morpheme or group of morphemes in an utterance. An example taken from Ersox's study (19b6) surdi as the following can be given:

He all. the time come late, all.Ihe.Lime, is misordered .

■■EKENCINd

In j: ei-enc irig is the means by which the learner forms hypothesis by attending to input. That is, in cases

whex'e; i.he appropi:· iate L2 I'ules cannot; be successbu J. ly derived by means of fransfer or o vergenera 1. i zat; ion of o X i s t; i n g i n I,o r I angu age 1<n ovi i edg"a , 1,11e 1 ea i:n e r w i 1.1 n e ed In induce fdift rule from t,he inpnl; ( till is, 1.985).

A good cxanipie of this transfer strategy is the model of tlQ_

No iiUe col a --- "Ho" i s overgerieralized . T h e 1'e a r e 1; lir e e t; y p e s o f i n f e r e n c i n g :

J . i..[LL..rfl.I-i.riii.UiU.

i.ntralingnaJ. inferencing involves a process

similar l;o that of pattern analysis of formulaic speech, the difference being that in this case the learner operates on external L2 data rather than internal 1j2 data. It is the result of intake ana ly s i s .

HXtra.1 ir 1gua 1 inferencing is one of the inost powerful devices available to the learner for building hypothesis from external input. It consist;?; of paying attention to features of

the physical environment and using these to make L2 input comprehensible.

-

II y p Q jfti £? s.i..a....Ti3K ting.

Learners make errors in order to test out hypothesif; about the 1,2 rule system.

I IyP U I H E Ü iS IES 11 MG A N D ITS R O L E IN L2 A C Q U Í S I T Í Ü N

I J e a r n e r bui Ids up his k n o w l e d g e of his t arget language by m e a n s of h y p o t h e s i s testing. The l e a r n e r ' s task is tluit of c o n n e c t i n g his k n o w l e d g e of basic

()r amm.a 1: ic;¿i 1 reía I. it.jns to the s u r f a c e s tr"uc ture of s e n t e n c e s in ll*ie? l a n g u a g e the learne?r is using.

The c o n c e p t of h y p o t h e s i s testing is u s e d to e x p l a i n how the L2 le a r n e r progre?sses al o n g the i n t e r 1 angu¿age c o n t i n u u m . L2 1 earru3rs m a k e e r r o r s in o r d e r to test out c e r t a i n hyp:)othese?s a b o u t the n a t u r e of the language? they are learning (Ellis, 198b).

For ex¿;imp ) e? ; The leength of learners' u t t e r a n c e s g r a d u a l l y i n c r e a s e s .

No l o o k — d o n ' t look (in a sen t e n c e )

2. K n o w l e d g e of g r a m m a t i c a i s y s t e m is b u i l t up in steps. For e x a m p l e ,

the learner c a n n o t learn the u s e of "~'ing" and “d o 0 d o e s " at the s a m e time but in s e q u e n c e .

E O N T R A G I 19E A N A L V S IG

t:on t.r as t i ve:e s t u d i e s a re r e c o g n i z e d as an i m p o r t a n t ))ar t o f rorei gn 1 cinguage t e a c h i n g methodcj 1 o g y . the aim

IS 1o d i s c o v e r and p r e d i c t le?arning d i f f icu 1 t ieso by cD/npar ing tlie n a t i v e langucjge witli a f o r e i g n language. Lon t r as t ;i ve? ¿analysis w as developeîd in o r d e r to identify)

the areas of difficulty in learning L2. This was founded on the belief that it was possible, by establishing

the linquistic differences between the learners Ll and L2, to predict what problems the learner of a particular L2 would face (Ellis, 1985).

As Ellis (1985) notes, contrastive analysis has both a psychological aspect and a linqui.stic aspect.

1 - t(s.yQ.ho..lQg:ic,a.l-..A.SELe.c.ii

The psychological aspect exists in a strong and a w e ak fo rm. The' strong form claims that all L2 errors can be predicted by identifying the differences between the target language and

t I'ie 1 e a r n e r ' s f i r s t language.

