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10/18/05
Research Paper
EFL 503
Denis Hall
SNHU
learn and one of the last ones to achieve (Master, 1990). Acquiring English articles is
very difficult for second language (L2) learners because of the vast amount of rules that
are vital to comprehend, as well as the many exceptions to go with them. Some
languages do not contain articles, while those that do, often do not use them in the same
manner as English. This makes English articles challenging to explain and many
this paper I plan to evaluate some of these methods and propose how I think the English
article might best be taught for beginning high school and adult learners.
One form of analysis of the article system is known as the Huebner system. In
Huebner’s system one must take the noun into consideration within its context rather than
the word by itself. The semantic function of the noun phrase (NP) and which article is
used with it is then taken into consideration. Also, the way the article, noun, and NP
association change over time is a factor (Parrish 1987). Two binary features are
analyzed, information known to the speaker [+/-HK] (hearer knowledge), and specific
referent [+/-SR]. The +/- determines whether the knowledge is known to the hearer or
not, and whether a specific item is being referred to or not. From this Parrish analyzes
Bickerton’s semantic wheel to explain when to use which article depending on the
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speaker and the hearer’s knowledge. Bickerton, a linguist and professor, determined that
every type of noun phrase refers to one of the four types on his semantic wheel. Type 1
Huebner and Bickerton exclude idiomatic phrases, proper nouns, and expressions because
they do not follow the same patterns as regular nouns. Once a NP type is determined, we
move to their subcategories. For example, [+SR][+HK] (a specific item and the hearer
knows about it) means that a definite article will always be used in standard English and
goes on to explain each situation. Each type has two to four subcategories to look at
when determining the proper article. The categories make sense, and the systematic
breakdown into subcategories is helpful, but becomes rather complicated and a challenge
Another person who has studied English article pedagogy is Peter Master. In his
1986 article, he proposes six questions to answer about every noun to figure out the
proper article to be used. “Is the noun, (1) countable or uncountable, (2) definite or
indefinite, (3) postmodified or not, (4) specific or generic, (5) common or proper, and (6)
in an idiomatic phrase or not,” (Masters 2002). His explanations are clear and simple to
understand. I like his organization and practical explanation that he uses. He agrees with
the other writers previously mentioned that one needs to look at the whole noun phrase
In 1990, Master created a flow chart similar to the one found in our textbook, The
Grammar Book on page 272, to help understand which article to use. Rather than six
questions to ask about the noun, one needs to look at whether the noun is classified or
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identified. From the two categories, there are subcategories to help with the decision as
to which article to use. These subcategories are similar to the categories asked in his
previous six questions but more specific. Although he goes more in-depth in this chart, I
feel that it is more difficult to use and not as helpful to L2 English learners as his original
six question system. Master recommends teaching count vs. noncount with indefinite
articles first, along with the zero article. Then the difference between indefinite and
teaching the article system. He feels that “acquisition of grammatical rules tends to
proceed from unmarked items to marked items.” Definite articles being the most
unmarked, should be taught first. He feels the is the easiest to be learned because it is
used the most and can be learned through patterns. Indefinite articles are more complex,
and once the students understand NP structures they should be able to make the
distinction between the two. The last to be learned is the zero article because of its
abstractness. By the time they learn the zero article is learned as advanced English
the language.
Unlike the other authors previously mentioned there were others who studied
articles that had less systematic and rule-based approaches. Pica (1983) as mentioned in
Berry (1991) and Master (2002), argued “article use may have more to do with
competence.” In her 1985 study Pica found that direct instruction of the indefinite article
had little affect on L2 learner acquisition, therefore it need not be taught. After
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disagreeing with Pica, Berry proposes her own seven principles that also stress not
relying on rules, but rather more on practice exercises that are more student centered, less
explicit presentation of rules, and the desire to achieve production, comprehension, and
perception.
* * * * *
Unfortunately I have not had any experience with teaching English to non-native
speakers. In my Spanish teaching I find myself teaching native English speakers English
grammar all the time before they can begin to understand the Spanish grammar. It is a
American students already had the English rules internalized. They may not know the
formal rules and explanations but they will most always use them correctly.
Unfortunately this is not the case in L2 learning, especially for adult learners. It is more
difficult to acquire difficult grammar concepts, such as the article, without understanding
the rules to go with them. Some basic patterns can be picked up through implicit
instruction, but a formal explanation is required at some point in the learning process.
learning styles, I find that I best learn by a formal explanation of grammar rules so that I
can understand them and internalize them. I find that this can be really important to
adults who want to know how things work. Looking back on learning Spanish, I feel that
when I learned it I had an advantage over language learners of non-article system based
languages because English has an article system as well. There are different usages in
each language, though; therefore, I think it is important to understand the rules in order to
use them correctly. Although I have not taught English, my Spanish has taught me the
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importance of explaining the grammar rules and how to use them in real-life situations.
