Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-05T12:40:22.782Z Has data issue: false hasContentIssue false
  • English
  • Français

Back to basics: Cracking a nut in using English indefinite articles

Why teachers and learners of English should pay more attention to a and an

Published online by Cambridge University Press:  11 November 2014

Ping Yang
Get access Rights & Permissions [Opens in a new window]

Extract

This paper is focused on basic English language knowledge and skills by looking at the circumstances in which English indefinite article, either ‘a’ or ‘an’, is selectively used with authentic examples cited from a few widely read Australian newspapers. Three fundamental elements of a language consist of its pronunciation, vocabulary and grammar in language teaching terms (phonetics, lexicology and syntax are respectively used in linguistic terms). These terms are used in this discussion which is oriented to general ESL (English as a Second Language) and EFL (English as a Foreign Language) users. The fact is that most of them tend to pay less attention to pronunciation than to vocabulary or grammar, and approach these fundamental language elements in isolation rather than reflect on their connections. To address this issue, the author shows that pronunciation and grammar are connected and that it is important to get back to basics in language learning through investigating distinctions between two indefinite articles. There are four reasons for this investigation. First, examination of their distinctions in context crosses over the knowledge boundary between pronunciation and grammar. Making connection and association between the two language elements helps ESL/EFL learners develop analytical skills and enables reflective learning experience (Brockbank & McGill, 2007).

Type
Research Article
Information
English Today , Volume 30 , Issue 4 , December 2014 , pp. 28 - 33
Copyright
Copyright © Cambridge University Press 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alexander, H. 2007. ‘Uni open to students who fail English tests.’ Sydney Morning Herald, 29 January, p. 1.Google Scholar
Bralich, P. A. 2006. ‘The new SAR and fundamental misunderstandings about grammar teaching.’ English Today, 22(3), 61–64.Google Scholar
Brockbank, A. & McGill, I. 2007. Facilitating Reflective Learning in Higher Education, 2nd edn.Milton Keynes: Open University Press.Google Scholar
Clarke, M. A. & Commins, N. L. 1993. ‘Whole language: reform and resistance.’ Language and Education, 7(2), 79–95.Google Scholar
Crandall, J. 1992. ‘Content-centered learning in the U.S.’ Annual Review of Applied Linguistics, 13, 110–126.Google Scholar
Farrell, T. S. C. 1999. ‘The reflective assignment: unlocking pre-service English teachers' beliefs on grammar teaching.’ RELC Journal, 30(2), 1–17.CrossRefGoogle Scholar
Ferrarl, J. 2006a. ‘Students failed by language system.’ The Australian, 11 August, p. 3.Google Scholar
Ferrarl, J. 2006b. ‘Words failing Year 7 students.’ The Australian, 10 August, p. 1 & 4.Google Scholar
Gabrielatos, C., Torgersen, E. N., Hoffmann, S. & Fox, S. 2010. ‘A corpus-based sociolinguistic study of indefinite article forms in London English.’ Journal of English Linguistics, 38(4), 297–334.CrossRefGoogle Scholar
Hall, G. & Cook, G. 2012. ‘Own-language use in language teaching and learning’. Language Teaching, 45(3), 271–308.Google Scholar
Han, N.-R., Chodorow, M. & Leacock, C. 2006. ‘Detecting errors in English article usage by non-native speakers.’ Natural Language Engineering, 12(2), 115–129.Google Scholar
Heymsfeld, C. R. 1989. ‘Filling the hole in whole language.’ Education Leadership, 46(6), 65–68.Google Scholar
Jones, D., Roach, P., Setter, J. & Esling, J. 2011. Cambridge English Pronouncing Dictionary,18th edn.Cambridge: Cambridge University Press.Google Scholar
Long, M. H. 2000. ‘Focus on form in task-based language teaching.’ In Lambert, R. D. & Shohamy, E. (eds.), Language Policy and Pedagogy: Essays in Honor of A. Ronald Walton. Amsterdam: John Benjamins B. V., pp. 179–192.Google Scholar
MacMahon, M. K. C. 2006. ‘English linguistics.’ In Aarts, B. & McMahon, A. (eds.), The Handbook of English Linguistics. Malden, MA: Blackwell Publishing, pp. 359–381.Google Scholar
Maiden, S. 2013. ‘Pyne calls for return of phonics.’ Sunday Tasmanian. Online at <http://www.themercury.com.au/news/tasmania/pyne-calls-for-return-of-phonics/story-fnj4f7k1-1226772141014> (Accessed February 10, 2014).+(Accessed+February+10,+2014).>Google Scholar
Mughan, T. 1999. ‘Intercultural competence for foreign languages students in higher education.’ Language Learning Journal, 20(1), 59–65.Google Scholar
Norrie, J. 2005a. ‘Inside the curriculum: English Alas, poor students ...’ Sydney Morning Herald, 15 August, p. 11.Google Scholar
Norrie, J. 2005b. ‘Reading goes back to building blocks.’ Sydney Morning Herald, 15 August, p. 1.Google Scholar
Onukaogu, C. E. 1997. ‘The ‘whole language’ approach to literacy education in the third world: the Nigerian experience.’ Language, Culture and Curriculum, 10(3), 186–199.Google Scholar
Parrish, B. 2004. Teaching Adult ESL: A Practical Introduction. New York: McGraw-Hill.Google Scholar
Rigg, P. 1991. ‘Whole Language in TESOL.’ TESOL Quarterly, 25(3), 521–542.Google Scholar
Sadler-Smith, E. 1996. ‘Learning styles: a holistic approach.’ Journal of European Industrial Training, 20(7), 29–36.CrossRefGoogle Scholar
Savage, K. L., Bitterlin, G. & Price, D. 2010. Grammar Matters: Teaching Grammar in Adult ESLP. Cambridge: Cambridge University Press.Google Scholar
Tagliamonte, S. A. 2001. ‘Come/came variation in English dialects.’ American Speech, 76(1), 42–61.Google Scholar
Thomas, A. R. 1984. ‘Welsh English.’ In Trudgill, P. (ed.), Language in the British Isles. Cambridge: Cambridge University Press, pp. 178–194.Google Scholar