The weak form claims only to be diagnostic. Contrastive analysis can be used to identify which areas are the result of interference. The weak form claims a less powerful role for

the LI than the strong form of the hypothesis.

A comparison of two languages can be carried out using any of several different models of grammar.

Ideally contrastive analysis needs to be based on universal categories which differ in the way they are 1inquistically realized from one language to another.

EACTOkS THAT CAUSE ERRORS

There are two important factors related with

"conscious learning" and "subconscious learning." Krashen (1981) mentions "aptitude" and "attitude," both of which are related to adult second language achiivement, but are not related to each other. It has been hypothesised that aspects of aptitude directly

relate to "learning" whereas attitudinal factors relate 1.0 " acqu i s i I. ion . "

Regarding the distinction between "aptitude" and "attitude," Krashen (1981) says that aptitude and attitude are statistically independent, because they relate to very different and independent parts of the language perftjrmance and internalization model.

INTERNAL· FACTORS

The foreign language learner has two types of knowledge of the second language: declarative and procedural. Declarative knowledge consists of

internalized 1,2 rules and memorized chunks of language. Procedural knowledge is "knowing how" ; it consists of

the strategies and procedures employed by the learner to process 1,2 data for use and acquisition (Ellis, 1985). It can be subdivided into two parts such as social processes and cognitive processes. The social component comprises the behavioral strategies used by the learner to manage interactional opportunities. The cognitive component comprises the various mental

processes involved in internalizing and automatizing new L2 knowledge and in using L2 knowledge in onjuction

with other knowledge to comminucate in the L 2 .

The process involves both learning and using L 2 . Learning accounts for how the<learner accumulates new L2 rules and simplifies through the use of existing knoviledge. P'roduction and reception processes have devices for using existing resources automatically. Communication strategies have devices for compensating for inadequate resources. Communication strategies are the result of an initial failure to implement a

production plan. Thus, language use is charactarized by both production and reception strategies.

According to Kills (1985) internal factors stand for the following:

1 . E c i,o iu la .i.c ...S .R S .a a .h

This speech occurs in the early stages of

development in the learner in naturalistic SLA. Here, we have pattern memorization and pattern

imitation.

2. .G.r..eaLi.Y_e..iip_a£.c.li

This speech is the product of L2 rules. In creative speech we distinquish two basic and related processes such as:

A .

(lypo.,th.e.si,s_..F.£!..r.in.a.tiQa

This formation is formed three ways: 1. prior linquisti.c knowledge

2. inducing new rules from input data 3. combination of these two

Simplification and inferencing are the

learning strategies in hypothesis formation. B . lJ.yi2ft!;he.s.ia..Xe_s.L.liie·.

The learner makes use of hypothesis testing

as part of the process of communication. It can take place consciously and subconsciously.

In Vanci's (1987) point of view, in production strategies, vie have a hierarchical process involving a

planning, an articulation, and a motor programme. Semantic and linqui,stic simplifications are minimal strategies used ho facilitate easy and effective use of the L2 system.

In communication strategies, the strategies are used by L2 learners and native speakers when they are faced by a production problem. They consist of substitute plans and are potentially conscious.

PEHSOMALITY

It is believed by contamporary linquists that there are certain personality characteristics which are helpful or detrimental to successful language learning. In

psychology, personality has been explored in terms of personeil traits which in aggregate are said to constitute the personality of an individual.

In general the personality of an individual can be considered as extraversión and intraversión. One of the ideas on extraversión and intraversión is that extraverted learners learn more rapidly and are more successful than intraverted learners (Ellis, 1985).

