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The Ability of Syrian Learners of English to Use English Discourse Particles

قدرة متعلمي اللغة الإنكليزية السوريين على استخدام الفواصل الكلامية في اللغة الإنكليزية

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 Publication date 2017
  fields English
and research's language is العربية
 Created by Shamra Editor




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References used
Aijmer, K. (2002) English discourse Particles : evidence from a corpus
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This paper examines the ability of Syrian learners of English to use now as a discourse particle. The paper focuses on determining the extent to which Syrian learners are aware of the various functions of now.
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The present study focuses on investigating the problems and difficulties facing EFL learners regarding English collocations. It reports the various factors influencing the process of reception and production of English collocations. To achieve the purposes of the study, two tests were given to 25 students majoring in English Language and Literature at the Department of English at Al-Baath University: a gap-filling productive test and a multiple-choice receptive test. There was also a translation productive test (from Arabic into English), and it was given to 25 students majoring in translation in the open learning program at the same department. The three tests were analyzed and then results and findings were presented. The results showed that the participants had poor collocational knowledge and their reception and production of collocations was unsatisfactory, but they performed better in the receptive test. The study also concluded that they sometimes resorted to their first language or to paraphrasing the collocational expression. They made other types of error like general errors (completely irrelevant answers) and leaving blank answers. Moreover, it was found that the students majoring in translation performed slightly better than the students majoring in English Language and Literature. Finally, the study concluded with implications for pedagogy.
The study aimed at investigating the English collocational knowledge of Jordanian graduate students and analyzing quantitatively and qualitatively the collocational errors they made. The sample of the study involved thirty M.A graduate students at the Hashemite university in Jordan. The researcher adapted a completion test that measured students’ knowledge of four types of lexical collocations: free combination, restricted collocations, figurative idioms, and pure idioms. The results showed that free combination created the least amount of difficulty, whereas pure idioms were the most challenging. Additionally, students had unsatisfactory performance on restricted and figurative idioms. In general, the students' deviant answers demonstrated their insufficient knowledge of English collocations. It is concluded that their errors can mainly be attributed to negative first language transfer.
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