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Findings And Analysis And Usage Of English English Language Essay

In day-to-day conversations and Hagiographas, it seemed that English 2nd linguistic communication ( L2 ) scholars have more inclinations to compose and talk while sing the grammatical building and aspectual significance of verb instead than it attitudinal significance. However, syntacticians have agreed that English progressive signifier is a truly affectional linguistic communication device[ 1 ]where it will denote subjectiveness in it usage. Subjective, in this instance, means that the linguistic communication user shows attitudinal significance and put emotional coloring in the sentence while utilizing the linguistic communication. There were several surveies by universities or establishments on the subjectiveness of English progressive signifier, nevertheless, does English progressive signifier denotes subjectiveness among Mara College Banting pupils as English L2 scholars and how it will differ in term of gender, educational background, and English proficiency degree? The survey on the 2nd linguistic communication scholar seemed to be missed out to explicate whether the English L2 scholars view the progressive signifier as an indicant to attitudinal significance and subjectiveness whether in written and unwritten production of the linguistic communication.

As syntacticians suggested that English progressive signifier is a truly affectional linguistic communication device, therefore it is an of import characteristic that can be applied in composing newspapers ‘ study, political addresss, and other Hagiographas in which the linguistic communication characteristic can be used in order to act upon the readers or the hearers more. The progressive signifier can be used by people in Hagiographas or conversations to demo more earnestness and true feelings of the individual involved. However, to what extent this is expected to be true to the English L2 scholars is non proved yet. As most of the survey proven to the native talkers, nevertheless, there is no survey to stipulate whether the consequence of the survey is similar to those non-native talkers. Therefore, this survey is of import to propose whether English progressive signifier may incorporate similar characteristic as an affectional linguistic communication device to the English L2 scholars. If the consequence is positive, therefore it shows that the use of English progressive signifier may hold subjective emotional impact on both the users ( authors and talkers ) and the receiving systems ( readers and hearers ) , therefore it will do different in emotional value when utilizing it in Hagiographas or conversations.

AIM OF THE STUDY.

This essay is based on the survey of English progressive signifier or the alleged -ing signifier. Throughout the survey, the purpose is to place whether verbs in progressive signifier will denote subjectiveness in the sentence ; in which emotion is involved ; for Mara College Banting pupils as English L2 scholar. In other mean, the survey focuses on the manner in which emotion affect the linguistic communication used ; while in this instance it will concentrate on the use of verbs in progressive. Besides that, the purpose of the survey is besides to look into whether the subjectiveness of the sentence will alter when the verb is being written or spoken. Further survey will include the treatment on how other factors: gender, educational background, and English proficiency degree will impact the hypothesis. The survey will seek out the replies of the undermentioned research inquiry:

Does the use of verb in progressive signifier will denote subjectiveness in the sentence for English L2 scholars?

Does the subjectiveness of the phrase alterations when it is written or spoken?

How does the subjectiveness differ among pupils of different gender?

How does the subjectiveness differ among pupils of different educational background?

How does the subjectiveness differ among pupils of different English proficiency degree?

Methodology

Questionnaires

Questionnaires were distributed to 40 MCB pupils. In the questionnaires, respondents were determined their gender, educational background, and IELTS[ 2 ]consequence. They were asked to reply several inquiries to see whether the use of progressive signifier has different mean of applications to them.

2 ) Interviews

15 pupils who prefer the progressive signifier the most were interviewed to detect whether there were switching of penchant. Several inquiries were being asked harmonizing to faculty while some were self-generated to trip conversation. The pupils was besides being asked on their positions whether they are cognizant of other mean of applications of the English progressive signifier in the production of the linguistic communication

Below are the index used in finding the pupils ‘ penchant:

Preference per centum ( % )