It haíis beei-i o b s e r v e d that e.?x t r¿iver ted l e a r n e r s find i. 1: e a s i e r to m a k e ciontact w i t h o t h e r u s e r s of the L2 and l:h(=M'etcjre o b t a i n íTíore? input. K r a s h e n (1981), for exainple, a r g u e s tiiat an o u t g o i n g p e r s o n a l i t y may

con t r

i 1:

m i te

t o

" acciu i s i t i on . The? c l a s s r o o m l e a r n e r may cl I so bene? 1 i t f rom being ex traver ted by get ting m o r e I ·r ¿1c: i. ice in u s ;i. i^ g i.. 2 .

l a J. ka ti vene?ss and r e s p o n s i v e n e s s a r e the m o s t

i m p o r t a n t f a c t o r s of l a n g u a g e d e v e l o p m e n t , for e x a m p l e , to s t r u c t u r a l k n o w l e d g e , play v o c a b u l a r y , and

p r o n u n c1 atJonp But it is not o n l y social s k i l l s w h i c h eriable learners to o b t a i n m o r e in p u t be?cause of the ¿lililí ty to m a k e m o r e a c t i v e use? of language. W h a t (. o Li I'I L s a r e t li a s e? e r s a n a I i t y t r i a t s that c o n t r o 1 the q u a l i t y of in te?r*ac: t i on in 1,2 r a t h e r than the q u a n t i t y of input (Vanci,

19B/)-ihlfNING ÍIIEÜRY

iwo d i f f e r e n t v i e w s on this t h e o r y are the? f o l l o w i n g : b . J. . _t h e o r y

Ne-Mi la lists cJ¿iim that we s h o u l d p r o v i d e the

a c t i v e con tri bu tioii of the learners and m i n i m i z e tlie lííipor tance? of i m i t a t i o n and re? in f o r c e m e n t . I he ie:?arner 's k n o w l e d g e of his m o t h e r t o n g u e is deprived from unive?rsal grammeir.

riu? u n i v e r s a l g r a m m a r e x i s t s as a set of i n n a t e l i n g u i s t i c jDrinci pies w h i c h c o m p r i s e the? "initial s t a t e . " The a c q u i s i t i o n d e v i c e w h i c h c o n s i s t s of

universal grammar, to work, allows the learner to access to primary linquistic data.

Tli6i acquisition device is responsible for a grammar of a particular language.

This theory deals with "Habits", "Errors", and "Transfer" or "Interference" which are seen in LI learners learning L 2 .

Habits come about as a result of the association of a particular response to a particular stimulus. Behaviorist psychologists attribute two important characteristics to habits:

1. Observable 2. Automatic

Errors come from negative transfer from LI into L 2 . The notion of interference has a central place in behaviorist accounts of SLA. In the case of simi1iarities of two

languages it is a positive transfer; in the case of

differences it is a negative transfer. An error is likely to arise in L2 because the learner will transfer the

realization device from his LI into L2. An example can be given as follows:

"J' ai froid" "I have a cold" (NEGATIVE TRANSFER)

In.

..Q.e.r.iu

an.

Ln_Eng-L,iah.

"Ioh bin calt" "I am cold" (POSITIVE TRANSFER)

3. IMPLICATIONS FOR TEACHERS

The first thing the foreign language teachers should oonsider is that they should know their students well. Tlie teachers should be aware of their learners' needs and interests in order, to make the learning effective.

Our specific problem area covers the ways of talking about pre.serit events, actions and activities. When

acl.ions are to be put in present situatio.n, present tense must be used. Thus, learners should often

practice the related tense in order to be familiar with the form and the use of tense as well.

The teachers should know that errors are a part of teaching according to contemporary linquists. As Chomsky (1978) says that errors are inevitable. He says that in the case of iLSL.ja.ia.tAke., there will be n,Q-JL,s,arning.

Errors are useful for teachers to understand the nature of the learning process and it indicates in which part of tiie second language learners have

difficulty. We use errors to refer to any deviation in

1.2 .

Üne of the ways to overcome errors is to reward learners during the learning process. We can do it by giving them concrete reinforcement or we can reward

them liy using such positive words as "Good” , "Nice", and "Excelent."

