ANALYSIS OF THE PROBLEMS IN THE USE OF ENGLISH RESTRICTIVE RELATIVE CLAUSES BY SECOND LANGUAGE LEARNERS OF HAZARA DIVISION

http://dx.doi.org/10.31703/grr.2023(VIII-III).06      10.31703/grr.2023(VIII-III).06      Published : Sep 3
Authored by : Muhammad Waseem , Ghani Rahman , Sabahat Arshad

06 Pages : 52-65

References

  • Alotaibi, A. M. (2016). Examining the learnability of English relative clauses: Evidence from Kuwaiti EFL learners. English Language Teaching, 9(2). 57- 65. https;//doi,org/10.5539/elt.v9n2p57
  • Ashraf, H. (2022). The ambivalent role of Urdu and English in multilingual Pakistan: a Bourdieusian study. Lang Policy, 22, 25-48. https://doi.org/10.1007/s10993-022-09623-6
  • Ashraf, M. A., Turner, A. D., & Laar, A. R. (2021). Multilingual language practices in education in Pakistan: The conflict between policy and practice. Sage Journals, 11(1), 1-14. https://doi.org/10.1177/21582440211004140
  • Azar, B. S. (2002). Understanding and using English grammar (3rd ed.). Longman.
  • Baysal, A. (1999). The noun phrase accessibility hierarchy (NPAH) is the acquisition of English restrictive relative clauses by Turkish adult learners of English (Unpublished doctorate dissertation). EskiÅŸehir Anadolu University.
  • Comrie, B. (1989). Language universals and linguistic typology. University of Chicago Press.
  • Hamilton, R. L. (1994). Is implicational generalization unidirectional and maximal: Evidence from relativization instruction in a second language. Language Learning, 44 (1), 123-157. https://doi.org/10.1111/j.1467-1770.1994.tb01451.x
  • Hassan, I. H. (2018). Investigating the acquisition order of English restrictive relative clauses: Evidence from Egyptian EFL learners. Faculty of Education Journal Alexandria University, 28(1), 313- 343. https://doi.org/10.21608/jealex.2018.156732
  • Imran, S., & Wyatt, M. (2015). Pakistani university English teachers’ cognitions and classroom practices regarding their use of the learners’ first languages. Asian EFL Journal, 17(1), 138-179.
  • Izumi, S. (2003). Processing difficulty in comprehension and production of RCs by learners of English as a second language . Language Learning, 53(2), 72- 83. https://doi.org/10.1111/1467-9922.00218
  • Keenan, E. L., & Comrie, B. (1977). Noun phrase accessibility and universal grammar. Linguistic Inquiry, 8(1), 63-99. https://www.jstor.org/stable/4177973
  • Khan, S. S., & Al-Namer, L. A. S. (2017). The comprehension of English relative clauses by Arabic-speaking EFL learners . International Journal of Education, 9(1), 92-207. https://doi.org/10.5296/ije.v9i1.11025
  • Koçak, A. (2020). Turkish tertiary level EFL learners’ recognition of relative clauses. Journal of Language and Linguistic Studies, 16(4), 1637-1655
  • Kuno, S. (1974). The position of relative clauses and conjunctions. Linguistic Inquiry, 5(1), 117-136. https://www.jstor.org/stable/4177810
  • Pathan, H., Shahriar, A., & Mari, M. A. (2010). Motivation for learning English in Pakistan. EFL Annual Research Journal SALU, 12(2), 75-91.
  • Rahman, T. (2001). English-teaching institutions in Pakistan. Journal of Multilingual and Multicultural Development, 22(3), 242-261. https://doi.org/10.1080/01434630108666435

