Project – A syntactic analysis of errors in the English usage of selected students of universities

CHAPTER ONE

INTRODUCTION

• Background to the Study

The study of syntactic errors in English usage among university students has garnered significant attention in the field of applied linguistics. Researchers have explored various dimensions of this issue, including the types of errors, their frequency, and the underlying causes. One seminal work in this area is by Corder (1967), who introduced the concept of “error analysis” as a systematic method for studying learners’ errors. Corder’s framework has been instrumental in identifying common syntactic errors, such as subject-verb agreement, tense consistency, and word order, which are prevalent among non-native English speakers.

Subsequent studies have built on Corder’s foundation, employing both qualitative and quantitative methods to analyze syntactic errors. For instance, Dulay, Burt, and Krashen (1982) conducted a comprehensive study on the types of syntactic errors made by ESL learners. Their research revealed that errors in verb tense and prepositions were among the most frequent. They also highlighted the role of the learners’ first language (L1) in influencing these errors, a phenomenon known as “language transfer.” This finding has been corroborated by other studies, such as those by Odlin (1989) and Ellis (1994), who have emphasized the impact of L1 on the syntactic structures used by ESL learners.

In the context of university students, several studies have specifically focused on the syntactic errors made by this demographic. For example, a study by James (1998) examined the written compositions of university students and identified a range of syntactic errors, including misplaced modifiers, incorrect use of articles, and faulty parallelism. James argued that these errors often stem from a lack of explicit instruction in syntax during earlier stages of education. This view is supported by Ferris (2002), who found that targeted feedback on syntactic errors can significantly improve students’ writing skills.

Another important aspect of syntactic error analysis is the role of cognitive factors. Research by Selinker (1972) introduced the concept of “interlanguage,” a transitional linguistic system that learners develop as they acquire a second language. Selinker’s work suggests that syntactic errors are a natural part of the language learning process and reflect the learners’ evolving understanding of English syntax. This perspective has been further explored by researchers like Lightbown and Spada (2006), who have examined how cognitive processes, such as attention and memory, influence the production of syntactic structures.

Technological advancements have also facilitated more sophisticated analyses of syntactic errors. Corpus linguistics, for example, has enabled researchers to analyze large datasets of learner language. Studies by Granger (1998) and Nesselhauf (2004) have utilized learner corpora to identify patterns of syntactic errors and their frequencies. These studies have provided valuable insights into the common challenges faced by university students in mastering English syntax and have informed the development of more effective teaching strategies.

The syntactic analysis of errors in the English usage of university students is a multifaceted area of research that encompasses various theoretical and methodological approaches. From early error analysis frameworks to contemporary corpus-based studies, researchers have made significant strides in understanding the nature and causes of syntactic errors. Future research could further explore the interplay between cognitive factors and syntactic error production, as well as the impact of instructional interventions on reducing these errors. By continuing to investigate these areas, educators can better support university students in achieving greater proficiency in English syntax.

1.2. Statement of the Problem

The proficiency in English language usage among university students is a critical factor that influences their academic success and future career opportunities. Despite the extensive exposure to English in academic settings, many students still struggle with syntactic accuracy. This issue is particularly pronounced among non-native English speakers, who often face challenges in mastering the complex rules of English syntax. The persistent occurrence of syntactic errors in their written and spoken communication not only hampers their academic performance but also affects their confidence and overall language development.

One of the primary problems is the lack of a comprehensive understanding of the specific types of syntactic errors that students commonly make. While there have been numerous studies on general language errors, there is a need for focused research that delves into the syntactic aspects of these errors. Identifying and categorizing these errors can provide valuable insights into the underlying causes and help in developing targeted interventions. Without such detailed analysis, educators and language instructors may find it challenging to address the specific needs of their students effectively.

Another significant issue is the variability in the syntactic errors made by students from different linguistic backgrounds. Students who speak languages with syntactic structures vastly different from English are likely to encounter unique challenges. For instance, students whose first language follows a subject-object-verb (SOV) order may struggle with the subject-verb-object (SVO) order in English. Understanding these cross-linguistic influences is crucial for designing effective teaching strategies that can cater to the diverse student population in universities.

Moreover, the current pedagogical approaches may not be adequately addressing the syntactic challenges faced by students. Traditional grammar instruction often focuses on rote learning and rule memorization, which may not translate into practical language use. There is a need for innovative teaching methods that emphasize contextual learning and practical application of syntactic rules. By integrating syntactic analysis into the curriculum, educators can help students develop a deeper understanding of English syntax and improve their overall language proficiency.

The impact of syntactic errors extends beyond academic performance. In a globalized world, effective communication skills are essential for professional success. University graduates who continue to struggle with syntactic accuracy may find it difficult to compete in the job market, where proficiency in English is often a prerequisite. Therefore, addressing this problem is not only an academic concern but also a socio-economic imperative.

The persistent syntactic errors in the English usage of university students present a multifaceted problem that requires a comprehensive and targeted approach. By conducting a detailed syntactic analysis of these errors, researchers can uncover the specific challenges faced by students and inform the development of effective teaching strategies. This, in turn, can enhance students’ language proficiency, boost their academic performance, and improve their prospects in the global job market.