Three basic rules of the procedure to help learners

u.‘5e

the language effectively are

1. We must try to bring the,target culture into the classroom,

2. We should not tell that "That is definitely w r o n g '"

3. We must take such variations into consideration as dialects.

RESULTS OF THE QUESTIONNAIRE

There are two different views on correction of this type of error such as the following:

A. Correction is necessary

1. Approximately 87% of the teachers claim that correction should be through practice. Those teachers suggest that we use oral and written practice during the learning process. This can be realized through a variety of exercises such as repetition, problem-solving activities and abundant drills.

2. Approximately 33% of the teachers claim that correction should be through an explanation of the rule. Those teachers suggest that we write the example sentence on the board and explain the rule to the learners. The explanation can, if necessary, be in Turkish. They suggest

d.ir.ect■ .QiL_indlx-e.e-t or ûraI_£LX_Hxüi.fiJi types of explanation during learning process.

B. Correction is not necessary

1. Approximately 13% of the teachers claim that

correction is not necessary.* That is, learners can correct their errors themselves during

the learning process. This can be realized

through self-correction and a long time process. Most of the five-year and less experienced teachers

claim that correction should be through practice and explanation vihereas two of the six-year experienced teachers claim that there should be no correction if tlift errfir is of performance.

I have assumed that this specific problem area is one of the €.;rrors these 15 teachers of English often run

across in their teaching. This problem area is usually seen in speech and writing performances. ^/In the speech process, the common view of teachers is that learners make this type of error unconsciously. The teachers help the learners by repeating the same sentence but stressing more on the "'-s'' ending so that students can understand that they should have used it with the related verb.

An example such as the following can be given: Salih (student); Ali want to go to Istanbul. Teacher: Salih, Ali wants to go to Istanbul. Salih: Ali wants to go to Istanbul.

(After the feedback the student corrects it)

In the second process, learners make errors in the writing process. After the exams most of the teachers suggest giving exam papers of the students back so that

ttie st.udents can see their errors to be aware of them. Then, the teacher should write soma example sentences on

Thie:?n ^ the? t e a c h e r shcould w r i t e s o m e e x a m p l e s e n t e n c e s on the board to m a k e s t u d e n t s a w a r e of the rul e to use

tlie '‘s" e n d i n g o n l y for third p e r s o n s i n g u l a r in the

prEisent lEinse- To do this, the c o m m o n v i e w of t e a c h e r s is to have m o r e e x e r c i s e s in the c l a s s r o o m - In a n o t h e r words, the s t u d e n t s s h o u l d be givE?n m o r e o p p o r tun i t ies to

pr ¿ic: t ic e .

F^ole.play and problemi s o l v i n g a c t i v i t i e s are the best kind (j C a c t i v i t i e s to be held in the c l a s s r o o m s i t u a t i o n .

We c: aii d r¿i w num be r o f c on c 1 us i on s f rorti t he ari a 1 ys i s of d a t a o b t a i n e d by the q u e s t i o n n a i r e g i v e n to 15 d i f f e r e n t

t e a c h e r s of tingiisli at d i f f e r e n t u n i v e r s i t i e s in Turkey. I he survey, first, will have a c o n s i d e r a b l e v a l u e for t e a c h e r s of E n g l i s h as the i n v e s t i g a t i o n s h e d s light on the s p e c i f i c p r o b l e m area. We have no d o u b t that this s p e c i f i c p r o b l e m arG?a n e e d s to be taken into c o n s i d e r a t i o n by E n g l i s h teachers.

S€:?cond, the s u r v e y a c c o u n t s for s o m e a s p e c t s associate-d w i t h the a t t i t u d e s of a d u l t l e a r n e r s

t'.owar'ds j,Barnijng EC1Q..L1 > the t e a c h e r , ¿h§L_dQ.£iJH9.d..s VI sua 1 a ids , e x br; c i s e s , h o m e w o rk , and tex tbo o k s .

