INTRODUCTION
BACKGROUND TO THE STUDY
Articles are among the most frequently used words in English, with "the" ranking as the most common and "a" as the sixth, highlighting their crucial role in the language Despite their importance, English articles are often considered one of the most challenging aspects of grammar for L2 learners, particularly those from article-less languages Research indicates that inaccurate article usage is a prevalent error among ESL students, making mastery of articles a significant hurdle for learners Over the past 50 years, numerous studies have aimed to clarify how L2 learners acquire English articles and to propose effective teaching methodologies However, a recent analysis of nearly 700 L2 learners’ TOEFL essays revealed that one in eight noun phrases contained article errors, challenging previous research findings and prompting further investigation into this issue.
In his PhD dissertation, Nguyen (2005) highlighted the neglect of articles by both teachers and learners in English classrooms, primarily due to the prevalence of communicative approaches Articles, as function words, typically do not convey the main information in a sentence and are often unstressed in spoken language Additionally, in writing contexts such as news headlines or SMS messages, articles are frequently omitted, as noted by Master.
(2002), might become a trigger that caused the mistreatment of articles in English language teaching With respect to learners’ errors in using articles, Barrett & Chen
Teachers should not overlook minor mistakes in language use, as they can create misconceptions among learners Research by Miller (2005) highlights that native speakers are particularly sensitive to errors involving articles made by non-native speakers His findings indicate that the most common errors among non-native speakers include tense choice, subject-verb agreement, and article usage While the first two issues can be addressed, article errors remain prevalent and serve as a key indicator of a speaker's proficiency Similarly, Nguyen (2005) emphasizes the importance of focusing on the teaching and learning of English articles, as they are indicative of learners' language proficiency.
RATIONALE FOR THE STUDY
This study builds on Nguyen's (2005) doctoral dissertation titled "Vietnamese Learners Mastering English Articles." While Nguyen conducted an experimental teaching approach, the conclusions drawn from his research have not been substantiated through a survey.
The study examines the challenges faced by Vietnamese L2 speakers in mastering English articles, given that their native language lacks a direct equivalent This research highlights the misconception students may have regarding the use of articles, which often leads to significant errors Conducted at the University of Social Sciences and Humanities in Ho Chi Minh City, a prominent institution for English language education in Vietnam, the survey aims to assess the understanding and application of English articles among students Given the emphasis on written expression in this academic setting, it is crucial to address and mitigate article-related errors to enhance overall language proficiency.
AIM AND OBJECTIVES OF THE STUDY
It should be apparent that errors in using articles still exist at the advanced level of L2 speakers where there is no equivalence to the English article system
This study aims to investigate the teaching and learning of English articles at the University of Social Sciences and Humanities (USSH), focusing on the experiences of teachers, students, and the course materials used in Advanced Grammar courses By conducting a survey, the researcher seeks to identify the underlying causes of common errors related to article usage among students Additionally, both traditional and contemporary teaching practices will be analyzed to propose effective solutions for improving understanding and application of articles The primary emphasis will be on full-time English major students at the Faculty of English Linguistics and Literature.
The objectives below have been set out in order to achieve the aims above:
1 To investigate the understanding of English articles of students at EF, USSH
2 To find out how the system of English articles is taught at EF, USSH
3 To find out how students at EF, USSH apply their knowledge in using English articles
4 To find out some common errors with articles made by students at EF, USSH.
RESEARCH QUESTIONS
To serve the aforementioned significance and to accomplish the aims above, the research questions were given as follows:
RQ1 What are the current teaching practices of English articles at EF, USSH? RQ2 What is the current situation of learning English articles at EF, USSH?
SIGNIFICANCE OF THE STUDY
The study is hoped to fill the gap in the literature review so that some significance to the study could be as follows:
Chapter 2 of this thesis gave an overview as well as some detailed information on the understanding of the complicated system of English articles and Vietnamese counterparts Some common pedagogical practices to teach articles from the past to the present were also collected The study strived to arrive at some errors that L2 learners often made as well Furthermore, the process of learning articles would be clarified which was expected to reflect the effectiveness of the current teaching method at EF, USSH
A comprehensive analysis of learners' errors and their underlying causes can significantly enhance the teaching of articles at EF, USSH, and other Vietnamese universities By addressing these issues, the article offers valuable insights and practical suggestions aimed at equipping both educators and students with effective strategies to master English articles.