Preference

0a‰¤x & lt ; 20

Non-progressive

20a‰¤ x & lt ; 40

40a‰¤x & lt ; 60

Mix

60a‰¤x & lt ; 80

Progressive

80a‰¤x & lt ; 100

FINDINGS AND ANALYSIS

From the research carried out[ 3 ], most pupils have higher inclinations to utilize English progressive signifier in the written signifier. The inquiries given fundamentally about day-to-day lives conversation, a short sad narrative, and look of emotion which require the respondents to reply based on what they think or feel is more appropriate for the state of affairs since the inquiries created with suitableness of any verb signifier use. My early hypothesis is when make up one’s minding which signifier of verb is more appropriate ; MCB pupils tend to utilize simple opinion instead than traveling into item ; which to state based on their inexplicit L2 cognition. Bialystok ( 1979 ) viewed that L2 scholars make their grammaticality opinions on the footing of inexplicit cognition, and merely exchange to the usage of explicit knowledge when more powdered determinations are required.[ 4 ]In this instance, pupils were required to do simple determinations whether to use progressive signifier or trying to utilize non-progressive signifier.

The inquiries given could be regarded as underscoring the respondents ‘ attitude. Therefore, imperfect could be seen as showing the respondents ‘ feelings about the state of affairs. However, some pupils may choose for other options depending on the pupils ‘ committedness in bring forthing the linguistic communication excessively.

‘Non-progressive signifier appeared to be a better option with less personal committedness or less prominence on temporalty. The impersonal pick by more fact-oriented pupils would be the non-progressive. ‘[ 5 ]

Therefore, it depends on the verb signifier penchant of the pupils excessively instead than depending entirely on the pupils ‘ implicit and expressed cognition.

The consequence of the research has proven to be positive on the research inquiry. About 24 pupils out of 40, which is more than half prefer to utilize English progressive signifier in most instances while 10 pupils are systematically prefer non-progressive signifier while 6 pupils mix their penchant of utilizing progressive signifier in their inquiry documents. This non merely shows that most MCB pupils are cognizant of the subjectiveness of English progressive signifier in its use, but besides prefer to utilize it in most state of affairss. But, there is besides a possibility that the respondents may besides non cognizant of the subjective significance of progressive signifier of verb, but instead take the first thing that came into their head.

Since the pupils are immature, they may be influenced by new or extended usage of the imperfect. Many scholars fail to understand that there are many other possible grounds of utilizing the imperfect[ 6 ]in add-on to its general significance of ‘action in advancement ‘ such as bespeaking impermanent action, near future programs, or greater emotional accent.[ 7 ]

Short interviews were conducted with some of the respondents to see whether they might switch from utilizing progressive to non-progressive or frailty versa while utilizing the linguistic communication in speech production. However, the consequence showed that the respondents tend to utilize non-progressive signifier instead than the progressive while bring forthing the linguistic communication orally[ 8 ]. Out of 15 respondents, 13 of them prefer the progressive signifier in most instances than the non-progressive in their English unwritten production. They tend to utilize simple tense when speech production or doing determination spontaneously at the clip of speech production. If they are non certain about something, they besides tend to utilize the phrase “ I think aˆ¦ ” instead than “ I am believing aˆ¦ ” .

All 15 respondents for the speaking trial were taken from those who answered the inquiries with more than 80 % of utilizing the progressive signifier during the written trial. This indicates that most pupils are likely to switch from utilizing the progressive signifier in English written production to the non-progressive signifier in the unwritten production of the linguistic communication. It is because they have used to compose in English since childhood but non speak and hence, brush troubles in puting emotional coloring or utilizing the progressive signifier in the orally-produced sentences at blink of an eye. These phrases were used the most by the respondents when replying inquiries orally: “ I think aˆ¦ ” , “ I hopeaˆ¦ ” , and “ I doaˆ¦ ” . In some instances, the pupils besides made errors or wrong use of grammar while answering to the inquiries orally. Even though some inquiries being asked were in the progressive signifier, the respondents somehow use the simple verb in their answers. While bring forthing the linguistic communication orally, they tend to do defects while seting aside grammatical building in conversation. The interlingual rendition of words in their head have been the lone precedence in clip of verbalizing an instant answer such as in conversation as English L2 learners instead than undergoing the procedure of interpreting from first linguistic communication, set uping words, and look intoing grammar, so merely bring forthing a answer.

