Abstract
This paper aimed to identify and analyze errors in the direct and indirect narration of imperative sentences committed by Punjabi adult English language learners. For this purpose, 256 students of intermediate level were selected randomly from four tehsils of district Sialkot. The study based on Ellis' theoretical model followed the quantitative research method. The data was collected from both sexes, boys and girls, using convenient and simple random sampling techniques through written tests. The results reveal eight types of errors committed, primarily in Pronouns, Tenses, Imperative Verbs, and Infinitive To. The frequency analysis of the errors showed that the erroneous use of Pronouns was the most frequent, and the least number of errors were made in the use of the modal "Should". There were more errors of 'Omission' and 'Addition' than 'Mis-ordering'. It was also found that the highest number of errors were made in 'Alternating Forms'.
Key Words
Errors Analysis, Narration, Imperatives, Interlingual Errors, Intralingual Errors
Introduction
As an international language, English has become mandatory for all to learn and speak worldwide. It is the language of technology and scientific advances (Haryanto, 2007). In Pakistan, English is learnt and taught as a foreign and target language. The learners usually commit errors while learning and speaking English.
English contains specific rules and regulations for meaningful conversation or communication, like other languages. Grammar is an essential part of these rules and regulations. Grammar is "The set of rules that determine how a language's sentences are constructed" (Thornbury, 2000, p. 1).
Direct and Indirect narration, as the vital structure of English grammar, may make our conversation more comprehensive; however, the rules of this structure pose a great deal of difficulty in the learning process for English language learners. Dzikraria (2014) states that students struggle to learn the grammatical rules of direct and indirect methods, especially in reported speech.
Objectives
This study contains the following objectives:
? To analyze errors made by Punjabi adult English language learners in constructing direct and indirect narration of imperative sentences.
Research Question
? What kind of errors do Punjabi adult English language learners make in imperative sentences' direct and indirect narration?
Hypothesis
? If Punjabi adult English language learners commit errors in imperative sentences' direct and indirect narration, it is mainly due to L1 interference.
Imperative Sentences
Imperative sentences are used to give commands, orders, suggestions, requests and pieces of Advice. Moreover, imperative sentences contain an act of forbidding something. These sentences are used without a subject, starting with the first form of the verbs. There are the following types of imperative sentences:
Shut the door. (Command)
Please! give me one rupee. (Request)
Work hard if you want to reach your goal. (A piece of Advice)
Father! Let me go to the picnic. (Taking permission)
Let's enjoy the party. (Suggestion)
? While converting direct imperative sentences into indirect, the imperative verb 'Order' or 'Command 'is used, followed by 'To' to remove quotation marks.
Example
He said to his servant, "Bring a cup of tea for me." (Direct)
He ordered his servant to bring a cup of tea for him. (Indirect)
? If there is a request in a sentence, the imperative verb 'Beg' or 'Request' is used in indirect speech.
Example
I said to her, "Lend me five rupees." (Direct)
I requested her to lend me five rupees. (Indirect)
? If there is a piece of Advice in a sentence, the imperative verb 'Advise' is used in indirect speech.
Example
My friend said to me, "Work hard to pass." (Direct)
My friend advised me to work hard to pass. (Indirect)
In imperative sentences, 'Let' is used for two purposes:
(i) When 'Let' is used for permission, the word 'Said' is changed into 'Requested', and 'To' is used to remove inverted commas.
Example
She said, "Let me go." (Direct)
She requested to let her go. (Indirect)
(ii) When 'Let' is used for suggestions, 'Said' is converted into 'Suggested or Proposed'; 'That' is used to remove quotation marks, and 'should' is used along with the first form of the verb (V1).
Example
They said, "Let us go out for a picnic." (Direct)
They proposed that they should go out for a picnic. (Indirect)
(iii) If there is an act of forbidding in the sentence, 'forbade' is used in place of 'said' and 'not'.
Example
The teacher said to us, "Do not waste your precious time." (Direct)
The teacher forbade us to waste our precious time. (Indirect)
The present study mainly focuses on the imperatives' direct and indirect narration because it is an important area in English language learning. There has been no such study in Pakistan involving Punjabi English language learners' errors in using imperatives' direct and indirect narration. English is the official language of Pakistan. People learn it as their second language. However, after a formal education of 14 to 16 years, students can still not achieve adequate English language proficiency (Sarfraz, 2011). English language learners commit different grammatical errors, which are significant in that these are essential evidence of learners' learning progress.
