The semantic categories in teaching “If Clauses” in ESL classes

Abstract

For many second language learners, learning the target language is supposed to be identical with the mastery of the grammar of that language. When we say “the mastery of the grammar”, we refer to the mastery of rules which revolve around the structure of the language. The problem arises at that point, actually. In this paper, this problem is going to be dwelled upon analysing a language item. As a matter of fact, this language item can be regarded as a symbol of the problem mentioned above. This language item is “if clauses”. “If clauses” are not so easy to cope with since they require a mastery of some structure accompanied with an appropriate situation. The problem arises here, because a clear-cut distinction between the types and usage are not always possible. We ought not to forget that grammar is not the fundamental of the target language, which consists of the finely tuned structural prescriptions only. Language is meaningful as long as it is contextualized. We cannot take over the use of language if it is presented in isolated exercises having a meaningful context. Comprehensive exercises are essential to teach “if clauses”. In conclusion, in this paper I intend to suggest a semantic classification of “if clauses” so as to avoid overgeneralization which is a result of the classification of “if clauses” structurally. Making this suggestion, I would like to support it with examples from the works of literature as well. If the classification of the language item in question is made semantically, the comprehension of the subject “if clauses” will be much better.