“ Variability in scholar linguistic communication is determined by a assortment of factors such as lingual context, situational contexts, and the handiness of planning clip. ”[ 9 ]

When respondents were being asked about the use of progressive signifier, most respondents have a obscure thought and largely claimed that it has something to make with an on-going event or verb. When being asked about how they choose whether to utilize the imperfect or non-progressive signifiers to denote subjectiveness, they merely can non explicate the ground of why did they use either signifiers. That means the thought of progressive signifier as an affectional linguistic communication device is still non widely recognised by MCB pupils as English L2 scholars.

Therefore, it can be deduced that most of Mara College Banting pupils prefer the use of the English progressive signifier to denote subjectiveness in English written production. While in the unwritten production of the linguistic communication, the pupils prefer utilizing the non-progressive signifier the most in which they shift from their penchant from the written production. Even though they are non truly exposed into the map of progressive signifier as an affectional linguistic communication device, nevertheless, they made their determination based on how they define the use of the signifier itself to denote subjectiveness.

Consequence OF GENDER

Mentioning the informations acquired[ 10 ], there is perceptibly a fringy difference between the uses of progressive signifier among pupils of different gender except from 40 % to 60 % . It is seemingly shows that female pupils have the higher inclination to utilize progressive signifier compared to the male pupils. However, more female pupils do non prefer utilizing progressive signifier than male pupils and is shown by its penchant from 40 % and below. It is shown that there is important difference in the figure of pupils who prefer utilizing progressive signifier 40 % to 60 % in their inquiries. However, there is still batch of male and female pupils prefer more than 60 % of utilizing progressive signifier in written production.

My early hypothesis is that gender does impact the use of English progressive signifier in written production because by and large adult females have a more soft feeling or what is called feminine compared to work forces. Therefore, I assume feminism may hold some consequence the subjectiveness of the linguistic communication used. However, the consequence indicates an opposite result. Among both genders, the use of English progressive signifier is about similar. The most likely ground that leads to this result is the intervention and gender equality within the instruction system in Malaysia. Mostly, pupils in Malaysia were taught harmonizing to syllabus regardless of gender. Even though some respondents who antecedently came from all-female schools or all-male schools, nevertheless, most of them were taught utilizing similar course of study, consistent with any pupils over the state.

Besides that, it can non be denied that some pupils may hold used to be utilizing progressive signifier in their Hagiographas and hence gender factor is irrelevant in impacting the use of progressive signifier in written production. The least figure of female has the penchant in utilizing the progressive signifier from 40 % to 60 % compared to the male. This shows that female respondents are interested whether to prefer progressive signifier systematically or non-progressive signifier systematically and make non prefer to blend both progressive and non-progressive.

When interviews were conducted[ 11 ], there were 13 out of 15 who used more of the progressive signifier than simple signifier. And the other 2 pupils were from the female group in which they tend to utilize progressive signifier in unwritten production. These two pupils stay house on utilizing the progressive signifier to denote subjectiveness whether in written or unwritten production. However, most of the respondents interviewed shifted their penchant from progressive signifier in the written production to non-progressive signifier while talking. The possible accounts are due to the grounds that have been explained before and there is nil to make with gender. This is because most of the respondents shifted their usage penchant regardless of gender. Merely two female respondents stay on utilizing the progressive signifier, nevertheless, this is excessively undistinguished to develop an illation.

Therefore, it can be deduced that the factor of gender do non impact the use of the progressive signifier in denoting subjectiveness whether in written or unwritten production among MCB pupils. So, gender has no relationship with the frequence of use of English progressive signifier among MCB pupils as English L2 scholars.

EFFECT OF EDUCATIONAL BACKGROUND

Based on Sapir-Whorf hypothesis:

“ The universes in which different societies live are distinguishable universes, non simply the same universe with different labels attached. We see and hear and otherwise experience really mostly as we do because the linguistic communication wonts of our community predispose certain picks of reading.[ 12 ]

At first, I assumed that due to different educational background, there should be important difference on the figure of pupils who prefer progressive signifier in their sentences due to different survey environment.

However, from the consequence obtained[ 13 ], it shows that the pupils antecedently studied in day-to-day or get oning schools have no influence on the progressive signifier use in denoting subjectiveness in English written production. Looking at the per centum of 20 % -40 % and 60 % -80 % , there are immense differences between the embarkation and day-to-day schools that prefer progressive or non-progressive in their written production. I take this as my restriction due to little sample size for the experiments. The figure of pupils antecedently from get oning schools is non equal to the figure of pupils from day-to-day schools.

