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Item

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  1. University of Mandalay
  2. Department of English

Grammatical Difficulties with English Morphemes Encountered by Undergraduate Students in the Context of Myanmar

http://hdl.handle.net/20.500.12678/0000000816
http://hdl.handle.net/20.500.12678/0000000816
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5d06dcfa-7a48-4b25-9eb4-b6e2399f37f2
None
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Grammatical Grammatical Difficulties.pdf (702 Kb)
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Journal article
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Publication
Title
Title Grammatical Difficulties with English Morphemes Encountered by Undergraduate Students in the Context of Myanmar
Language en
Publication date 2016
Authors
Cherry Kyaw San
Thanda Soe
Description
This study investigates grammatical difficulties encountered by learners in the context of Myanmar, based on the
theory of grammatical difficulty with reference to the concept of explicit knowledge (Ellis, 2008). This study used
the modified questionnaire including the grammatical judgment tasks designed by Shiu (2011) targeting 17
grammatical items. 50 first-year students from Yadanabon University completed the questionnaire targeting four
grammatical items: plural -s, third-person singular -s, past tense -ed and progressive aspect -ing. The results indicate
that the participants find most difficulty in identifying the plural -s errors though they find it harder to correct the
progressive aspect -ing errors and they find least difficulty in identifying and correcting the past tense -ed errors.
The learners find difficulty with plural -s and this may be because plural suffixes are not used when the noun is
preceded by a number or a quantifier in Myanmar. They find difficulty with third-person singular -s because there is
no grammatical system of third-person singular -s in Myanmar. They find difficulty with progressive aspect -ing
because they seem to confuse progressive aspect and simple present tense. They find least difficulty with past tense -
ed and this may be due to the positive first language transfer because there is a past tense morpheme in Myanmar,
just as in English. Although morpheme errors do not lead to communication problems, it is recommended that the
teachers should help their students overcome grammatical difficulties by providing them reinforcement activities
and letting them use in their own context.
Identifier http://umoar.mu.edu.mm/handle/123456789/62
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