F i n a l l y , the? o u t c o m e of the i n v e s t i g a t i o n has

j u s t i f i e d o u r p r e d i c t i o n s a b o u t the t e a c h i n g s t y l e and use of techniquE?s to o v e r c o m e this s p e c i f i c p r o b l e m area.

i l l u s t r a t e s the r e s u l t s of the q u e s t i o n n a i r e g i v e n to tlie t e a c h e r s of E n g l i s h at d i f f e r e n t

un i ver si ties in T u r k e y .

DATA PRESEHTATIOM

Years of experience

_{Types of exercises for correction}

Teachers 1-5

6-10 ll-Over correction is necessarv no correction

practice

b u t

n n t Prac.ttC<L· S>>xLf- CorrnL^^iOn

A

K"

_k

-B

k"

k

C

k~

y~

D

k-

k '

k

E

V

-F

k -

k~

k ^

G

k-H

_k

1

y -

y~

k~

J

y~

K

_{k -}

k -

*

L

_v~

_k

M

k -

_{. k "}

_k

fJ

k~

k

0

_k

TOTAL

11

₃

1

₁₃

₅

2

Table 1 : Data presentation

THE ROLE OF INPUT AND INTERACTION IN THE CLASSROOM SETTING Input and interaction in the classroom setting are likely to be different from what is in a natural

setting. There is often a general assumption that

natural and classroom setting's differ particularly when the classroom environment involves the form of teaching of L2.

The comparison between the classroom and natural setting as sources of input for SLA depends on the

frequency of different types of interaction which occur in each setting. In particular, it depends on the type of educational setting in which the L2 learners find themselves.

Input and interaction in classrooms have been investigated by means of interaction analysis, the study of teacher talk, and discourse analysis.

Interaction analysis sheds little light on input and interaction in classrooms from the perspective of SLA. In teacher talk studies the same modifications occur. Discourse analysis shows that many classroom interactions follow IRF (initiate-response-feedback) which restricts the opportunity to negotiate meaning.

Considerable differences between natural and

classroom settings arise when the focus is on form in language lessons. These differences are not absolute; they vary in degree according to the type of classroom and also the types of teaching (Ellis, 1985). Learner- centered teaching can lead to examples of interaction

similar to those found in natural settings.

THCHMTQUES

The aim of this .study is to explore the degree to which aAOoepted techniques of correction may contribute

to poor aludent performanoe and suggest modifications о f c u r r e r 11 p r a c t i c 8 s .

Current teaching practices are based largely on the assumption that children learn languages by repetition and that this process can be produced in the olassroom tliroug'h repetitions of dialogs and patern drill.

]’ strongly believe that the view in second language teaching is almost the repetition that is considered as

the most important component in the second language learning.

Holley and King (1965) state in their article that Cazden followed the verbal development of two groups of lower class Negro children, each of which received different verbal support from adult teachers. In one group the teacher consistently expanded (thereby

correcting) the children's utterances; in the other tlie teachesr consistently modeled new structures for the children. The second group progressed more rapidly.

In attempting to analyze whether there is a general pattern or correction procedure involved, we adduce the

following features (Holley and King, 1974):

2. Student responses deemed incorrect by the instructor are cut off before completion; frequently in mid-sentence.

Dulay, Burt and Krashen (1982) suggest that after the initial silent phase most of the classroom time should be devoted to communicative activities. This means that when a learner is producing language or attending to what a classmate is saying, that language sample functions as input which can be used to reinforce.

Teachers of English should provide opportunities for their learners to assist one another and to experiment what they know about the structure of the new language.

The below mechanical drills should be used to emphasize the use of "s" ending for the third person singular.

One of the ways of overcoming the specific problem area is the use of "if clauses." According to Ersoz (1986), we have two different and at the same time effective types of "if clauses" to do so.