However, dividing those as two different consequences will assist to expose the distribution of pupils who prefer the use of progressive signifier to denote subjectiveness ; nevertheless, due to fringy difference between the consequences and besides unequal distribution of pupils studied in embarkation and day-to-day schools within the sample infinite, it is difficult to do an illation from the information. But, it can be seen that the figure of pupils antecedently from get oning or day-to-day schools, both portion similar characteristic in which more figure of pupils prefer in the use of progressive signifier in their written production to denote subjectiveness. The pupils from get oning schools who prefer utilizing the progressive signifier is 13 pupils which is more than 11 pupils who prefer utilizing the non-progressive signifier. For antecedently day-to-day school pupils, those who prefer utilizing the progressive signifier is 5 pupils which is more than 3 pupils who prefer utilizing the non-progressive signifier.

During the interview[ 14 ], most pupils from day-to-day schools can talk English better than those from get oning schools. From my point of position, for English L2 scholars to talk really good, they may hold been in the environment where most people around them speak in English. Daily schools normally have well-mixed races environment where there are Malay, Chinese, Indian, and the others. From my personal observation, Chinese and Indian pupils are likely to talk English at place and at school. When more people engage and interact in English, it will develop and better the speech production accomplishment of the people involved. Students from get oning schools normally live in an environment where all people are interacting by utilizing the first linguistic communication. That ‘s the ground of some embarkation schools pupils can non prosecute in English really good. Due to that, even they want to show their emotion or sentiment by utilizing the 2nd linguistic communication, they might hold some troubles in puting certain words to demo an attitudinal significance in what they want to show. Rather than puting emotional coloring in the sentences verbalised, they are more susceptible to present it by puting more emphasise on pronunciation and vocabulary of words. This account can be besides applied to some of the day-to-day school pupils.

In general, even though day-to-day school pupils normally engage in English, depend on to whom they speak, nevertheless, their instance is similar to those studied in embarkation schools. It seemed that most of them did n’t cognize the map of the progressive signifier as an affectional linguistic communication device and they ‘d instead blend the use of progressive and non-progressive or else invariably use the non-progressive since the building of the sentences would be easier and simple.

From the experiment conducted, it can be deduced as a general that educational background has nil to make with the application of English progressive signifier to denote subjectiveness, be it in written or unwritten production among MCB pupils.

EFFECT OF ENGLISH PROFICIENCY LEVEL

Most MCB pupils are at intermediate or high degree of English proficiency since they have been selected from many pupils who had traveling for the sponsorship interview before come ining the college. Their English consequence in the General Certificate Examination is at least 4B. Classification is made into 3 groups harmonizing to their first IELTS consequence: Competent, Good, and Very Good.

My early anticipation is most pupils of better English proficiency will prefer the use of progressive signifier in the written production while those with intermediate and competent degree of English proficiency will prefer either to blend or utilize the non-progressive signifier. This is because pupils with higher English proficiency should hold the cognition and used to utilizing the progressive signifier to convey attitudinal significance or emotional accent in the linguistic communication. Good users might instead take whichever does accommodate them while competent users had instead to do the sentences utilizing the simple signifier because they had instead do it simple and really straightforward.

It is clearly shown that pupils of high degree of proficiency largely prefer the use of progressive signifier to denote attitudinal significance with 10 pupils chose more than 60 % in their written production than 2 pupils used less than 40 % of the progressive signifier.[ 15 ]This might be due to the exposure and acknowledgment of progressive signifier to denote subjectiveness. Analyzing the information for Good users of the linguistic communication, most pupils have a high penchant in utilizing -ing signifier of the verb in their written production to demo subjectiveness. There are 12 pupils preferring the use of progressive signifier than 2 pupils mixed the penchant of progressive and non-progressive signifier and 2 other pupils less prefer the use of the progressive signifier. 2 Competent users of the linguistic communication are in the penchant of the progressive signifier while 6 pupils preferred the use of non-progressive in their written production while 4 pupils mix their penchants.