References

  • Alotaibi, A. M. (2016). Examining the learnability of English relative clauses: Evidence from Kuwaiti EFL learners. English Language Teaching, 9(2). 57- 65. https;//doi,org/10.5539/elt.v9n2p57
  • Ashraf, H. (2022). The ambivalent role of Urdu and English in multilingual Pakistan: a Bourdieusian study. Lang Policy, 22, 25-48. https://doi.org/10.1007/s10993-022-09623-6
  • Ashraf, M. A., Turner, A. D., & Laar, A. R. (2021). Multilingual language practices in education in Pakistan: The conflict between policy and practice. Sage Journals, 11(1), 1-14. https://doi.org/10.1177/21582440211004140
  • Azar, B. S. (2002). Understanding and using English grammar (3rd ed.). Longman.
  • Baysal, A. (1999). The noun phrase accessibility hierarchy (NPAH) is the acquisition of English restrictive relative clauses by Turkish adult learners of English (Unpublished doctorate dissertation). EskiÅŸehir Anadolu University.
  • Comrie, B. (1989). Language universals and linguistic typology. University of Chicago Press.
  • Hamilton, R. L. (1994). Is implicational generalization unidirectional and maximal: Evidence from relativization instruction in a second language. Language Learning, 44 (1), 123-157. https://doi.org/10.1111/j.1467-1770.1994.tb01451.x
  • Hassan, I. H. (2018). Investigating the acquisition order of English restrictive relative clauses: Evidence from Egyptian EFL learners. Faculty of Education Journal Alexandria University, 28(1), 313- 343. https://doi.org/10.21608/jealex.2018.156732
  • Imran, S., & Wyatt, M. (2015). Pakistani university English teachers’ cognitions and classroom practices regarding their use of the learners’ first languages. Asian EFL Journal, 17(1), 138-179.
  • Izumi, S. (2003). Processing difficulty in comprehension and production of RCs by learners of English as a second language . Language Learning, 53(2), 72- 83. https://doi.org/10.1111/1467-9922.00218
  • Keenan, E. L., & Comrie, B. (1977). Noun phrase accessibility and universal grammar. Linguistic Inquiry, 8(1), 63-99. https://www.jstor.org/stable/4177973
  • Khan, S. S., & Al-Namer, L. A. S. (2017). The comprehension of English relative clauses by Arabic-speaking EFL learners . International Journal of Education, 9(1), 92-207. https://doi.org/10.5296/ije.v9i1.11025
  • Koçak, A. (2020). Turkish tertiary level EFL learners’ recognition of relative clauses. Journal of Language and Linguistic Studies, 16(4), 1637-1655
  • Kuno, S. (1974). The position of relative clauses and conjunctions. Linguistic Inquiry, 5(1), 117-136. https://www.jstor.org/stable/4177810
  • Pathan, H., Shahriar, A., & Mari, M. A. (2010). Motivation for learning English in Pakistan. EFL Annual Research Journal SALU, 12(2), 75-91.
  • Rahman, T. (2001). English-teaching institutions in Pakistan. Journal of Multilingual and Multicultural Development, 22(3), 242-261. https://doi.org/10.1080/01434630108666435

Cite this article

APA

    APA : Waseem, M., Rahman, G., & Arshad, S. (2023). Analysis of the Problems in the Use of English Restrictive Relative Clauses by Second Language Learners of Hazara Division. Global Regional Review, VIII(III), 52-65. https://doi.org/10.31703/grr.2023(VIII-III).06

CHICAGO

    CHICAGO : Waseem, Muhammad, Ghani Rahman, and Sabahat Arshad. 2023. "Analysis of the Problems in the Use of English Restrictive Relative Clauses by Second Language Learners of Hazara Division." Global Regional Review, VIII (III): 52-65 doi: 10.31703/grr.2023(VIII-III).06

HARVARD

    HARVARD : WASEEM, M., RAHMAN, G. & ARSHAD, S. 2023. Analysis of the Problems in the Use of English Restrictive Relative Clauses by Second Language Learners of Hazara Division. Global Regional Review, VIII, 52-65.

MHRA

    MHRA : Waseem, Muhammad, Ghani Rahman, and Sabahat Arshad. 2023. "Analysis of the Problems in the Use of English Restrictive Relative Clauses by Second Language Learners of Hazara Division." Global Regional Review, VIII: 52-65

MLA

    MLA : Waseem, Muhammad, Ghani Rahman, and Sabahat Arshad. "Analysis of the Problems in the Use of English Restrictive Relative Clauses by Second Language Learners of Hazara Division." Global Regional Review, VIII.III (2023): 52-65 Print.

OXFORD

    OXFORD : Waseem, Muhammad, Rahman, Ghani, and Arshad, Sabahat (2023), "Analysis of the Problems in the Use of English Restrictive Relative Clauses by Second Language Learners of Hazara Division", Global Regional Review, VIII (III), 52-65

TURABIAN

    TURABIAN : Waseem, Muhammad, Ghani Rahman, and Sabahat Arshad. "Analysis of the Problems in the Use of English Restrictive Relative Clauses by Second Language Learners of Hazara Division." Global Regional Review VIII, no. III (2023): 52-65. https://doi.org/10.31703/grr.2023(VIII-III).06