Literature Review
An error can be defined as a 'Systematic Deviation' in the second, target or foreign language learner's language output. It is a consistent deviation resulting from limited knowledge about language in the foreign language learning process. It cannot be self-corrected. Error is caused by a lack of knowledge and shows the level of competence in language performance. David Crystal (2003) defines Error Analysis (EA) as a: "Technique for identifying, classifying and systematically interpreting the unacceptable forms produced by someone learning a foreign language, using any of the principles and procedures provided by linguistics" (p. 165).
On the other hand, a mistake is different from an error. A performance error is a "random guess or slip" in that the learner cannot utilize the known system correctly. The learner knows the system but fails to use it correctly. Unlike error, a mistake can be self-corrected.
Error Analysis is a technique that measures, classifies, and analyzes learners' errors in learning a foreign language or target language. According to Corder (1967), learners' errors are significant in that they provide the researcher with evidence of how language is learned or acquired and what strategies or procedures the learner employs to discover the language.
A learner's native language is crucial in second language learning. The errors caused by the native language are called inter-lingual errors. Inter-lingual errors are also called transfer or interference errors. On the other side, the errors caused by the difficulty of a second language are called intra-lingual errors and are focused on intra-lingual or developmental errors.
Inter-lingual Interference
Inter-lingual errors are caused by interference of the first language while producing a second language. The learners use their linguistic knowledge of the first language while focusing on writing in the second or target language. Many errors the ESL (English as Second Language) learners commit are due to inter-lingual transfer. Bennui (2008) has conducted a study that examines how the first language interferes with Thai university students' paragraph writing. The findings have shown that inter-lingual errors are due to borrowing Thai words, Thai sentence structure, and Thai cultural writing style. Similarly, the results of Dzikraria's research (2014) and those found by Riyawi and Alwiya (2017) have revealed that English language learners commit many errors because of the inter-lingual transfer.
Intra-lingual Interference
Intra-lingual errors refer to the interference of the L2 (Second Language) system while producing L2 writing. The learners do not know the target language very well, and when they find a problem in L2 production, they rely on their incomplete L2 knowledge and commit errors. Bootchuy (2008) investigated three types of errors: inter-lingual, intra-lingual, and developmental. Intra-lingual errors included the overuse of the verb 'to be', the unnecessary use of subjects and objects, the incorrect verbs, the wrong form of a verb after the modal verbs, the omission of auxiliary verbs in passive voice construction and inaccurate use of conjunctions etc.
This study focused on errors made by Punjabi adult English language learners using the direct and indirect narration of imperative sentences in their writing. In the earlier studies, the researchers analyzed different errors in using direct and indirect narration made by students at different levels.
Theoretical Framework
Rod Ellis is a world-renowned leader in the field of Second Language Acquisition. He has served in the field of language teacher education for many years in different countries. In 1995, Ellis presented a model for analyzing English language learners' errors. This model is more feasible and practical than other models.
The theoretical framework of the present study involves Ellis' model (1996) of EA. This model provides helpful step-by-step guidance and a clear description of the classification of FL learner errors. This model contains the following steps:
? Collection of L2 learner's Sample
? Identification of Errors
? Description of Errors
? Explanation of Errors
Research Methodology
The population of this study
was the students
of first-year and second-year
ESL learners in the Punjab province of Pakistan. The researcher collected data
from the Sialkot district, which consists of four tehsils: Sialkot, Pasrur,
Daska and Sambriyal. Two hundred fifty-six students were selected from 16
colleges consisting of these tehsils. Convenient and simple random sampling
techniques were used for this study; the students were selected randomly from
each class.
The researcher
used the quantitative method and exploratory research design. Data were
collected through written tests. The written test was divided into two
sections:
Section A
contained ten direct statements of imperative sentences; the participants had
to convert these direct imperative sentences into indirect imperative
sentences.
Section B
consisted of ten indirect statements of imperative sentences, and the subjects
had to transfer them into the direct narration of imperative sentences.