Therefore, it can be suggested that Good and Competent users of the linguistic communication do non see the progressive signifier to denote subjectiveness in written production. This is due to the fact that their formal acquisition in school had ne’er introduced the pupils on the association of English progressive signifier with demoing attitudinal significance and emotional value in the vocalization of words. As for larning English at secondary schools, some pupils claimed non to hold learnt grammar thoroughly and even so, they do non hold on much of the grammatical regulations. The pick of word signifiers they based on is merely the signifier that they think appropriate.

Even though there are more likely pupils that possess better bid in English to prefer the progressive signifier in the written production, nevertheless, they changed into utilizing more of the non-progressive while talking[ 16 ]. This shows that the application of the -ing morpheme in unwritten production is non a penchant to most MCB pupils to expose an attitudinal significance of verbs. The pupils are non cognizant of the word pick while talking since they have more concern on the grammatical building and pick of vocabulary instead than underscoring on the use of progressive signifier to denote subjectiveness. 2 pupils of Competent users prefer the progressive signifier while talking. This might be due to the ‘attractiveness ‘ of the progressive signifier. In add-on to its standard-like utilizations, it besides have its ain curious map in English as lingua franca ( ELF ) based on its ‘attention-catching ‘ signifier.[ 17 ]Harmonizing to Elina Ranta:

“ aˆ¦the ‘attractiveness ‘ of the progressive resides in the grammatical signifier itself – that L2 talkers have realised its ‘communicative ‘ value in interaction. aˆ¦adding the stoping -ing to a verb gives the verb more prominence and saliency in the talker ‘s vocalization. It makes the verb base out, so to talk, and draws the middleman ‘s attending as a ‘heavier ‘ circumlocutious construction. ”[ 18 ]

The pupil ‘s penchant in utilizing the progressive signifier might be due to this even if they do non hold the cognition of the subjectiveness of the imperfect ; it is still sensible to take -ing signifier as an ‘attention-catching ‘ signifier.

Therefore, it can concluded that the English proficiency degree do impact the pupils ‘ determination whether English progressive signifier denotes subjectiveness in written and unwritten production of the linguistic communication for MCB pupils.

Restriction

Throughout the survey, the biggest restriction is that the sample size ( figure of respondents ) is non big, in which some informations might be biased since it does non stand for the whole college population. Time is a factor of restriction because the respondents took a longer clip to manus in their replies back and questioning the pupils would ne’er been easy. Therefore, it is rather difficult to obtain more informations or to increase the sample size of pupils due to clip restriction. The sample size for the interview and the inquiries are besides rather little ; nevertheless, due to bulk of penchant, decision can still be made. Increasing the figure of respondents and inquiries would be a great aid to develop a more important decision. The figure of respondents should be increased more so that the distribution of the information is more towards normal.[ 19 ]Other than that, book mention on subjectiveness of English progressive signifier is difficult to happen, but old researches from the cyberspace have helped a batch as academic readings to warrant certain things.

Besides that, the respondents might be confused with the rural, developing, and urban countries in which they lived in. Some topographic points have the expression of developing countries, but in fact it is non in the procedure of developing. Furthermore, biasness might go on if the respondents do non reply the inquiries harmonizing to their ain opinion, but instead follow friends ‘ replies particularly for general inquiries. Hence, future surveies should see these restrictions and seek for other better option to categorize the respondents and do effectual usage of resources and the respondents.

Decision

In general, English progressive signifier denotes subjectiveness in written production for MCB pupils as English L2 scholars ; nevertheless it does non use in unwritten production of the linguistic communication. This is displayed from their shifting in penchant of utilizing more of progressive signifier in written production while non-progressive in unwritten production.

It is stated that gender of the pupils does non impact the position of subjectiveness as an indicant of subjectiveness in written and unwritten productions among MCB pupils as English L2 scholars. This is displayed from the minor difference in the informations between male and female pupils in the written production while for the unwritten production ; it shows no correlativity between gender and the use of progressive signifier to denote subjectiveness.

Educational background has been besides concluded demoing no correlativity to the indicant of English progressive signifier to denote subjectiveness among MCB pupils. This is displayed from the distribution of the information that is rather similar between antecedently day-to-day and boarding schools pupils.

