This experimental study aims to find out reasons behind scanty knowledge of stative and its dynamic counterpart among the EFL learners. Firstly, it is focused on to what extent the definitions of stative and dynamic posted in Oxford Advanced Learner’s Dictionary, which the college students studying at secondary and tertiary level in Pakistan put to good use, are debunked by the clauses, incorporated therein, inclusive of ‘progressive tense’; and resultant impact on learners’ understanding of these two types of main verb. Secondly, it stipulates how the exclusion of impetuous clauses and expansion in requisite details of pertinent terms can produce proliferated results. Finally, the results were reached through the data collected via a language proficiency test and two handouts: the one wielded as a control parameter and the other designed as experimental intervention. The study culminated in that certain modifications in the definitions of ibid. verbs seem prerequisite to successful learning.
Imran Muhammad, Govt. Postgraduate College, Burewala, Pakistan
Mamuna Ghani, The University of Bahawalpur, Pakistan
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