Data were
analyzed through the descriptive analysis technique. Following is the formula
used:
P = F / N X n X 100 %
P = Percentage
F = Frequency
N = Number of Participants
n= Number of items
Data Description
There are a total of 2315 errors made in
the use of 'Pronoun', 286 errors in 'Tense', 1211 errors in 'Imperative Verbs',
1196 errors in 'Infinitive To', 328 errors in the use of 'Forbade', 558 errors
in the use of 'Let', 216 errors in the
usage of 'Should' and 476 errors in the
use of 'Direct Verbs'.
Table 1
Percentage of Different
Errors by Punjabi ESL Learners
S. No |
Different Errors |
Frequency of Errors |
Total of
Item Numbers |
Percentage |
1 |
Pronoun |
2315 |
20 |
45.3 % |
2 |
Tense |
286 |
20 |
5.6% |
3 |
Imperative
Verbs |
1211 |
20 |
23.7% |
4 |
Infinitive
to |
1196 |
20 |
23.4% |
5 |
Use
of Forbade |
328 |
20 |
6.4% |
6 |
Use
of Let |
558 |
20 |
10.9% |
7 |
Use
of Should |
216 |
20 |
4.3% |
8 |
Direct
Verbs |
476 |
20 |
9.3% |
According
to Table 1, Punjabi ESL learners made 45.3% errors in the use of 'Pronoun',
5.6% errors in 'Tense', 23.7% errors in 'Imperative Verbs', 23.4 % errors in
'Infinitive To', 6.4% errors in the use of 'Forbade', 10.9% in the use of
'Let', 4.3% errors in the use of 'Should' and 9.3 % errors in the use of
'Direct Verbs'.
Data Analysis
The research aimed to
discover different errors of Punjabi adult English language learners in
constructing direct and indirect narration of imperative sentences, reasons
behind these errors and possible solutions.
A written
English test with twenty items was conducted to collect errors. Part (A)
contained ten items (the learners were required to change direct statements of
imperative sentences into indirect narration) in this part. Part (B) also
consisted of ten items where the learners were required to convert the indirect
narration of imperative sentences into the direct narration.
The researcher has classified
the errors in the following way:
Table 2
Percentage
of Different Errors by Govt. Female Students
S. No |
Different Errors |
Frequency of Errors |
Total of Item Numbers |
Percentage |
1 |
Pronoun |
643 |
20 |
50.3% |
2 |
Tense |
109 |
20 |
8.6% |
3 |
Imperative Verbs |
297 |
20 |
23.3% |
4 |
Infinitive to |
387 |
20 |
30.3% |
5 |
Use of Forbade |
90 |
20 |
7.4% |
6 |
Use of Let |
131 |
20 |
10.3% |
7 |
Use of Should |
61 |
20 |
4.8% |
8 |
Direct Verbs |
132 |
20 |
10.4% |
Table 2 shows the frequency of errors
committed by Govt. female students. There are 50.3 % errors in 'Pronoun', 8.6 %
errors in 'Tense', 23.3 % errors in 'Imperative Verbs', 30.3 % errors in
'Infinitive To', 7. 4 % errors in the usage of 'Forbade', 10.3 % errors in the
use of 'Let', 4.8 % errors in the usage
of 'Should' and 10.4 % errors in 'Direct Verbs'. The highest percentage is in
'Pronoun', and the lowest is in 'Should'.
Percentage of Different
Errors by Private Female Students
Different Errors |
Frequency of Errors |
Total of Item Numbers |
Percentage |
|
1 |
Pronoun |
412 |
20 |
32.2% |
2 |
Tense |
54 |
20 |
4.3% |
3 |
Imperative Verbs |
303 |
20 |
23.7% |
4 |
Infinitive to |
241 |
20 |
18.9% |
5 |
Use of Forbade |
58 |
20 |
4.6% |
6 |
Use of Let |
115 |
20 |
9.0% |
7 |
Use of Should |
51 |
20 |
4.0% |
8 |
Direct
Verbs |
72 |
20 |
5.7% |
This table describes different errors
made by Private female students. The errors of Govt. female students differ
from those of Private female students. In the Private sector, girls committed
32.2 % errors in 'Pronouns', 4.3 %
errors in 'Tense', 23.7 % errors in 'Imperative Verbs', 18. 9 % errors in 'Infinitive
To', 4.6 % errors in the use of 'Forbade',
9.0 % errors in the use of 'Let', 4.0 % errors in the use of 'Should'
and 5.7 % error in 'Direct Verbs'.