It is a semi-controlled exercise. This type of exercise guides the learners to find, the correct tense

for the condition by the help of prompts. The learners are required to fill in the blanks in present tense

according to the clues given such as "if s h e ... . I ... "

1. I f ... today, I ... 2. S h e ... if t h e y ... today.

t e a c h e r ,

h i m . 3 . If he ... n o w , h e ...

4. If s h e ... him, s h e ...

5. If t h e y ...Ayse, t h e y ... This type of exercise will be most effective and useful if it is applied as pair work study.

. Snow-balling

First the teacher should divide the class into two groups. The teacher should write the sentences which

indicate the situation on slips of paper. Then teacher gives them to each group. Each group makes "if

clauses" linkink each paper according to the situation which should follow each other; time is limited. The teacher should point out the sentences which will be used as conditional ones by the letter (I).

Ali does not have a cycle. I: Ahmet has a cycle.

Ahmet rides to the school. I; Ahmet rides to the school.

Ahmet visits his math teacher. I: Ahmet visits his math teacher.

Ahmet wants to learn his grades. I: Ahmet wants to learn his grades.

He learns whether he succeeds or not. I: He learns whether he sucdeeds or not.

He learns that he fails. I: He learns that he fails.

His father gets angry with him and never gives him

money a g a i n .

Here, the aim is to have students practice the present tense through the use of "if clauses." The first group is expected to start the conversation by using the first sentence above "Ahmet does not have a cycle" and

the second group is required to put the second sentence in "if clause" type to respond and the conversation goes on to the end like this.

C . R.ep.e..t i t i on

The teacher asks students to repeat the answer given by another student in the classroom. This type of exercise should be doiiti kli(i

mastered the verb "want" and the structure of "S + "want to do something + ...."

T ; Ali, what do you want to do now? A: I want to go to Istanbul.

T: Ali wants to go to Istanbul.

(pointing to Ali and asking students to repeat after him)

This type can also be done in groups of three

learners by creating the same situation above. One of the learners plays the role of the teacher to direct the other learners and the other learners

play their own roles. To do this, the student teacher should be given the situations they are expected to perform before the activity begins. The situations

can be given on a sheet of paper. The student teacher is asked to start the activity as follows:

ST: Ahmet, what do you want to be? Ahmet: I want to be a teacher.

ST: Ahmet wants to be a doctor.

(pointing to Ahmet and asking the other student to repeat after him)

* All three students play the role of teacher in turn. So, they will act as a teacher starting the activity and the role of the student who is d i r e c t e d .

Another type for the same activity is that the

teacher asks one of the learners general questions and directs another to follow such as:

T: What do you want to be, Aysegul? Aysegul: I want to be a doctor.

T: Kerim, what does Aysegul want to be? Kerim: Aysegul wants to be a doctor.

T: Thank you.

The same situation is repeated among three learners, one playing the role of the teacher again. The

learners are given the situations on a sheet of paper beforehand and they are asked to start the activity. 'I'he one who plays the role of teacher is expected to start the activity and the others are expected to

follow the activity. Each learner is given their cards such as the following:

Ask What do you want to be, X? A) Role : The t eac her

A.£lL_2

Role : The student Respond: I want to be

B) Role : The teacher

Ask : What does X want to be?

(pointing to X and asking another student to answer)

M L - i

Role : The student ( the third) Respond : X wants to b e ...

D)

The most suitable way to distinquish the use of Uq. as a verb in a sentence is that the teacher should divide

the class into pairs. Each pair should be given a list of sentences. The sentences include the main verb D O . They are asked to put the sentence into negative and question forms. During this process, the learners can be aware of both the.-jaa^ia.·verb DO and the helping verb DO . The sentences can be as follows:

1. He likes to drink beer.

2. She cornes late e v e rday.

3. We do the exerciises in the1 class. 4 . Ayse studies at h o m e .

5 . They do homewor•k eveyday. 6. Ali works here.

