An Analysis of Errors Committed by Iraqi EFL Teachers for the Intermediate Stage in Public Schools in Al-Najaf, in Recognizing and Producing -ING Forms

Abstract

Abstract

The first requirement of using any foreign language is to be informed with the fundamentals of that language. Grammar is one of these fundamentals that every foreign language learner or  user should be guided by its rules in order to be skillful in using this language. This research is mainly attempted to draw attention to the different kinds of -ing forms (verbs, adjectives and nouns) due to the fact that each form represent a significant part of English Grammar classification that the whole language is based on; on the one hand, and as a problematic area for English foreign users on the other hand. The -ing form is remarkable in many ways according to its various grammatical functions so that its varying functions can be confusing and complicated to be distinguished. The current study aims at (1) Introducing  a  material about idiosyncrasies of types of -ing forms which are valuable for English users to recognize those types; (2) Exploring the ability of Iraqi English Foreign Language (for short, EFL) teachers to utilize correct -ing forms at the recognition and production levels and (3) Investigating the types and reasons of errors which Iraqi EFL teachers commit in the use of -ing forms. To achieve the aims stated above, three hypotheses are set: first, the –ing forms are to some extent difficult to be identified by Iraqi EFL teachers in both levels: recognition and production. Second,  both  males and females have the same ability in distinguishing each type of –ing forms. Third, it is assumed that most Iraqi EFL teachers can recognize and use the –ing form as verbs rather than nouns and adjectives. The correctness of the mentioned hypotheses have been approved through adopting a diagnostic test of two questions which has been applied to a sample of 30 Iraqi EFL teachers for intermediate stages in Al- Najaf Al- Ashraf public schools.