Table 4
Percentage
of Different Errors by Govt. Male Students
S# |
Different Errors |
Frequency of Errors |
Total of Item Numbers |
Percentage |
1 |
Pronoun |
629 |
20 |
49.2% |
2 |
Tense |
58 |
20 |
4.6% |
3 |
Imperative Verbs |
292 |
20 |
22.9% |
4 |
Infinitive to |
275 |
20 |
21.5% |
5 |
Use of Forbade |
91 |
20 |
8.0 % |
6 |
Use of Let |
164 |
20 |
12.9% |
7 |
Use of Should |
48 |
20 |
3.8% |
8 |
Direct Verbs |
139 |
20 |
10.9% |
Table 4 demonstrates that Govt. male
students committed 49.2 % errors in 'Pronoun', 4.6 % errors in 'Tense', 22.9 %
errors in 'Imperative Verbs', 21.5 % errors in 'Infinitive To', 8.0 % errors in
the use of 'Forbade', 12.9 % errors in the use of 'Let'. They committed 3.8 %
errors in 'Should' and 10.9 % in 'Direct
Verbs'. The highest errors are made in the 'Pronoun', and the lowest
errors are made in the use of 'Should'.
Table 5
Percentage
of Different Errors by Private Male Students
S# |
Different Errors |
Frequency of Errors |
Total of Item Numbers |
Percentage |
1 |
Pronoun |
631 |
20 |
49.3% |
2 |
Tense |
65 |
20 |
5.8% |
3 |
Imperative Verbs |
319 |
20 |
25.5% |
4 |
Infinitive to |
293 |
20 |
22.9% |
5 |
Use of Forbade |
89 |
20 |
7.0 % |
6 |
Use of Let |
148 |
20 |
11.6% |
7 |
Use of Should |
56 |
20 |
4.4% |
8 |
Direct Verbs |
133 |
20 |
10.4% |
Table 5 highlights the percentage of
different errors committed by Private male students. They made 49.3 % errors in
'Pronoun', 5.8 % errors in 'Tense', 25 .5 % errors in 'Imperative Verbs', 22. 9
% errors in 'Infinitive To', 7.0 %
errors in the use of 'Forbade', 11.6 % errors in the use of 'Let', 4.4 % errors
in the use of 'Should', and 10.4 % errors in 'Direct Verbs'. The most errors
are made in 'Pronoun' and least are in the use of 'Should'.
Table 6
Percentage of Different
Errors by Punjabi ESL Learners
S# |
Different Errors |
Frequency
of Errors |
Total of
Item Numbers |
Percentage |
1 |
Pronoun |
2315 |
20 |
45.3 % |
2 |
Tense |
286 |
20 |
5.6% |
3 |
Imperative Verbs |
1211 |
20 |
23.7% |
4 |
Infinitive to |
1196 |
20 |
23.4% |
5 |
Use of Forbade |
328 |
20 |
6.4% |
6 |
Use of Let |
558 |
20 |
10.9% |
7 |
Use of Should |
216 |
20 |
4.3% |
8 |
Direct Verbs |
476 |
20 |
9.3% |
According to this table, Punjabi ESL learners made 45.3% errors in the
use of 'Pronoun', 5.6% errors in 'Tense', 23.7% errors in 'Imperative Verbs',
23.4 % errors in 'Infinitive To', 6.4% errors in the use of 'Forbade', 10.9% in
the use of 'Let', 4.3% errors in the use of 'Should' and 9.3 % errors in the
use of 'Direct Verbs'.
Table 7
Percentage
of Different Categories of Errors
S# |
Categories of Errors |
Total number of Errors |
Percentage |
1 |
Omission |
327 |
25.6% |
2 |
Addition |
292 |
22.9% |
3 |
Mis-Ordering |
25 |
2.0 % |
4 |
Alternating form |
941 |
73.6% |
Table 7 points out the frequency and
percentage of errors made by Punjabi adult English language learners. According
to this table, the participants made 25.6 % errors in 'Omission', 22. 9 %
errors in 'Addition', 2.0 % errors in 'Mis-Ordering' and 73.6 % in 'Alternating
Form'. The students committed the most errors in the 'Alternating Form', and
they made the least errors in 'Mis-Ordering'.