7 . Ahmet does the house work a l o n e . 8 . Ali c leans his car every morning. 9. They listen to the radio.

10 . Ayse does the c leaning at h o m e . He re, the learners are expected to pu

first into negative and then question form in order to practice the use of HQ. The aim is to improve the student's ability to use DÛ as a helping verb with the main verb DOMDOES in the sentences such as " Ayse does the cleaning at home."

The last technique will be using a chart in which the learners are required to fill in the Subiect part of a sentence by using the members of the family. If a person in the family does a certain job at home, the

learner is required to write his name in the section of Hajtib.ers of the family?

J.Q&2.

cleans the house, makes the beds, cleans your room,

looks after the baby,

looks after the animal, prepares breakfast, cooks dinner, washes dishes, washes clothes, does repairs.

... pays the bills.

paints the house.

... ... decorates the house.

... waters the flowers.

... cuts the grass.

The learners are required to exohanoe oharUa with a partner and use information on the new chart to write a paragraph. Learners are asked to begin with a sentence that makes a generalization about the details on the chart such as the following:

Arif's mother does the most of the household jobs.

4. CONCLUSION

This study has shown that knowing the types and causes of errors may be of considerable use to the teacher in analyzing his instruction and students' inter language and to be able to explain why certain errors occur and how the teacher can overcome them. We should keep in mind that native speakers also make errors in their speech.

We, as teachers of English, can get clues about what

haf3

already been learnt and what remains to be learnt through the use of error analysis. Error analysis

g'ives clues about the effectiveness of teaching English tlirough some materials such as audio-visual aids,

textbooks, and the syllabus.

On the other hand, error analysis has the value of forming a basis for error correction. In the case that learners are not able to recognize their errors, error analysis helps the learners discover the function of the forms of the target language. The most crucial point is that teachers must tolerate most of the errors during communicative practice if the error does not

break down the communication.

The classroom teacher will have a systematic

evaluation of the language learners' difficulties and valuable insights about the language learning process

by means of error analysis.

We should point out that Turkish learners learning English are not aware of the rules of the target

language. They cannot master the target language rules easily. To do this, they need' a long time to acquire those rules. More exercises are needed. They should often use the language to practice the rules of the target language.

We, as teachers of English, should carefully apply different techniques and approaches which are

appropriate to the learners' learning style.

As Lombardo (1985) states, error correction is an

integi'al part of the teacher's role in the classroom setting. The real issue is to know when and how it is to be accomplished. She claims that errors should be treated as a normal part of learning and even welcomed as an opportunity to grow one's understanding of the language, then learners are able to have a positive

experience toward the target language. The most crucial point is that teachers of English must tolerate most of

the errors if the error does not break down tlie communication.

o .

REFERENCES

C)-i

o

ttis

Iv

y , N.

(1978).

S.yril^iiiLLa_S-tJt-iie.LiLiifi.a.

Paris:

Mouton Publishers.

Analysi s . California: Stanford University Press.

Du Jay, H., Burt, M., & Krashen, D.S. (1982). Language T w o . Oxford: Oxford University Press. Eckmau, F. R., Bell, L.H., & Nelson, D. (1984).

lJ.rLİУii!J.Laa.JJL_ML·íieií.^n£i._Il·aagIIaLg.e.

Acquisition. U.S.A. Newbury House

Publishers, Inc.

Eokman, F. R., & Hastings, A. J. (1979). Studies in

Eii:.aL-.aa.cL S ^

g

ojid—La-ri^uagg..

U. S. A.

Newbury House Publishers, Inc.

E J. 1 i,s , R . ( 1985). Ujid..arsL.&Di:Jjjig...£-e-Qi3n,£i_Laiigiiag:e.

Acauisl-Liiia. London: Oxford University P r e s s .

Eric, W., & Gieitman, L. R. (1982). Lmi6.UJige.,Ae-aalalliin. London: Cambridge University Press.

E r s 0z , A . (1986).

