SENTENCE STRUCTURES IN LEARNING ENGLISH
DOI:
https://doi.org/10.54163/ncdt/189Abstract
Learning sentence structure is an important element in mastering English, as it allows learners to convey thoughts and ideas in a meaningful way. However, mastering sentence structure in English can be difficult for English learners, as English has a unique sentence structure system that is different from other languages. This research aims to explore the role of sentence structure in learning English, the challenges that English learners face when mastering sentence structure and strategies to help English learners overcome these challenges. The research will focus on the challenges that English learners face when mastering sentence structure, such as the influence of native language, the complexity of English sentence structure and the impact of English proficiency. The results of this research will contribute to a deeper understanding of the role of sentence structure in English language learning and provide information for the development of more effective language teaching methods and strategies. The results of this research may be useful to English language lecturers and curriculum developers interested in improving the quality of English language education for English learners.
The findings of this study will contribute to a deeper understanding of the role of sentence structures in learning English and inform the development of more effective language teaching methods and strategies. The results of this research can be useful for English language instructors and curriculum developers who are interested in improving the quality of English language education for ELLs. The study highlights the importance of sentence structures in learning English and offers insights into how ELLs can be supported in acquiring this crucial aspect of the English language.
References
Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course (2nd ed.). Heinle & Heinle Publishers.
Chapelle, C. A. (2017). Technology and Second Language Learning: Promises and Problems. Cambridge University Press.
DeKeyser, R. (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge University Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Han, Z. H. (2018). Understanding Second Language Process: An Integrated Approach to Language Proficiency, Acquisition, and Classroom-Based Research.
Ferris, D. (2006). Does Error Feedback Help Student Writers? New Evidence on the Short- and Long-Term Effects of Written Error Correction. In K. Hyland & F. Hyland (Eds.), Feedback in Second Language Writing: Contexts and Issues. Cambridge University Press.
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press.
Larsen-Freeman, D. (2018). Research on teaching grammar. In N. Schmitt & M. McCarthy (Eds.), The Routledge handbook of applied linguistics.
Li, J. (2020). The effects of computer-assisted instruction on ESL learners’ acquisition of English sentence patterns. Computer Assisted Language Learning.
Liu, M., & Zhang, Y. (2017). Sentence patterns and fluency in second language writing.
Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
Nassaji, H., & Fotos, S. (2004). Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics.
Pawlak, M. (2019). Exploring grammar in context: Grammar learning in the EFL classroom. Multilingual Matters.
Schmidt, R. (2002). Attention. In P. Robinson (Ed.), Individual differences and instructed language learning. John Benjamins Publishing.
Zhang, S., & Yin, J. (2020). The Relationship Between Knowledge of Sentence Structure and Reading Comprehension: Evidence from Chinese EFL Learners.