Inter-lingual
Errors
Inter-lingual errors are
caused by interference of L1 while producing L2. The learners use their
linguistic knowledge of the first language while focusing on writing in the
second or target language. Linguistic transfer occurs when language learners
find difficulty in producing the target language. They commit errors when they
rely on L1 in making L2 utterances. Many errors committed by ESL learners are
due to inter-lingual transfer.
The participants
made errors caused by inter-lingual interference while conducting written tests
containing imperatives' direct and indirect narration. The learners' mother
tongue, Punjabi, interfered when they were converting direct narration into
indirect and vice versa. For example, '*The king ordered that let the prisoner
be set free', the students wrote this statement after converting direct
narration into indirect narration, but this was an erroneous sentence; they did
not write 'Infinitive To' to remove inverted commas, the correct sentence would
be; 'The king ordered to let the prisoner be set free'. They conducted it
incorrectly because of the contrasting structure of the Punjabi language and
the English language. In the Punjabi language, the word ‘Kay” is used in place
of 'Infinitive To' while converting direct speech into indirect speech. In
Punjabi, that particular sentence would be like that; 'Badshah na hukam dita k
qedi nu azaad kr deo'; the learners mostly used the knowledge of their mother
tongue in their test.
In another
inter-lingual error, the subjects converted indirect narration into direct
narration by using 'That' such as '*She said to her friends that "Let's
say the prayer". This is an incorrect sentence; the correct would be; 'She
said to her friends, "Let's say the prayer". In the Punjabi language,
the sentence would be like "O' ny apny dostan nu kia k, 'Ao nmaz paran
chaliye'." The participants followed the structure of their native
language.
In light of the above
discussion, the hypothesis proved wrong. The learners made errors caused by
inter-lingual interference but made a higher number of errors because of
intra-lingual interference. They lacked English language competency. While
changing direct narration into the indirect narration of imperative sentences,
the participants found it difficult to answer correctly because of first
language interference. The structure of imperatives' direct and indirect
narration of the Punjabi language is slightly different from that of the
English language. They did not write 'infinitive to' to remove quotation marks;
rather, they used the relative pronoun 'that' to remove and close quotation
marks.
Intra-lingual Errors
Intra-lingual errors refer to the
interference of the L2 system while producing L2 writing. The learners do not
know the target language very well, and when they find a problem in L2
production, they rely on their incomplete L2 knowledge and commit errors. The
linguists claim that the learners engage in intra-lingual errors due to second
language development. According to Richards (1971), intra-lingual errors are divided
into four categories:
Overgeneralization occurs
when a learner makes an error when s/he knows another pattern of the same sort
in the second language. The students committed errors
because of overgeneralization. Overgeneralization caused most grammatical
errors in direct and indirect narration: in part (A): The teacher said,
"Come to college in time", the students had to change this sentence
into indirect narration like that: 'The teacher ordered to come to college in
time', but the students changed it in
such a way, '*The teacher ordered that come to college in time', that was an
erroneous sentence because 'Infinitive To' was to be used instead of using
'That' which was used to remove quotation marks.
Furthermore, the students
also committed errors in another category, such as, He said to me, "Please
give me your book" The correct statement was: 'He requested me to give him
my book', but the students did it in this way: '*He requested me to give me
your book'. The subjects did not use the correct pronouns during direct and
indirect narration. The participants committed 69.7 % errors in
'Overgeneralization'.
When
a learner does not know the correct structure of the second language, it is the
category of ignorance of rule restriction.
Punjabi adult English language learners make many errors because of their
ignorance of rule restrictions. They committed 25. 6 % errors in this category.
For example, She said to him, "Please ponder upon my request" The
participants had to change this into an indirect narration. They answered:
'*She request him to ponder upon her request', this was the incorrect answer,
the correct answer: 'She requested to ponder upon her request', but the
students omitted past participle (ed) in writing 'Imperative Verb', 'request'.
A learner may fail to apply a correct structure, although s/he knows
that structure; this falls in the incomplete application of rules.