However, English proficiency degree does impact the position of English progressive signifier to denote subjectiveness in written and unwritten production of the linguistic communication. This is shown by big difference between those who possess better bid in English linguistic communication than those who does non.

Bibliography

Catherine J. Doughty and Michael H.Long, 2003: The Handbook of Second Language Acquisition ; published by Blackwell Publishing.

Rod Ellis, 1997: Oxford Introductions to Language Study: Second Language Acquisition ; published by Oxford University Press.

Linda Duvsten from Lulea University of Technology, Department of Languages and Culture. Master ‘s Thesis: The Subjective Progressive in Everyday Written English ( A survey on Pragmaticss )

( hypertext transfer protocol: //epubl.luth.se/1402-1552/2007/087/index.html – 12/11/2009 )

Margareta Westergren Axelsson and Angela Hahn: The Use of Progressive in Swedish and German Advanced Learner English – a principal based survey ( hypertext transfer protocol: //icame.uib.no/ij25/axelsson.pdf – 13/11/2009 )

Elina Ranta from University of Tampere: The ‘Attractive ‘ Progressive – Why Use the -ing in English as Lingua Franca

( hypertext transfer protocol: //gupea.ub.gu.se/dspace/bitstream/2077/3150/1/5-2-Ranta.pdf – 9/12/2009 )

Daniel Chadler: “ The Sapir-Whorf Hypothesis ”

( hypertext transfer protocol: //www.aber.ac.uk/media/Documents/short/whorf.html – 17/1/2010 )

8.0 Appendixs

8.1 – Appendix 1

Table of the figure of pupils in refer to the per centum use of progressive signifier in 20 inquiries

Percentage use of progressive signifier

Number of pupils / Frequency

0 x & lt ; 20

3

20 x & lt ; 40

7

40 x & lt ; 60

6

60 x & lt ; 80

17

80 x & lt ; 100

7

8.2 – Appendix 2

Table of the consequence of gender on the figure of pupils in refer to the per centum use of progressive signifier in 20 inquiries.

Percentage use of progressive signifier

Male pupils

Female pupils

0 x & lt ; 20

1

2

20 x & lt ; 40

3

4

40 x & lt ; 60

5

1

60 x & lt ; 80

8

9

80 x & lt ; 100

3

4

8.3 – Appendix 3

Table of the consequence of educational background on the figure of pupils in refer to the per centum use of progressive signifier in 20 inquiries.

Percentage use of progressive signifier

Boarding schools

Daily schools

0 x & lt ; 20

4

3

20 x & lt ; 40

7

0

40 x & lt ; 60

4

4

60 x & lt ; 80

10

3

80 x & lt ; 100

3

2

8.4 – Appendix 4

Table of the consequence of English proficiency degree on the figure of pupils in refer to the per centum use of progressive signifier in 20 inquiries.

Percentage use of progressive signifier

Level of English user

Number of pupils / frequence

0 x & lt ; 20

Very Good

2

Good

1

Competent

0

20 x & lt ; 40

Very Good

4

Good

1

Competent

2

40 x & lt ; 60

Very Good

4

Good

2

Competent

0

60 x & lt ; 80

Very Good

2

Good

7

Competent

8

80 x & lt ; 100

Very Good

0

Good

5

Competent

2

8.5 – Appendix 5

Consequence for interview inquiries

Respondents

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Entire

1

i?-

i?-

i?-

i?-

i?-

5

2

i?-

1

3

i?-

i?-

2

4

i?-

1

5

i?-

1

6

i?-

i?-

i?-

3

7

i?-

i?-

2

8

i?-

i?-

2

9

i?-

i?-

2

10

i?-

1

11

i?-

i?-

i?-

3

12

i?-

1

13

i?-

i?-

2

14

i?-

i?-

i?-

i?-

i?-

i?-

6

15

i?-

1

Index:

Entire inquiries involved in progressive signifier feedback

Preference

1 to 3

Non-subjective

4 to 6

Subjective

8.6 Appendix 6

CATEGORISATION OF ENGLISH PROFICIENCY LEVEL BY IELTS

IELTS stands for International English Language Testing System, which is an internationally recognised standardized trial of English linguistic communication proficiency degree. IELTS is chiefly divided into two classs: the Academic version and the General Training Version. It is by and large acknowledged that the reading and authorship trials for the Academic Version are more hard than those for the General Training Version, due to the differences in the degree of rational and academic cogency between the two versions.[ 20 ]

For MCB pupils, since they are making readying programme ( International Baccalaureate ) before traveling overseas, it is a must for each pupils to take the IELTS- Academic version to place their English proficiency degree for university arrangement demand. IELTS consists of 4 trials: speech production, composing, hearing, and reading and all faculties have to be completed before the trial study is printed out.

Besides that, each faculty besides has a scope of set from 0 to 9 which indicate the English proficiency degree of the pupils for each faculty. The overall set is the entire mean set degree which places the English proficiency degree of the pupils in norm. However, largely pupils in Mara College Banting obtain a consequence runing from 6.0 to 8.0 merely for the overall set while the lowest set for each separate faculty is 5.5 and the highest is 9.0.

Taking the overall set as the chief index for the English proficiency degree, the scope of set is hence merely from 6.0 to 9.0. IELTS has besides classified the consequence into several categories as tabulated in the undermentioned page:[ 21 ]

Set

Degree

Description

9

Expert user

Has to the full operational bid of the linguistic communication: appropriate, accurate and fluid with complete apprehension.

8

Very Good User

Has to the full operational bid of the linguistic communication with lone occasional unsystematic inaccuracies and inappropriacies. Misinterpretations may happen in unfamiliar state of affairss. Handles complex detailed debate good.

7

Good User

Has operational bid of the linguistic communication, though with occasional inaccuracies, inappropriacies and misinterpretations in some state of affairss. Generally handles complex linguistic communication good and understands elaborate logical thinking.

6

Competent User

Has by and large effectual bid of the linguistic communication despite some inaccuracies, inappropriacies and misinterpretations. Can utilize and understand reasonably complex linguistic communication, peculiarly in familiar state of affairss.

5

Modest User

has partial bid of the linguistic communication, get bying with overall significance in most state of affairss, though is likely to do many errors. Should be able to manage basic communicating in ain field.

4

Limited User

Basic competency is limited to familiar state of affairss. Have frequent jobs in utilizing complex linguistic communication.

3

Highly Limited User

Conveys and understands merely general significance in really familiar state of affairss. Frequent dislocations in communicating occur.

2

Intermittent User

No existent communicating is possible except for the most basic information utilizing stray words or short expression in familiar state of affairss and to run into immediate demands.

1

Non User

Basically has no ability to utilize the linguistic communication beyond perchance a few stray words.

0

Did non try the trial

No assessable information provided.

8.7 – Appendix 7

Below are the abbreviations used throughout the essay:

Abbreviations

Meaning

L2

2nd linguistic communication

MCB

Mara College Banting

IELTS

International English Language Testing System

Appendix 8

Sample of Questionnaire

Part 1

Answer the inquiry with more than 8 words. Make your sentences to be brooding of what ‘s go oning.

1. You merely went back from UK. Express your current feeling when you get back place.

2. Your aunt merely died. You pay a visit to her house and show your commiseration to her household.

3. Express your feeling of sorry to your friend who got a bad consequence in SPM.

4. You met your best friend coincidently at the shopping promenade. Express what do you experience after run intoing him/her.

5. You felt stressed. How do you state to a friend who annoyed you at that clip, endangering with a clout if he/she wo n’t halt speaking?

Part 2

Fill in the space with any possible reply. The suggested root word given might assist. You may hold more than one word per entry.

1. The first clip I had to sit for an unwritten scrutiny, I was all tensed up a twenty-four hours before the existent scrutiny. I ___________________ ( concern ) about how should I they behave in forepart of the testers.

2. There is an old Indian twosome who lives opposite my house. Both of them are retired and they __________________ ( spend ) their dusky old ages puttering around their small garden.

3. I one time read someplace that the present life population on Earth is more than combined population of all the people who had of all time lived in history! The population of the human species on Earth that had increased enormously over the past few decennaries ___________________ ( become ) a serious job.

