Analysing the Use of Lexical and Functional Words in EFL Students’ Written Sentences.

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Bibliographic Details
Title:	Analysing the Use of Lexical and Functional Words in EFL Students’ Written Sentences.
Authors:	Hassan Abdalla, Haytham Othman¹
Source:	Journal of Language Teaching & Research. Mar2025, Vol. 16 Issue 2, p676-683. 8p.
Subject Terms:	English as a foreign language, Prepositions, Lexical grammar, Functional discourse grammar, Homonyms
Abstract:	This research is an attempt to investigate how lexical and functional terms are employed by EFL MA students. In order to accomplish this, a qualitative method was used to identify certain lexical and functional gaps in the students’ formation of sentences. The main source of the research data was essays that were written by EFL MA students. The examination of students’ sentences revealed both functional and lexical errors; the students’ lexical errors included incorrect word choices, the inability to use homophones, the frequent use of unusual forms, and the absence of essential sentence components. With regard to the functional categories, the students’ sentences exhibited the omission of some auxiliary verbs, prepositions, and determiners, as well as the incorrect use of pronouns. Serious problems in the use of lexical and functional words generally decreased the quality of the sentences. To decrease these errors, a significant amount of instruction, supported by a variety of exercises to reinforce understanding of such words, should be provided in classrooms where English as a foreign language (EFL) is taught. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This research is an attempt to investigate how lexical and functional terms are employed by EFL MA students. In order to accomplish this, a qualitative method was used to identify certain lexical and functional gaps in the students’ formation of sentences. The main source of the research data was essays that were written by EFL MA students. The examination of students’ sentences revealed both functional and lexical errors; the students’ lexical errors included incorrect word choices, the inability to use homophones, the frequent use of unusual forms, and the absence of essential sentence components. With regard to the functional categories, the students’ sentences exhibited the omission of some auxiliary verbs, prepositions, and determiners, as well as the incorrect use of pronouns. Serious problems in the use of lexical and functional words generally decreased the quality of the sentences. To decrease these errors, a significant amount of instruction, supported by a variety of exercises to reinforce understanding of such words, should be provided in classrooms where English as a foreign language (EFL) is taught. [ABSTRACT FROM AUTHOR]
ISSN:	17984769
DOI:	10.17507/jltr.1602.34