“Tense errors in English among the English second language immigrant learners in America."

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Annotated Bibliography 2

Tense Errors in English Second Language

Budiharto, R. A. (2019). Native language interference on target language writings of Indonesian EFL students: An exploratory case study. Indonesian EFL Journal, 5(1), 107-116.

Authors argue that the native language influences the proficiency and quality of the students learning English as a second language. Using a mixed-method design, the authors examined 22 English essays written by EFL students of Indonesian origin. The results proved that the Indonesian language influenced the students writing quality, with lexicon-semantics and grammar constituting more significant and more recurrent errors in their writing.

The study used a scientific method to yield generalizable results that prove that the native language influences the English learning experience among immigrants. The study is essential in riveting that EFL students face English language proficiency problems and need assistance with teaching methodology and remedial to improve English language learning success. Compared with other studies, the standard errors of tenses in most immigrants are thus profitable in advising English teachers on the appropriate teaching tools.

Garrido, C. G., & Rosado Romero, C. (2012). Errors in the use of English tenses. Íkala, revista de lenguaje y cultura, 17(3), 285-296.

The authors investigate the tense errors made by first-year Spanish students learning to be EFL teachers at Universidad San Sebastián. The researchers used a hierarchy of complexity and explanation of students’ main errors design. They argue that after one year of formal instruction, English aspects and tense errors were common among the Spanish students learning EFL. The researchers identified the main problem as inaccurate matching of tenses and English aspects to correct contexts. A scientific statement stating strategy is used to convey the findings in this paper. Empirical data is displayed with statistical differences and significance used to illustrate the argument.

The authors reveal a high level of credibility. This is because they used a scientific, statistical data collection and analysis method. The tools used were credible, and the sample size was adequate. The findings are generalizable and present information on the critical issue of matching tenses and English aspects to their context as an area that requires close consideration in training English teachers as a second language. This is important in my study because it shows that learning the second language among immigrants faces context matching and tense use. The information will therefore help design a teaching methodology that will assist Spanish immigrants successively in learning English tenses and related aspects.

Mocciaro, E., & Young-Scholten, M. (2022). Why and How Grammar Matters for Post-puberty Immigrants with Limited Formal Schooling. In English and Students with Limited or Interrupted Formal Education (pp. 321-339). Springer, Cham.

Mocciaro and Young-Scholten (2022) argue that proficiency in English grammar helps students speak proficiently and respond to comprehensions adequately. Using a cross-linguistic comparison design, the authors established that learning a second language progresses through comparable stages of acquisition of morphosyntax. Misuse of tenses among immigrants receiving formal learning was natural and went as the learners proceeded to higher levels of education.

The research findings are credible. Mocciaro and Young-Scholten (2022) used a comparative study to compare the progressive learning of two languages using the scientific method. The sample size was adequate, and data was collected using reliable tools. This information opens my understanding of the widespread misuse of tenses among immigrants in the U.S. learning English as a second language. It is appropriate because it helps build adequate information on the need to understand errors in tenses among immigrants to help develop teaching programs that make English learning successful. It also supposed other authors' arguments about English language learning challenges and postulated strategies to help learners improve learning experiences in English.

Sukasame, N., Kantho, S., & Narrot, P. (2014). A study of errors in learning English grammatical structures on tenses of Matthayomsuksa 4 students at the demonstration school, Khonkaen University. Procedia-Social and Behavioral Sciences, 116, 1934-1939.

This research examined grammatical mistakes made by four Matthayom Suksa students while studying English tenses. 31Matthayom Suksa, four students from KhonKaen University's Demonstration School (Suksasart) participated in the study. Three types of a multiple-choice test, a table tracking each student's mistakes, and a survey Interviewing error-makers (Sukasame et al., 2014). The proportion of student mistakes was determined. The authors contend that Thai students struggle with tense selection. Although they can use all tenses easily, they are unsure about which tense to utilize in some circumstances. Many study articles have been written to assess Thai students' English competency. Notably, the results of various studies suggest that tense is the most challenging factor for Thai pupils to learn. The authors explain that "among all the seven tenses, error on Past Perfect was the most error that the students produced: it was 87.1%. This indicated that the students still have not acquired this tense” (Sukasame et al., 2014).

The study is valid. The authors employed questionnaires to study tenses among U.S. immigrants. The sample size was appropriate, and data was gathered and analyzed adequately. This helps me comprehend the frequent overuse of tenses among immigrants learning English in the U.S. Appropriate because it helps create knowledge on the need to comprehend tenses mistakes among immigrants to design English teaching programs. In addition, it assumed previous writers' ideas on English language learning obstacles and ways to assist learners in improving English.

Figueiredo, S. (2019). Competition strategies during writing in a second language: Age and levels of complexity. Languages, 4(1), 11.

The authors state that the research compared 99 Portuguese immigrant pupils ages 7 to 17 for writing performance. They were examined using a written essay in six areas to determine how maturity and language groups affect vocabulary, grammar, sociolinguistics, and strategy usage. (3) According to MacWhinney and Bates' competition model, older pupils submitted better essays. However, first language (L1) and parallel L1 teaching were confounders (Figueiredo, 2019). (4) Parallel instruction in L1 improved L2 writing, but only age-related changes will be explored. The authors continue their explanation by stating the unified competition model of MacWhinney and considering the influence of age and various cognitive strategies used by young and adult students when learning a second language. During the processing stage, the learner should make decisions and have ideas that constitute strategies.

The results from this research show less credibility. Hypotheses 1 and 2 were partly verified. Older people and L1-trained learners got more right responses on the L2 Portuguese writing exam, but only age was statistically significant. These statistics support the interdependence concept and MacWhinney's competition model. Not all writing tasks revealed significant differences between groups with simultaneous instruction, but age had a more significant effect. This study contradicts prior research that found home language teaching improves bilingual students' writing.

References

Budiharto, R. A. (2019). Native language interference on target language writings of Indonesian EFL students: An exploratory case study. Indonesian EFL Journal, 5(1), 107-116.

Figueiredo, S. (2019). Competition strategies during writing in a second language: Age and levels of complexity. Languages, 4(1), 11.

Garrido, C. G., & Rosado Romero, C. (2012). Errors in the use of English tenses. Íkala, revista de lenguaje y cultura, 17(3), 285-296.

Mocciaro, E., & Young-Scholten, M. (2022). Why and How Grammar Matters for Post-puberty Immigrants with Limited Formal Schooling. In English and Students with Limited or Interrupted Formal Education (pp. 321-339).

Sukasame, N., Kantho, S., & Narrot, P. (2014). A study of errors in learning English grammatical structures on tenses of Matthayomsuksa 4 students at the demonstration school, Khonkaen University. Procedia-Social and Behavioral Sciences, 116, 1934-1939.