Perceptions of Undergraduate ESL Learners towards Syntax Contents & Teaching Methodology

Abstract

Syntax is one of the important branches of theoretical linguistics that deals with the study of structural constructions of various languages. However, learners often find studying and internalizing the contents of syntax a challenging and daunting task. To address this issue, mixed-method research was conducted to evaluate the perceptions of fifty non-randomly selected sixth-semester undergraduate ESL students with reference to the course contents and teaching methodology. The survey research design was employed, and the data were collected through a comprehensive questionnaire. Findings reveal that most learners studied grammar at schools and colleges through the deducted approach. This grammar background has enabled them to grasp course contents of syntax rather effortlessly. Moreover, the learning process was facilitated by comparing English syntactic constructions to those of the Urdu language in addition to the structures of other languages. However, there are some topics that learners find somewhat laborious and challenging to internalize. These contents include tree diagrams, structural ambiguity, forms and functions, phrase structure rules, and X-bar rules. Personalized instruction and extensive practice can make these course contents less challenging. The learners generally have felt their overall satisfaction with the teacher's interactive and learner-centered teaching methodology.