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Aalborg Universitet What Is Wrong with Grammar? Danish University Aalborg Universitet What is wrong with grammar? Danish university students’ difficulties with the acquisition of written English and theoretical grammar Madsen, Richard DOI (link to publication from Publisher): 10.5278/vbn.phd.hum.00078 Publication date: 2017 Document Version Publisher's PDF, also known as Version of record Link to publication from Aalborg University Citation for published version (APA): Madsen, R. (2017). What is wrong with grammar? Danish university students’ difficulties with the acquisition of written English and theoretical grammar. Aalborg Universitetsforlag. Ph.d.-serien for Det Humanistiske Fakultet, Aalborg Universitet https://doi.org/10.5278/vbn.phd.hum.00078 General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. ? Users may download and print one copy of any publication from the public portal for the purpose of private study or research. ? You may not further distribute the material or use it for any profit-making activity or commercial gain ? You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us at [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Downloaded from vbn.aau.dk on: September 23, 2021 WHAT IS WRONG WITH GRAMMAR? WHAT WHAT IS WRONG WITH GRAMMAR? DANISH UNIVERSITY STUDENTS’ DIFFICULTIES WITH THE ACQUISITION OF WRITTEN ENGLISH AND THEORETICAL GRAMMAR BY RICHARD SKULTÉTY MADSEN DISSERTATION SUBMITTED 2017 RICHARD SKULTÉTY MADSEN RICHARD SKULTÉTY What is wrong with Grammar? Danish university students’ difficulties with the acquisition of written English and theoretical grammar By Richard Skultéty Madsen Dissertation submitted Dissertation submitted: 31.01.2017 PhD supervisor: Associate Prof. Rita Cancino Aalborg University Assistant PhD supervisor: Associate Prof. Kim Jensen University of Copenhagen PhD committee: Professor Inger Lassen Aalborg University (chairman) Professor Csaba Pléh Central European University Professor Anne Holmen University of Copenhagen PhD Series: Faculty of Humanities, Aalborg University ISSN (online): 2246-123X ISBN (online): 978-87-7112-893-2 Published by: Aalborg University Press Skjernvej 4A, 2nd floor DK – 9220 Aalborg Ø Phone: +45 99407140 [email protected] forlag.aau.dk © Copyright: Richard Skultéty Madsen Printed in Denmark by Rosendahls, 2017 What is wrong with Grammar? CV Having first studied high-current automation in electrical engineering, I earned an M.A. in General and Applied Linguistics and Russian Language from Aarhus Uni- versity. My main study interests were language typology, contrastive analysis and computational linguistics. Just before the completion of my studies, I was hired to develop the Danish grammar checker for Microsoft Office at Lingsoft Inc. in Hel- sinki in 2000. Thereafter, I have taught countless courses in Danish (both as first and second language), English grammar, phonetics, semantics as well as second lan- guage acquisition and pedagogy among other things at various universities in Den- mark. I am also a free-lance lecturer in Danish grammar and orthography for Folke- universitetet (People’s University in Denmark) and in contrastive analysis for schools of Danish as a second language. 3 What is wrong with Grammar? English summary The purpose of this PhD project was to uncover, describe and explain the difficulties that Danish university students would encounter in the acquisition of written English and in the learning of theoretical grammar. As an extension to the mapping of said difficulties, the project also aimed at providing informed recommendations as to how the teaching of English and grammar, and the evaluation of the students’ per- formance might be improved. The object of study in the project was freshmen of English Business Commu- nication at Aalborg University, that is, language learners whose command of Eng- lish was already fairly strong – at least in speech – when they entered the field of vision of this study. The project focused exclusively on the students’ written lan- guage, because that was the focus of the study program itself. Apart from attempting to uncover the students’ difficulties, the project tested three theories. Two of them are well known within the research field of second lan- guage acquisition. These were Krashen’s monitor theory, and the theory of cross- linguistic influence. The former concerns the relationship between explicit knowledge of grammar and the implicit mastery of a language. The latter is about the influence that one language might exert on another during language acquisition and production. The third theory, Keenan and Comrie’s accessibility hierarchy of relativization, was brought in from the field of linguistic typology and linguistic universals. The monitor theory was tested because it claims that learning grammar explic- itly is unnecessary and futile for developing a practical mastery of a language. This claim contradicts the very basis of one of the courses taught in English Business Communication, namely English Grammar, in which the students were taught theo- retical grammar with the expressed expectation that they would be able to convert the theoretical knowledge into improved writing skills. The theory of cross-linguistic influence was tested to determine how large a proportion of the students’ deviation from standard English could be attributed to their Danish background. Similarly, but to a lesser extent, the theory was tested to see whether English could influence the students’ use of Danish. The theory was tested with respect to the use of relative clauses and the order of clause constituents. The project was article based. Five articles had already been published prior to the writing of this thesis, and one has been accepted for publishing. In addition to the articles, four papers were presented at one department-internal, two national and one international conferences, respectively. 5 English summary The students’ use of practical language skills was considered within the genres free composition in English, summarising of English texts in English and translation from Danish into English. To a limited extent, the students’ ability to translate from English into Danish was also investigated. The students’ works were evaluated with respect to orthographical, grammatical and semantic precision. The students’ knowledge of theoretical grammar, i.e. their ability to analyse the structure of Eng- lish expressions morphologically and syntactically in terms of a theoretical linguistic framework, was evaluated on the basis of grammar home assignments and grammar exams. The study of the students’ mastery of English and theoretical grammar was primarily based on the analysis of the regular curricular work of students from 2009 to 2016 in the courses English Grammar and Production of Written Texts. The stu- dents’ texts were analysed in the same framework of error analysis which had been developed for providing feedback to the students during the courses, and which also served as the basis for grading the students’ exams. Besides the corpus of the students’ course work, questionnaire surveys were also used to gather additional data. The surveys provided linguistic data to augment the corpus with items that were underrepresented in it, and data on the students’ educational background as well as study motivation and attitudes. The latter were used to seek alternative explanations of the linguistic difficulties that were detected. One published article and one paper presented at an international conference were devoted to the testing of the monitor theory. The same article and another con- ference presentation were also used to disseminate preliminary findings on the stu- dents’ linguistic difficulties. One published article, the article forthcoming and two conference presentations were dedicated to the testing of cross-linguistic influence. The applicability of the accessibility hierarchy of relativization was the theme of one article. One article dealt with issues concerning the learning of theoretical grammar. One article was allocated to a study of the students’ pre-university knowledge of grammar, motivation and attitudes to studying. It was found that the students were motivated to study, but were rather unpre- pared for studying at a university and did not have a clear awareness of their own knowledge. With respect to precision in writing, it was determined contrary to ex- pectations that grammar did not pose the greatest challenge, but vocabulary and especially orthography did. Nevertheless, mistakes with seemingly elementary grammatical phenomena, for instance subject-verb agreement, did have an alarming- ly high rate of occurrence. As for theoretical grammar, clause constituents and sub- ordinate clauses proved to be the most challenging topics closely followed by mor- phological analysis. 6 What is wrong with Grammar? The testing of the theory of cross-linguistic influence showed that negative transfer from Danish might explain up to three quarters of the students’ mistakes, and influence from English could also be identified in the students’ Danish. Some interference from Google Translate could be detected as well. The testing of the monitor theory
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