EjLmz,

Ana.Ly.sla-jij2_jslJiaslfi-^ar.

Remedial.

A ■Jlja.a.t.ex_-C±ie-£iia. Gaz i University, A n k a r a .

E V e J y n , M . 11. ( 19 78). Seeimd.Jiaaguaga_AeauisiJLlea. U.S.A. Newbury House Publishers, Inc.

Holley, M., & King, J. K.. (1974)., Imitation and

Correction in Foreign Language Learning.

In Schumann,

J . H . and Sten.son , N. U . S . A . Newbury House Publishers, Inc.

Exeter: Wheaton Co Ltd.

Lombardo, L. (1985). An Analysis of Data on LI Acquisition. EQXUia, E3.C4), 7-11 Newton, A. C. (1979). Current Trends in Language

T e c li i n g . 1 n ;La.a.cliiiig..-£ng)l±aJi-ft s... a.-S.e.aQnii or._Fo reign Language. Eds. Oelce-Murcia, M. and McIntosh, L. U.S.A. Newbury House Publishers, Inc.

Oiler John W., Jr. ( 1973). EaKU£L_aa_tJiiiL..L!2.ai:njs.rLL Pa:.agiaaiiiii_Pji£sp-fi.iii-Ly.aa_f.£ix_tJ:ie.

. University of New Mexico; Mewtniry House Publishers, Inc.

P a 1 m e r , H . E . ( 1969). Tiia..pixini;jpi.l£ia_.af._Iiaiiguaga.TiiLt.udiir. · London; Oxford University Press.

Raimes, A. ( 1983). T_e_chrilci.uig.a--.iJ3.Jl&aahiiig— Wrailiiig.· London: Oxford University Press.

R i. o ha rd s , J . (1976). Uji.d&caicari.cllng..,,.S.»g Qond— an.d-.EQxa-lgil· LimEiia.gfi....LaaoLln.g,. U.S.A. N ewbu r y

House Publishers Inc.

R i V e r s , W . H . ( 1968). I.fiaG.liin.g..-l..ar,&ig.n_JL,an.guag£L_,S.kllls.. IJ. S . A . The University of Chicaco Press.

Schumann, J. H., & Stenson, N. ( 1975).

S-a.aQDi‘:L_L.an.g.Uja£e_Ji&axxuj:ig.. U . S . A . Niiwbury House Publishers, Inc.

Scorcella, R. C., & RrasheUi D. S. (1880). R£it.e.ai:iill in. S.LA- U.S.A. Newbury House Publishers, I n o .

Seliger, 11. W., & Long, M. H. ( 1983). fl]jiSSXQ.QJlL_Qr.ifiJlJlfiii

U.S.A. Newbury House Publishers, Inc. Vane i , I.). ( 1987). Exíltı.lsı1l&:....iUId„lll·£.£lJ2.uljLİs.a-...Qf^

IsaxihiJiSL_BriglisJi_LQ™£uxlLisJi_MiLLts.. A PhD Thesis. Hacettepe University, A n k a r a .

t o t h e TEACHER(S)

1. Name: S u r n a m e : T i 11 e : Date :

2. How long have you been teaching English to beginning level (adult) learners?

3. Is the misformulation of 's' ending for the third person singular one of the errors you often run across? If yes, how do you help overcome this problem? What kind of approaches or methods do you use or suggest for other teachers to help overcome this problem? Please explain below and on the back if necessary.

6.

APPENDIX: QUESTIONNAIRE

Thank you!

7. CLIRRiCUUIM VITAll

I was born in Samsun in 1964. After I completed my primary and secondary education in Samsun, I did my

undergraduate studies in the Department of English Language Teaching at the Faculty of Education,· Ondoltuzmayis

University in Samsun. I graduated with my B.A. in 1986. I worked as an English teacher at a private language school for one year. I have been working as a Research

Assistant at the Faculty of Science and Letters, Yuzuncu Yil University in Van since 1987.