This study was designed to analyze students errors about relative pronouns and suggest effective teaching tips on English relative pronouns.
In order to achieve these goals, the characteristics of English relative pronouns were examined. And then,...
This study was designed to analyze students errors about relative pronouns and suggest effective teaching tips on English relative pronouns.
In order to achieve these goals, the characteristics of English relative pronouns were examined. And then, the types and usages of English relative pronouns in current high school English textbooks were investigated. For this study, 36 questions were given to 96 first-grade students at J high school and their errors were divided into 4 parts: types, deletion, restrictive function and understanding of the embedded sentences. An effort was made to examine the errors and find reasons why students commit errors in the use of relative pronouns. The results of the study are as follows:
First, the analysis of high school English textbooks shows that not all types of relative pronouns are equally dealt with. Particularly, whose was used only 2 times in 5 high school English textbooks, and the error analysis also showed that students have the most difficulty with whose. It indicates that the less relative pronouns used in the current English textbooks, the more mistakes the students make in its use.
Second, the analysis of deletion errors of relative pronouns shows that students don't have exact knowledge about the deletion of the relative clauses, judging from the 58 percentage of errors.
Third, the error rates of restrictive and non-restrictive relative pronouns were 30%. It is the lowest in four parts.
Forth, error rates shown in finding embedded relative clauses were 66 % and it is the highest among the error rates in other parts. This part demands that students completely understand the sentence and translate it. So this is considered the best difficult problems to students because if they don't know about relative clauses, they may not be able to understand the sentences.
Through this analysis, we come to know that the most of the students don't know relative pronouns though they have learned them since the second grade in middle school. Therefore, we can conclude that it is important not only what knowledge a teacher gives to students but also how he/she teaches them. So, as the best way of teaching effectively, I suggested the methods to use the games which motivate and interest students.
In conclusion, to teach the relative pronouns, it is important that teachers have to think the ways that students can intake relative pronouns through various activities.
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