The Analysis of Student’s Ability to Identify Parts of Speech
Keywords:
ESL, parts of speech, grammatical competence, tertiary-level education, instructional strategiesAbstract
This study investigates the ability of fifth-semester university students to identify parts of speech within contextualized texts, a crucial skill in mastering English as a second language (ESL). Employing a quantitative approach, the research utilizes written tests to analyze error patterns and challenges in recognizing various parts of speech, including nouns, verbs, adjectives, adverbs, pronouns, and prepositions. The findings, based on statistical analysis, reveal that while students excel in identifying nouns (92%) and verbs (89%), significant difficulties persist with prepositions (46.9%), adjectives (65%), and adverbs (45%). These results underscore the need for targeted instructional strategies to enhance grammatical competence. The study provides practical implications for ESL curriculum design, aiming to support learners in achieving syntactic accuracy and communicative effectiveness.
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