1.3. Aim and Objectives of the Study

The aim of the study is to examine a syntactic analysis of errors in the English usage of selected students of universities. The specific objectives are:

1. Identify common syntactic errors made by university students in their written English assignments.
2. Analyze the underlying causes of these syntactic errors, such as lack of grammar knowledge or interference from the students’ first language.
3. Compare the frequency of different types of syntactic errors among students from different academic disciplines.
4. Investigate the impact of syntactic errors on the overall readability and comprehension of university students’ written work.

1.4. Research Questions

The research questions are buttressed below:

1. What are the common syntactic errors made by university students in their written English assignments?
2. What are the underlying causes of these syntactic errors, such as lack of grammar knowledge or interference from the students’ first language?
3. How does the frequency of different types of syntactic errors vary among students from different academic disciplines?
4. What is the impact of syntactic errors on the overall readability and comprehension of university students’ written work?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Syntactic errors have no significant impact on the overall readability and comprehension of university students’ written work

H1o: Syntactic errors have significant impact on the overall readability and comprehension of university students’ written work

1.6. Significance of the Study

The significance of conducting a syntactic analysis of errors in the English usage of university students cannot be overstated. Firstly, such a study provides valuable insights into the common grammatical and syntactic challenges faced by students in higher education. By identifying specific patterns of errors, educators and linguists can better understand the underlying issues that contribute to these mistakes. This understanding is crucial for developing targeted teaching strategies that address the root causes of syntactic errors, ultimately improving students’ proficiency in English.

Secondly, this study has important implications for curriculum development. Universities can use the findings to design more effective language courses that focus on the areas where students struggle the most. For instance, if the analysis reveals that students frequently make errors in subject-verb agreement or the use of complex sentence structures, language instructors can incorporate more exercises and lessons that specifically address these issues. This targeted approach can lead to more efficient learning and better outcomes for students.

Moreover, a syntactic analysis of errors can contribute to the field of applied linguistics by providing empirical data on the language acquisition process of non-native English speakers. This data can be used to refine existing theories of second language acquisition and inform new ones. Understanding how and why students make certain syntactic errors can shed light on the cognitive processes involved in learning a new language, which can, in turn, influence teaching methodologies and language assessment tools.

In addition to its academic contributions, the study has practical significance for students themselves. By becoming aware of the common errors they make, students can take proactive steps to improve their language skills. Self-awareness is a critical component of language learning, and a detailed analysis of syntactic errors can serve as a valuable resource for students who are committed to enhancing their English proficiency. This can lead to better academic performance and increased confidence in their language abilities.

 

Furthermore, the study can have broader social implications. Proficiency in English is often a key factor in academic and professional success, especially in a globalized world where English is the lingua franca. By addressing the syntactic errors of university students, the study can help bridge the gap between non-native speakers and their native-speaking peers. This can lead to more equitable opportunities in academia and the job market, fostering greater social mobility and integration.

 

Lastly, the significance of this study extends to the realm of educational policy. Policymakers can use the findings to advocate for more resources and support for language education programs. By highlighting the specific areas where students struggle, the study can make a compelling case for increased funding for language labs, tutoring services, and professional development for language instructors. This can lead to systemic changes that benefit not only the current generation of students but also future ones.

1.7. Scope of the Study

The study examines a syntactic analysis of errors in the English usage of selected students of universities. The study is limited to selected Universities in Nigeria.

1.8. Operational Definition of Terms

1. Syntactic Analysis: Syntactic analysis, also known as parsing, is the process of analyzing a string of symbols in a language according to the rules of syntax. In the context of linguistics, it involves examining the structure of sentences to understand how words and phrases are arranged to convey meaning. This can include identifying parts of speech, grammatical structures, and the relationships between different components of a sentence.
2. Errors: Errors refer to deviations from the standard or correct usage of language. In the context of language learning and usage, errors can occur in various forms such as grammatical mistakes, incorrect word choices, mispronunciations, and improper sentence structures. These errors can provide insights into the learning process and the challenges faced by language learners.
3. English Usage: English usage pertains to the way in which the English language is used by speakers and writers. This includes grammar, vocabulary, syntax, and style. Proper English usage ensures clear and effective communication. It can vary based on context, such as formal versus informal settings, and can also differ between different dialects and varieties of English.
4. Students: Students are individuals who are engaged in learning, typically within an educational institution such as a school, college, or university. They can be of any age and are usually enrolled in courses or programs to gain knowledge, skills, and qualifications in various subjects.
5. Universities: Universities are higher education institutions that offer undergraduate and postgraduate degrees in a wide range of academic disciplines. They are centers for advanced learning, research, and scholarship. Universities often have multiple faculties or schools, such as arts, sciences, engineering, and medicine, and they provide opportunities for students to engage in both theoretical and practical learning.

Project – A syntactic analysis of errors in the English usage of selected students of universities