4. Crime rates have been lifting aggressively nowadays. If we do/are non ________________ ( prevent ) this scenario from traveling on continuously, we have to make something!

5. Communists are still free out at that place. A Chinese adult male claimed that they have encountered the Communists puting up their cantonments in the wood. The constabulary talker said that they are/will _______________ ( travel ) to the forest following hebdomad to assail the Communists.

Part 3

Circle the suited word to be placed in the space. See no incorrect reply provided.

Last Wordss

One twenty-four hours a miss, Sara, who was 15 old ages old, came place from school in a really bad temper. She ‘d had a battle with her best friend that twenty-four hours and it had n’t turned out good at all.

“ Sara! ” her ma yelled. “ _ ( 1 ) _ ? You know ___ ( 2 ) ___ your jobs right when you get place! And you ‘re late! ”

“ Coming, Ma! ” Sara yelled, acquiring up and stamping towards the kitchen. “ What? ” she snapped as her female parent gave her a austere expression, annoyed.

“ You ‘d break unbend up your attitude, immature lady, ” her ma warned, “ or you ‘ll be grounded. ”

“ Whatever. ” Sara___ ( 3 ) ___ to throw around the dishes in the sink, seeking to do as much noise as she perchance could. A home base cracked and cut her manus. Sara cursed.

“ Sara! ” her ma exclaimed. “ How daring you use that linguistic communication! _ ( 4 ) ___ ! Travel to your room! ”

“ No! ” Sara yelled, throwing down the towel she was utilizing to pass over the blood off her hand.A

“ Do you desire to state ‘no ‘ one more clip and see what happens? ” her ma asked. She looked ferocious.

“ Certain, ” Sara said sardonically. “ No. ”

“ How daring you! ” Her female parent slapped her.

Sara __ ( 5 ) __ back, gazing unbelievingly at her ma. She had ne’er hit Sara before.A

“ I HATE YOU! ” Sara screamed before running out of the house.

“ Sara, acquire back here! ” her ma yelled, running after her.

“ Leave me entirely! ” Sara screamed, running across the street. “ I HATE YOU! ” she screamed again.A

She continued running until she heard the sound of whining tyres and a shriek. She turned about, trusting that it would n’t be what she thought it would be… .

Peoples ___ ( 6 ) ___ around Sara ‘s female parent, who was puting in the center of the street, looking broken, bloody.

“ NOOOO! ” Sara screamed, running over and forcing through everyone to kneel by her ma. “ Oh no, oh no… . ”

Her ma was n’t traveling or take a breathing. She was gone. Sara tipped back her caput and wailed to the sky, sobbing so difficult it hurt.

She could n’t believe the last words she had spoken to her female parent were “ I hate you ” .

Extracted from: hypertext transfer protocol: //www.shortstories101.com/sad-short-stories/last-words.html

Have you already bury What are you waiting for

you should be making hold to make

Was get downing began

I am traveling to penalize you now I have to penalize you now

was shriveling shrank

crowded were herding

Part 4

Choose the best option that you will utilize when you are in that state of affairs. There is no incorrect reply.

What is your back-up program if the football lucifer is cancelled today?

If that truly go on, I am traveling to travel to Golden Screen Cinema to watch film.

If that truly go on, I will travel to Golden Screen Cinema to watch film.

What clip is it now? You ever be the last individual before I close the door every clip.

I ‘m regretful to be late today, instructor.

I ‘m regretful for being late today, instructor.

Darling, what assure do you desire to state before our matrimony following hebdomad? I am sort of nervous.

Haha do n’t worry my beloved. I will non name off the nuptials.

Haha do n’t worry my beloved. I am non traveling to name off the nuptials.

How do you experience today?

I ‘m experiencing really good.

I feel really good.

Part 5

Tick and make full in your information. Short signifier of words is acceptable.

Gender:

Male Female

IELTS consequence:

Talking Reading Writing Listening

Previous Schools:

Primary school: Government Private

Secondary school:

Daily school ( Area/District: _________________________ )

-Rural area/Developing area/Urban country ( call off where irrelevant )

Boarding school ( School ‘s name: ________________________________ )

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