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The Rhythm Of Omission Of Articles… A person who speaks two languages has gone through the acquisition process twice, but second language learning takes many forms and occurs in many situations other than natural circumstances which cause problems (Cook, 1993). Grammar is the most difficult area for L2 writers. Students face difficulties in the use of correct sentence structure and paragraph development, and in creating a coherent form. Grammar skills include run-on sentences, fragments and verbiage, inclusion of necessary information, use of different type of sentences, subject-verb agreement, and placement of modifiers, tense agreement and parallel construction (Leisak, 1989). Grammar is more than just a set of rules; it is an ever evolving structure of a language (Kleisar, 2005). On the other hand, learning grammar can be pretty dull, as no one likes rules; and the memorization of rules is worse than applying them. Students usually know how to build tenses, but when they use them in written expression they are confused. The effect of literacy on language acquisition has become a focal point of research, particularly since the 1990s. Literacy usually helps learning, such as by providing greater access to new vocabulary through written information, [1] and learners who read a lot do better on judging the grammaticality of sentences. [2] Literacy is gradually being identified as a key factor in language processing skills, i.e. literacy positively and negatively affects how well people interpret grammatical patterns, acquire the accent of another language, or perform in tasks involving the manipulation of linguistic utterances. This may account for some of the effects of the critical period hypothesis, for example. Modern research on L2 acquisition is rooted in contrastive analysis, a viewpoint popular in the 1950s and which sought to explain and predict errors in language learning based on a comparison of the grammar and phonology of the learner's L1 versus the 'target' L2. Though contrastive analysis mostly gave way to theories of L2 acquisition that better-reflected new insights from modern linguistics, psychology and education, it continues to be a tool for spotting potential problems for teaching in the classroom, and as a potential explanation for errors in naturalistic performance - i.e. the understanding and production of spontaneous language by English language learning in Japan English is a compulsory subject in Japanese schools from the age of 11; students who enter university are also obliged to take an English course in their first year, assessed through the TOEIC exam. [3] However, although the Japanese government has issued guidelines requiring a focus on real-life communication skills, [4] most teaching is still very 'traditional': a focus on learning grammar rules and on reading the language, with Japanese as the medium of instruction used by almost exclusively Japanese native-speaking teachers. This means that exposure to native English can be limited for many learners, who may have few opportunities to practice listening and speaking learners. II. RESEARCH METHODOLOGY A sample survey was conducted using quantitative method from a size of seven respondents from Shantiniketan,Birbhum,West Bengal, India.An investigative approach was observed for an in-depth study of the written essays of seven respondents. All the seven respondents have a vernacular background and are 12 th standard students. Primary data was collected from them in the form of written essays. 2.1. Method of Analysis All the respondents were asked to write three essays of 100 words each in present tense, future tense and past tense. The topic given to them- Past tense - My favorite teacher in primary. Present tense- Why am I studying Arts /commerce /science? or One day in my life. Future tense- What do you want to become…? Error analysis The purpose of the exercise was to observe the frequency with which errors relating to the following were being made by the respondents. [1] Checking error for Articles and Verbs [2] Rhythm of omission [3] Recurring mistakes 2.2. Problems Factors taken into consideration-As far as possible care was taken to take the sample group having similar features. www.<strong>ijcer</strong>online.com ||May ||2013|| Page 40
All of them are from Rural background and have vernacular background [1] Economic factors- Lower middle class [2] Age factor-Between 16-18 yrs of age [3] All respondents studying in the 12 th standard The Rhythm Of Omission Of Articles… 2.3 Data analysis I. Checking error for Articles and Verbs Errors in usage of Articles Given below is the table which shows the errors made by the respondents in use of Articles. S. No Name Error of Article Recurring Mistake Missing Article Not Required Article Total Errors 1 Paripurna Bose 2 0 0 1 3 2 Rik Majumdar 1 2 0 1 4 3 Sudipta Pal 0 0 0 0 0 4 Deepanjan Mitra 0 4 0 0 4 5 Suchetna Chakravarty 0 0 2 0 2 6 Paramita Ghosh 0 0 0 0 0 7 Camellia Mandal 3 0 0 1 4 Total 5 6 2 3 Table No: 1 2.4. Observations: The scores indicate that 5 respondents out of 7 have made errors in usage of Articles. Maximum errors were observed two areas: Error of Articles and Recurring mistakes. Least mistakes were made in ‘Missing Article’ that too by only one respondent. Three of seven respondents have made a single error each in using ‘Not required Article’ Respondent numbers 3 and 6 have not made any mistakes in usage of Articles. Rhythm of omission in Articles www.<strong>ijcer</strong>online.com ||May ||2013|| Page 41
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