ORGANIZATION OF THE STUDY
The study is structured into five key chapters: (i) Introduction, (ii) Review of Literature, (iii) Methodology, (iv) Results and Discussion, and (v) Conclusion, along with supplementary sections including Acknowledgements, Abstract, References, and Appendices.
The Introduction chapter outlines the study's rationale, detailing the motivations behind the researcher's decision to conduct the survey It also explores the background and highlights the significance of the study.
Chapter two, the Review of Literature, is structured into two main sections The first section focuses on the theoretical background and provides definitions of key terms and concepts The second section reviews previous studies related to the topic, encompassing a broad range of literature Additionally, this chapter introduces the conceptual framework, serving as a guideline for the subsequent chapter.
The third chapter, titled Methodology, outlines the research methods utilized in the study, including specific research questions, the design of the study, and the procedures for data collection and analysis.
The Results and Discussion chapter is a crucial component of the study, presenting the findings from the data collection process and providing insightful discussions on these results This section aims to address the research questions posed earlier and lays the groundwork for the concluding chapter.
Chapter five serves as the conclusion of the study, summarizing the key findings of the thesis It presents effective strategies for teaching and learning English articles, along with recommendations for future research to enhance the field.
REVIEW OF LITERATURE
THEORETICAL ISSUES ON ARTICLES
Despite extensive research on English articles, there remains a consensus on their definition, with few authors attempting to redefine the term Traditionally viewed as adjectives due to their modifying role, linguists have recognized distinct differences between adjectives and articles Articles primarily serve to indicate whether a noun is specific or general, a definition commonly found in grammar books and online resources This approach to defining articles relates to the definiteness of nouns, a perspective supported by several authors (Chaudron & Parker, 1990; Chesterman, 1991; Nguyen, 2005) In addition to marking noun phrase specificity, Foster (2010) noted that articles also play a crucial role in other linguistic functions.
“signify the level of definiteness or knowness”
According to Berry (1993), articles are determinatives that enhance the precision of the nouns or noun equivalents they modify This definition aligns with the insights provided by Alexander in his book on English grammar.
According to Berry (1998), articles serve as determiners that clarify the meaning of nouns by specifying which particular item is being referenced Neldelcu (2003) later reinforced Berry's perspective, noting that the definitions of English articles largely align with Berry's original description.
Scholars and linguists largely agree on the definition of English articles, yet they categorize them in various ways The primary categories include "a/an," "the," and the zero article, which refers to the absence of an article before nouns or noun phrases Additionally, some authors propose the term "null article" to describe this non-use of articles.
In 1991, Nguyen (2005) highlighted the distinction between zero article and null article based on definiteness According to Master (2003), the zero article is used with the most indefinite nouns, such as non-count nouns like "sugar" and plural count nouns like "tables." In contrast, the null article represents the most definite form of English articles.
Chesterman (1991) describes the null article as representing entities with a distinct external form and complete boundary, often appearing before proper nouns or specific count nouns (e.g., ∅ Paris) This highlights the contrast between zero and null articles, with zero indicating indefinite nouns and null representing definite nouns However, the distinction between these two is often vague and largely overlooked in contemporary grammar books Therefore, this thesis will exclusively use the term "zero article" to denote situations where no article is required.
With regards to the approaches on studying of English articles, Chesterman
In 1991, the history of linguistics was summarized into three primary trends regarding English articles The first trend, initiated by Russell in 1905, emphasized the significance of definiteness as a fundamental aspect of the English article system Scholars following this trend focused on the meaning and grammatical role of definiteness The second trend explored the various contexts in which articles are used, despite its identified weaknesses, with many researchers striving to establish more precise rules for article selection Lastly, the third group of scholars examined articles through their meanings and distributions, gaining insights directly from the articles themselves.