When introducing any grammar aspect, one needs to start simple and work towards more
complex systems. If too many rules are thrown at the student at once they become
overwhelmed and are easily frustrated. For this reason, I have chosen in my paper to deal
with common nouns and exclude idiomatic phrases, and expressions. This will help ease
the anxiety level of the English L2 learners. Too much at one time becomes far too
Many of the research articles that I read had extensive lists of rules and exceptions
that were overwhelming to me; I can’t imagine what they would do to an ESL student.
The authors that best laid out the rules simplistically and clearly from a realistic
standpoint were Masters (1986) and the authors of The Grammar Book. The first step is
determining whether the noun is count or noncount. A count noun is defined as a noun
that is countable, for example, dog, can be both singular and plural (dogs). Other nouns
are uncountable, for example, water cannot be made plural. This can be difficult because
in one language a word is countable, but in English it may not be, such as chalk. It is
noncount in English but count in Japanese (Celce-Murcia et al., 1999). We need to take
this into consideration when it comes to understanding errors made by L2 learners in this
distinction. Other nouns, known as mass nouns, are also important to consider because
they can be count or noncount depending on the situation. An example of this would be
the word coffee. Coffee is mass when talking about the substance coffee in general, but
we can also say two coffees when ordering. This concept can be practiced in a variety of
ways such as brainstorming with word lists, using fill-in-the-blank sentences, and word
bank exercises.
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Once the concept of count/noncount nouns has been understood successfully. The
first article I would focus on would be the indefinite article. Mizuno (1999) proposes the
idea to begin teaching definite articles first because they are used with almost all nouns in
English at some point. On the contrary, I would have to agree with Master and start with
languages because a(n) comes from the word one and when understood by English L2
learners, students find it makes sense to not be able to use it with a plural or noncount
noun. It also helps in the understanding of why the zero article is instead used. This
The last article to be discussed is the definite article. This is a bit more difficult to
explain to a student in simple terms. I will not cover all definite article situations at one
time because of the complexity, but rather start with the most common and easily
understood use of the. When talking about a specific noun that both the speaker and the
hearer know about, then the definite article is used. What this means is anything that is
mentioned uses the article the (Celce-Murcia et al., 1999). There are additional uses of
the article the, but for beginning learners, these concepts often become too abstract and
confusing. Starting with this primary use provides a strong foundation to build upon as
In my lesson, I would use the explanations that I outlined above and break each
concept down step by step. First understanding the difference between count and
noncount nouns is necessary in order to grasp the concept of definite, indefinite, and zero
articles. Once learners internalize these rules we can take the explanation further to
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account for other exceptions and situations that arise in the English language system. At
this time I am not going to be concerned with idiomatic phrases, and common
expressions such as in the afternoon. These phrases tend to follow different patterns than
common nouns and require more practice and memorization. After each concept is
explained I would use practice exercises, both oral and written, for students to practice
and demonstrate their understanding of the article usage. I believe that this lesson is
language background. For this level of development I do not feel that the explanation
should go much further because the rules and exceptions can be much too complicated
for a lower level learner. As students become more advanced in their skills, we can focus
comes to teaching English. I have never dealt with the structural rules of the language
and do not think about what I am saying and why I say it in the way that I do. Many
people do not think that it would be very difficult to teach English since they already
speak it. After researching this topic and reading other information in The Grammar
Book, I realize that explaining English grammar will be real challenge for me. After
reviewing all the research articles on the English article system and pedagogy, I feel that I
have outlined how they might best be taught from the beginning level. I hope that by the
time I finish with this program I will be better prepared to answer the difficult questions
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Bibliography
Berry, R. (1991). Re-articulating the articles. ELT Journal, 45 (3), pp. 252-9.
Horowitz, F. E. (1989). ESL and prototype theory: zero vs. definite article with place
names. IRAL, 27 (2), pp. 81-98.
Master, P. (1986). Teaching the English article to foreign technical writing students.
The Technical Writing Teacher, 13 (3), pp. 203-10.
Master, P. (1990). Teaching the English articles as a binary system. TESOL Quarterly,
24 (3), pp. 461-78
Master, P. (2002). Information structure and English article pedagogy. System, 30 (3),
pp. 331-49.
Parrish, B. (1987). A new look at methodologies in the study of article acquisition for
learners of ESL. Language Learning, 37 (3), pp. 361-83.
Schrampfer Azar, B. (1999). Understanding and Using English Grammar. New York:
Prentice Hall Regents.
Tarone, E., et. al. (1988). Task-related variation in interlanguage: the case of articles.
Language Learning, 38, pp. 21-44.