Meg: /Report

Table of Content

Introduction1

Methodology2

Analysis of the Grammar Point3

Illogical Time Sequence3

Use of the Perfect Tense4

Faulty if Clauses5

Inconsistency in Tenses5

Examples of Student Errors8

Examination of a Particular Grammar Book9

Examination of Textbook10

Module 1 Verb Inflection (Appendix E)11

Module 2 Finite and non-finite clauses11

Module 5 Primary tense11

Module 7 Progressive Aspect (Appendix G)12

Module 8 Mood12

An Alternative Approach13

References16

Appendices18

Appendix A19

Appendix B19

Appendix C20

Appendix D23

Appendix E25

Appendix F25

Appendix G25

Meg: /Report

Introduction

The paper focuses on the Teachers of English to Speakers of Other Languages (TESOL) by highlighting the areas of difficulty that they commonly face with ESL students. The report analysis the grammatical point backed with certain examples of student errors that have been observed during the process of compiling this report. In aligned with the instructions, the report examines a selected grammar book and text book in relation to the target group of the report. Finally, the report proposes alternative approaches that can be followed to curb the identified learning issues.

Discussion and Analysis

English is gradually becoming the standard language of communication across the world and in almost all professional fields. Consequently, there is a rapid increase in the number of English as Second Language (ESL) students (Choudaha & Chang, 2012). For such students whose native language is not English, it is difficult to write English proficiently just by the instructional assistance received in the classroom environment. ESL students for a number of reasons benefit from individual assistance by the tutor that is delivered in a respectful manner that sheds no aspersion on the students' ability and classroom adequacy (Harris & Silva, 1993).

The different linguistic backgrounds of the ESL students may also give rise to a range of concerns such as a lack of clarity about conceptions of how to write in English, language learning experiences, processes of writing and cultural presuppositions (Harris & Silva, 1993).

One of the most common problems faced by target ESL students and the subject of this paper - is with tense in writing and more particularly the consistency of the tense. There are a number of reasons for this mistake relating to tense; ESL students can be uncertain how to form the tense, either present or past tense of definite verb or may just be unsure as regards to how a particular section of an essay must be written in which tense - present or past (Nguyen, 2010).

Verb tenses or correct use of the verb is very important as it orients the reader in time. Writers who shift their position in time can increase confusion in the reader. One solution to this problem asks the writer to envision him or herself on a point in timeframe, and then as they write and return ingeniously to that reference point, it will strike a chord with the reader and assist them to understand. Illogical, incorrect and inconsistent use of a verb may confuse and/or annoy readers and may block communication.

Methodology

In order to determine what difficulties ESL students come across when attempting to make use of verb tense, I read a number of books and expert literature on extensive teaching methods to teach ...