The Problems of Use of Articles by Second language Learners
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The acquisition of English grammatical articles has been of considerable concern since early 1970s. However, English language learners. Especially, those whose first languages (L1) do not have the equivalent article systems, tend to have difficulty acquiring English articles (Ionin and Montrul 2010).
This study explored the problems of the use of English article by English language learners whose L1 has. Or does not have, the equivalence of English article system. The major use of the definite article ‘the’ was to demonstrate that the noun referred to a particular example of something (Richards and Platt 2002). According to (Yotsukura 2012) and (Palmer, 2013), there were two types of zero ‘article’.
Yotsukura found it necessary to separate two types of noun phrase (NP) occurring without visible articles. Which he defined as the zero forms. This is consistent with believe of (Palmer 2011), (Sinclair, 2009), (Chesterman, 2009), and (Master 2009). Who separated zero indefinite, with mass and plural and null definite, with singular proper nouns and some singular count nouns.
However, no unified theory of English articles was yet available (Chesterman, 2009). This complexity poses a number of challenges for L2 learners of English (Andersen 2004). This is true even for those learners who have studied for years.
According to (Master 2009), Students use of articles “bear little or no resemblance to established English practice. The students seem to use articles almost randomly”. This paper offers one approach to this issue. By attempting to reveal and examine L2 learners’ meta-linguistic knowledge with regard to the use of articles. In doing so, we may better understand the nature of L2 learners’ problems with articles and thus lay the groundwork for addressing such problems.
The Problems of Use of Articles by Second language Learners
1.2 Statement of the Problem
Overtime, it has been observed that learners of English as L2 have issues in making use of articles in sentences. Thus, as a result of difference in grammatical structure. It is for this reason that this study attempts to examine problems of the use of English articles by learners of English as a second language.
1.3. Purpose of the Study
The main purpose of this study was to explore the problems of the use of articles by learners of English language as a second languageL2. Although it is well known that many second language (L2) learners have trouble using articles properly. The primary causes of their difficulties remain unclear. This study addresses this problem by examining the knowledge of the English article system. That learners employ when selecting articles in a given situation.
1.4. Significance of the study
The present study is significant because it aims to provide evidence on the positive relationship between exposure to English language articles and how they are used. Additionally, it provides information for further research on the problems of the use of English articles by L2.
1.5 Research Questions
This study tries to answer the following questions.
- To what extent does exposure to L1 affect the use of article in learning L2 as a second language?
- What is the relationship between exposures to English language articles in developing the use of articles?
1.6 Limitation of the study
This research was undertaken to explore the problems of the use of articles in English by second language learners.
Conclusion
The acquisition of English grammatical articles has been of considerable concern since early 1970’s. However, English language learners (ELLs). Especially, those whose first languages L1 do not have the equivalent article systems, tend to have difficulty acquiring English articles. This study explored the problems of use of articles by English language learners. Sequence, differences, and difficulties of English article by ELLs who’s L1 do not have the equivalence of English article system.
Application of UG universal grammar by English language learners could assess semantic distinctions beneath article choice and there was a specificity distinction that discriminated the definiteness distinction. Finally it the study proof that it is not helpful to connect article use too directly to noun class, and hence, to the distinction between count and non-count.
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