Assessing the Use of Auxiliary Verbs on EFL Learners' Writing Skill.

Abstract

This study aims to investigate the problems encounter EFL university learners in the concern of assessing the use of auxiliary verbs on EFL Learners writing skill, to prove that learners face difficulties when they use the auxiliary verbs in their writing, to determine which areas show misusing of auxiliary verbs in sentence construction. The sample of this study consists of eighty university learners who have been studying English as a foreign language. Also a sample of fifty university professors and a sample of ten English language directors have been investigated. The study is organized into five main chapters, chapter one provides a general introduction to auxiliary verbs, it also states the questions, hypotheses, significance, methodology, and the limits of the problem. Chapter two includes the theoretical framework and literature review of auxiliary verbs in English language. Chapter three states that the researcher adopted the descriptive analytical method and designed three tools to collect information concerns using auxiliary verbs, in addition to the validity and reliability of the tools and how they are measured. Chapter four includes data analysis and discussion through statistical tables and diagrams. In chapter five the researcher concludes the study and provides some findings and recommendations. The main findings of this study are: Misusing auxiliary verbs results in low level of quality of writing. Undergraduates are disable to bring an auxiliary verb from their own vocabulary in gaps filling test. Undergraduates weak performance is due to lack of practice. The researcher recommends that: University syllabus designers should include auxiliary verbs in university courses. Adoption of variety of approaches to teach auxiliary verbs. Allowing sufficient time in teaching auxiliary verbs in classrooms.