The participants also changed
certain sentences mis-orderly while converting direct narration into indirect
and indirect narration into direct narration, such as, The teacher said,
"Come to college in time", the subject had to convert it into
indirect speech. They did it in such a way: '*Come to college in time ordered
by the teacher', it is written in a misordering way. The correct statement was:
'The teacher ordered me to come to college on time'. The participants ignored
grammatical rules and used passive voice while narrating directly and indirectly.
They made 2.0 % errors in this category.
False concept hypothesized
happens when the learner comprehends the wrong patterns of the second language.
False concept
hypothesis was another reason for committing errors in direct and indirect
narration. The students were confused about using 'Forbade, Let and Should'.
For example, she said, "Do not tease me" The correct answer was:
"She forbade me to tease her", but the participants answered: '*She
requested me not to tease her'. The participants committed 6.4 % errors of the
inappropriate use of 'Forbade'.
The students
made 10.9 % errors in the usage of 'Let' such as, "I suggested that we
should participate in this seminar", and the correct answer: "I said,
“Let's participate in this seminar", but the students answered: '*I said,
“We should participate in this seminar”. Here, they did not know how to use
'Let' in changing indirect narration into direct narration.
Moreover, the subjects could not use 'Should'
while converting direct speech into indirect speech, such as, 'He said to his
friends, "Let's enjoy the party". The correct answer was: 'He
proposed to his friends that we should enjoy the party', but the participants
changed in this way: '*He suggested to his friends to enjoy the party'. So,
there were 4.3% errors committed in the wrong usage of 'Should'.
Errors of
Omission
"Omission is the absence
of one or more words that have to appear in a well-formed construction"
(Hikma, 2020, p. 3).
The students omitted the past
participle (ed) of 'order'. They missed 'ed' after 'request'. They cut 'ed'
after 'order'. They missed the modal verb 'let' after the infinitive to and 's'
after the verb 'like'. 'Please' was missing while converting indirect narration
into direct. The verb 'be' was not written before 'focused' while making
indirect narration to direct. There was no 'Please' written before the verb
'teach' while converting indirect narration into direct. 'Please' was missing
before the modal verb 'let'. The modal verb 'let' was not written before the
verb 'choose'.
Errors
of Addition
"Addition is the
appearance of an item which must not present in a well-formed construction"
(Hikmah, 2020, p. 3).
The learners added 'please'
while converting direct narration into indirect narration. Infinitive to' was
written after the direct verb 'said' while converting indirect narration into
direct. They also made an incorrect statement by adding 'infinitive to' before
the modal verb 'let'.
Errors
of Mis-ordering
Mis-ordering errors are due
to the misplacement of an element in a sentence. The learners misplaced
necessary parts in a well-formed utterance because of a lack of L2
knowledge.
The students wrote the
sentences disorderly by writing the second part at the beginning and the first
part at the end. They misplaced by writing possessive case (my) first and
objective case of 'He', (him) later.
Errors of Alternating
Form
As a result of a lack of
vocabulary and poor grammatical development, alternating form errors occur in a
well-formed utterance (Hendrawaty, 2018).
The students did
not write objective case' him' for 'he' and possessive case 'my' for 'me' while
doing direct narration to indirect. They wrote 'you' instead of the Subjective
case 'she' while converting direct narration into indirect. The students did
not write objective case' him' for 'my father'. They wrote the possessive case
'your' instead of the possessive case 'his' for 'son' when they made direct,
indirect narration. The learners did not write objective case 'her' for 'she'.
Possessive case 'my' was missing. 'Your' was used instead of 'my' for the
objective case' me'. They did not write objective case' me' for master and
possessive case 'your' for students while making indirect narration to direct.
While converting indirect narration into direct, the learners misplaced 'you'
with 'I'. 'You' pointed to the objective case' me' in reporting speech. To
point out 'mother' in the reporting speech, the students must have written
objective case' me' in the reported speech while converting indirect narration
into direct. They did not write the possessive case 'your' for 'her' and the
subjective case 'he' for 'father' in direct speech.
