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- ISSN: 2382-6282 (Print); 2972-3108 (Online)
- Abbreviated Title: Int. J. Lang. Lit. Linguist.
- Frequency: Bimonthly
- DOI: 10.18178/IJLLL
- Editor-in-Chief: Dr. Jason Miin-Hwa Lim
- Managing Editor: Jennifer X. Zeng
- Indexed by: CNKI, Google Scholar, Crossref,
- E-mail: ijlll_Editor@126.com
IJLLL 2018 Vol.4(2): 115-120 ISSN: 2382-6282
DOI: 10.18178/IJLLL.2018.4.2.159
DOI: 10.18178/IJLLL.2018.4.2.159
A Cultural Exploration behind Teaching Participles in English
Chung-Hsien Hsu and Chen-hua Hsueh
Abstract—Participle learning in English seems still to confuse the college students whose first language is Chinese (or Mandarin). The School English Standard Test (SEST) for spring term in 2015 at a university of technology in central Taiwan indicates a lower percentage of correction in answering participle-adjective questions, comparing to the other grammars in English learning.
In order to explore about what difficulties that college students have encountered in learning participles, the authors designed a quiz with eight sets of English present and past participle questions, along with Chinese translations to test 636 in-school college students. The findings show some participles in the quiz, such as boring/bore, were not correctly or clearly used in sentences. In particular, the percentage of incorrect use of boring/bored is significantly higher than the correct one, even most of the participants are at intermediate or higher intermediate of English level.
Many previous studies have focused on the inquisition of participles in teaching; however few studies have discussed why learners still fail to correctly use them after learning English for a certain period of time. This study, according to the results of this designed quiz, attempts to explore the possible factors leading to the results as well as provides the analyses for English instructors or public school English teachers to more effectively improve their teaching in English participles.
Index Terms—Chinese learning, cultural difference, language teaching, participle grammar.
Chung-Hsien Hsu is with National Taichung University of Education in Taiwan (e-mail: urnieuhsu@gmail.com).
Chen-hua Hsueh is with Feng Chia University in Taichung City of Taiwan (e-mail: chenhuahsueh@hotmail.com).
In order to explore about what difficulties that college students have encountered in learning participles, the authors designed a quiz with eight sets of English present and past participle questions, along with Chinese translations to test 636 in-school college students. The findings show some participles in the quiz, such as boring/bore, were not correctly or clearly used in sentences. In particular, the percentage of incorrect use of boring/bored is significantly higher than the correct one, even most of the participants are at intermediate or higher intermediate of English level.
Many previous studies have focused on the inquisition of participles in teaching; however few studies have discussed why learners still fail to correctly use them after learning English for a certain period of time. This study, according to the results of this designed quiz, attempts to explore the possible factors leading to the results as well as provides the analyses for English instructors or public school English teachers to more effectively improve their teaching in English participles.
Index Terms—Chinese learning, cultural difference, language teaching, participle grammar.
Chung-Hsien Hsu is with National Taichung University of Education in Taiwan (e-mail: urnieuhsu@gmail.com).
Chen-hua Hsueh is with Feng Chia University in Taichung City of Taiwan (e-mail: chenhuahsueh@hotmail.com).
Cite:Chung-Hsien Hsu and Chen-hua Hsueh, "A Cultural Exploration behind Teaching Participles in English," International Journal of Languages, Literature and Linguistics vol. 4, no. 2, pp. 115-120, 2018.