Error In / Overgeneralization
In Form Used
As The Result Of Too Focus On Form
By.
Dwi Utomo (K2210018), Eska Norma Fatikah (K2210020),
Nur Kartika Soffiany (K2210062)
A.
INTROCUCTION
Many people have error to write
sentence in English caused by overgeneralization. The form or structure that is
learned becomes standard for someone to make a real sentence and also needs
another form. For example, when someone used present tense structure to write
sentence, they write on the form of past tense. It is happened when form based
grammar is over emphasizing in learning English.
The
overemphasizing on form or just focuses on form makes the ability to use
language not intact. Learning that is focused on form assumes part of the
language is separately learned and in stages.
It is also get gradual accumulation from parts until get a whole
language. Learning that focuses on form will yield understanding about language
not intact. When someone known about present tense then they is requested to
write or speak in the past, he did not do well. They wrote the requested
sentence (past tense) on the form of present tense. Once again, it caused by
the understanding of grammar just on the surface not as a whole.
Larsen
- Freeman (1995) argues that grammar is acquired naturally, and doesn’t have to
be taught. It means that people do not need form based grammar to be learned.
In addition, it is very contrast with the real situation. Language that is just
focused on meaning will give bad impact in the ability in communication
especially, to develop proper grammar. In French immersion programs, where the
focus is on meaning alone, students have demonstrated a less than expected
understanding of grammar in the language (Harley & Swain, 1984). It shows
that the understanding only in meaning give minimum grammar knowledge in the
use of language. Supported by Larsen - Freeman (1995) students may develop the ability
to convey meaning, without developing proper grammar. Selective form-focused
instruction may therefore be necessary to ensure that as language develops, so
does grammar. Therefore, the role of form based grammar is very important. If
both meaning and form based grammar is not balance, it will make imbalance in
the ability to communicate.
B.
THE
CONCEPT OF FORM BASED GRAMMAR
According
to Mariani (1984 : 39) form based concentrate on the formal properties of
language as structured system, and thus highlight the ‘ rules’ by which we can
discriminate sound (phonology) and written symbols (graphology), and by which
words are structured (morphology) and put together in sentences (syntax). It
means that the major goal of form base grammar is to arrange good sentence based
on rules or syntax. Mariani (1984: 39) has already been said that this level of analysis belongs to the
traditional area of concern of grammars, and continues to be an important and
essential way of looking at the language. It shows that form based grammar
becomes the basic to understand about language. Learner must consider to study
from basic until high for the example nouns, verbs, participles, articles, pronouns, prepositions, adverbs, conjunctions.
So, the basic one is learned than move to the high one. It will make the
understanding of grammar becomes
maximum.
C.
THE
IMPLEMENTATION OF FORM BASED GRAMMAR
According
to Mariani (1984 : 40) morphological items such as personal pronouns will certainly
continue to be described in terms of their formal properties (form, concord,
position in relation to verbs, etc.) , but we will also highlight their
semantics values in identifying notions of entities (such as people, places and
objects) and above all, their functional role in ensuring the cohesion of
discourse. From this statement, meaning and form have very close relationship
and influence each other. In addition, the function based grammar shows the
communication usage in social daily activities. It can be clear by
understanding this example
(1) John
like playing football. He always plays with his friends.
The
word John is replaced by word he at the second sentence. We know that John is name for a man. Than
the singular word for person in pronoun is he.
So, he as a form and John as meaning.
(2) Could
you please to turn down your radio volume? It irritates me.
The
form of the utterance is interrogative sentence. It is showed by wording could in the first sentence. The meaning
is asking someone to turn down the volume of the radio. The function is to make
polite request or command since it uses could
not can.
The writer find the other example to
give deep understanding about form, meaning, and function based grammar. So, it
can be used to differentiate whether focused on form, meaning, or function.
(3) A
fish is flying in the sky.
The
utterance focuses on form. The form is correct based on subject, predicate,
object and the tenses. But the meaning is semantically ill or meaningless since
we know that the fin can not fly. The function is can not be understood because
it does not makes senses.
(4) I
eat apple yesterday.
The
utterance focuses on meaning. The form is incorrect since it uses eat not ate. But, the meaning can be understood. The function is also
understandable although the utterance is used in the past.
(5) I
ain’t no stich but I need a keep on stackin’ up da daugh
The
utterance is black English common used. It focuses on function. The form is incorrect
structure and so does the meaning. But, the function is acceptable by people
that always used this utterance. From the all example above, the learner must
consider form, meaning, and function in the use of grammar to make effective
learning. It also can create ability in use grammar to communicate.
D. THE ADVANTAGES AND DISADVANTAGES Of
FORM BASED GRAMMAR
There are some advantages if just learning form
based grammar. Lightbrown and Spada (1990) believes that this study looked at 4
(primarily communicative) French immersion classes, each of which incorporated
a varying level of form-based instruction in grammar. Their results
demonstrated that the class that never focused on grammatical form performed
the worst according to the assessment used. Part of the reason for this,
according to Larsen-Freeman (1995), is that focusing student attention may
facilitate learning. It means that form
based grammar can make learning process successful by making students focus on
learning grammar which separated into some parts. So, we know that form based
grammar very important to be learned.
The writer find the contradiction between meaning
based grammar and form based grammar. The proponents of form-based and
grammar-based instruction maintain that foreign language should be taught on
the basis of pieces of grammatical parts, and learners have to put each part
together by deductive learning; then they try to apply the rules to oral production
(Nishimura, 2000). It shows that form based learns the theory first than move
on the example or application. It will create easy understanding to learn it
and uses it in communication. Because, we learn start form the basic.
The disadvantages of understanding just focuses on
form based learning is the learner fail to get effective communication.
Because, they just know about form but they do not know meaning and function.
It also can make misunderstanding, misconception, and miscommunication. Based
on Hui Fang Shang journal, teachers who place too much emphasis on
grammar-based instruction may sacrifice learners’ fluency. However, if teachers
only focus on meaning-based instruction, then learners will not attain accuracy
in their FL oral produce. So, if the learner just focuses on form they will low
in fluency since they just understand the form but weak of knowing the meaning.
E.
THE
CONCLUSION AND SUGGESTION
In
conclusion, Form based grammar inseparable with meaning based grammar. Form
based grammar represents the accuracy, meaning based grammar represents fluency
and function based grammar represents the uses in social communication. Form, meaning, and function based grammar
influenced each other and cannot be separable to create effective
communication. It also must be consider the answer about when, why, and any
given structure. It is suggested for
learner not only master in form but also in meaning and function. Because the
goal of study linguistics is to have good skill in communication.
References
Harley,
B. & Swain, M. (1984). The interlanguage of immersion students and its
implications for
second language teaching. In A. Davies, C. Criper & A.
Howatt
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Press
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& Terrell, T. D. (1998). The natural approach: Language
Acquisition in the classroom. Prentice Hall
International.
Larsen-Freeman,
D. (1995). On the teaching and learning of grammar. In F.R.
Eckman, D. Highland, P.W. Lee, J. Mileham
& R. Rutkowski Weber
(Eds.), Second language acquisition
theory and pedagogy (131-148).
Mahweh, New Jersey: Lawrence Erlbaum
Associates, Inc.
Lightbown, P. & Spada, N. (1990). Focus-on-form
and corrective feedback in
communicative
language teaching: effects in second language learning.
Nishimura, K.
(2000). Effective ways of communicative instruction in the
Japanese EFL classroom : Balancing fluency
and accuracy.
Retrieved March 20, 2006, from the
ERIC database.
Wagner-Gough, J.
(1975). Comparative studies in second language learning. Va: Arlington.
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