In line with the hypothesis,
the findings highlighted that Punjabi adult English language learners committed
errors because of a lack of linguistic and grammatical competency in L2 and
Punjabi language interference. However, Punjabi adult English language learners
committed the most errors because of intra-lingual transfer. They made the
lowest number of errors because of inter-lingual transfer. They did not have
command over the English language. After ten years of formal education at
schools, they were still confused about correctly answering. However, their L1,
Punjabi language, also interfered while completing L2, English, and writing
tasks. This happened when they found it difficult to apply the linguistic
structure of English to complete direct and indirect narration of imperative
sentences. They relied on their L1 while doing imperatives' direct and indirect
narration and committed errors because of contrasting English and Punjabi
language structure and lack of L2 knowledge.
Conclusion
The study intended to find out and analyze the error committed by Punjabi adult English language learners using direct and indirect narration.
Based on the research findings, it is concluded that Punjabi adult English language learners made different kinds of errors while doing direct and indirect narration of imperative sentences. They made eight kinds of errors: in 'Pronouns', 'Tense', 'Imperative Verbs', 'Infinitive To', use of 'Forbade', 'Let', 'Should' and 'Direct Verbs'. They also committed different categories of errors. The other categories in which the participants committed errors are 'Omission', 'Addition', 'Mis-Ordering' and 'Alternating Form'.
As a whole, adult English language learners made the highest errors in the use of 'Pronoun', after that in 'Imperative Verbs', 'Infinitive To', the use of 'Let', 'Direct Verbs', use of 'Forbade', 'Tense' and they made the lowest errors in the use of 'Should'. The participants committed the highest number of erroneous sentences in 'Alternating Form', 'Omission', 'Addition' and 'Mis-Ordering'.
Recommendations
There are plausible practical implications to overcoming imperatives' direct and indirect narration errors. Punjabi adult English language learners may develop their English competence if provided with English speaking environment and made to practice direct and indirect narration of imperative sentences with their friends, teachers, and siblings. Mere cramming and no practice are futile. Direct and indirect speech is developed by following rules while speaking and writing direct and indirect narration of imperative sentences. The role of teachers is very much important in this regard. They should use innovative techniques and practical ways to teach imperative sentences' direct and indirect narration. English language teachers' competence in the language and the training in using innovative techniques for effective teaching of direct and indirect narration are important to provide learners with effective training. The sole dependence on Grammar Translation Method (GTM) is partially responsible for encouraging teachers to use L1 in constructing English direct and indirect narration, leading to inter-lingual errors. The situation may improve it. Direct and Natural methods should be included the syllabus while teaching direct and indirect narration of imperative sentences. Finally, Policy makers and designers of the English curriculum and syllabus should include some portion of listening, speaking, reading and writing skills as a basic part of the classroom activities and exams.
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Cite this article
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APA : Farooq, S., & Farid, A. (2023). Error Analysis of Punjabi ESL Learners' Imperative's Direct and Indirect Narration. Global Language Review, VIII(II), 356-367. https://doi.org/10.31703/glr.2023(VIII-II).29
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CHICAGO : Farooq, Soha, and Aisha Farid. 2023. "Error Analysis of Punjabi ESL Learners' Imperative's Direct and Indirect Narration." Global Language Review, VIII (II): 356-367 doi: 10.31703/glr.2023(VIII-II).29
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HARVARD : FAROOQ, S. & FARID, A. 2023. Error Analysis of Punjabi ESL Learners' Imperative's Direct and Indirect Narration. Global Language Review, VIII, 356-367.
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MHRA : Farooq, Soha, and Aisha Farid. 2023. "Error Analysis of Punjabi ESL Learners' Imperative's Direct and Indirect Narration." Global Language Review, VIII: 356-367
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MLA : Farooq, Soha, and Aisha Farid. "Error Analysis of Punjabi ESL Learners' Imperative's Direct and Indirect Narration." Global Language Review, VIII.II (2023): 356-367 Print.
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OXFORD : Farooq, Soha and Farid, Aisha (2023), "Error Analysis of Punjabi ESL Learners' Imperative's Direct and Indirect Narration", Global Language Review, VIII (II), 356-367
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TURABIAN : Farooq, Soha, and Aisha Farid. "Error Analysis of Punjabi ESL Learners' Imperative's Direct and Indirect Narration." Global Language Review VIII, no. II (2023): 356-367. https://doi.org/10.31703/glr.2023(VIII-II).29