This study selectively reviews literature on English articles, focusing on the concept of definiteness, which is commonly emphasized in Vietnam when classifying articles into definite and indefinite types The widespread acceptance of this approach motivates the author's exploration of the topic, despite the lack of consensus among linguists regarding the elements defining definiteness To provide a comprehensive classification of English articles, the study will examine three key notions: definiteness, specificity, and genericity.
Unlike traditional teaching methods that categorize English articles as a/an, the, or zero article, researchers prefer to group them based on specific terms A prominent concept in this analysis is 'definiteness,' which has been extensively discussed in English linguistics literature Many scholars, including Master (1990), Lyons (1999), and Butler, regard definiteness as a fundamental aspect of the English article system.
In 2005, Nguyen highlighted the complexity of defining definiteness, utilizing six concepts to explore its meaning across three levels: the definition of definiteness itself, the relationship between definiteness and specificity, and the connection between definiteness and genericity Similarly, Chesterman (1991) emphasized the numerous issues that must be addressed to understand definiteness, likening the exploration of this concept to navigating "a labyrinth of problems."
In his extensive work, Chesterman (1991) explores the concept of definiteness, which has been referenced by several researchers, including Lyons (1999) To better understand definiteness, Lyons identifies three key elements: familiarity, identifiability, and inclusiveness.
Yang & Ionin (2009) explored definiteness through both semantic and pragmatic lenses, aligning with Lyons' (1999) assertion that understanding definiteness requires insights from both semanticists and pragmaticists The semantic aspect of definiteness is crucial; overlooking it can lead to misunderstandings of articles Ionin (2004) described definiteness as a "discourse-related semantic feature," emphasizing its connection to the shared knowledge of the speaker and hearer in specific contexts Similarly, Guillemin (2011) defined a definite noun as one that refers to an entity known to both the speaker and the hearer, while an indefinite noun is familiar only to the speaker.
Guillemin's distinction between definite and indefinite references aligns with Ionin and Nguyen (2005), who also explore the concept of familiarity Nguyen (2005) traces the idea of familiarity back to ancient Greek, defining it as “the thing you know,” which Bolinger (1977) refers to as knowness The examples provided illustrate the semantic feature of definiteness through the lens of familiarity.
(1a) Can you give me the book?
(1b) Can you give me a book? – Which one?
The distinction between the two sentences is based on the listener's familiarity with the subject In sentence (1a), it is implied that the listener is already acquainted with the book referenced by the speaker Conversely, in sentence (1b), the listener may not have prior knowledge of the book, indicating a lack of familiarity.
The use of "a book" can lead to confusion for listeners due to the overgeneralization of article usage, primarily stemming from misunderstandings of familiarity This concept, known as the "Familiarity theories of Definiteness," was first introduced by Christophersen in 1939 and later supported by Heim in 1983 Despite its significance, the linguistics community largely overlooked familiarity until Heim's influential 'donkey example' highlighted its importance In literature, familiarity plays a crucial role in determining whether to use definite or indefinite articles before nouns Christophersen acknowledged the limitations of this theory, advising learners to remain attentive to these nuances.
GRAMMAR TEACHING & THE METHODS TO TEACH ARTICLES 31
Vietnamese, similar to English, utilizes a zero article that can indicate definiteness or indefiniteness, as well as countability Additionally, the concept of genericity can be conveyed through the use of the zero article in specific contexts.
Over eighty years ago, contrastive analysis was the primary method for teaching English, with linguists agreeing that learning a new language involves comparing it to one's mother tongue Fries (1945) was a pioneer in integrating contrastive analysis into English teaching, emphasizing the importance of scientifically comparing the target language with the learner's native language Lado (1957) further supported this by highlighting how understanding similarities and differences aids the learning process However, contrastive analysis faced significant criticism for its empirical validity and theoretical foundations, notably from Selinker, F (Render 1990), who provided evidence that not all errors in second language acquisition stem from mother tongue interference Consequently, while contrastive analysis may not predict all errors made by L2 learners, it remains valuable for retrospectively explaining those errors.
2.3 GRAMMAR TEACHING AND THE METHODS TO TEACH ARTICLES
The role of grammar instruction in second language teaching has been a longstanding debate, particularly regarding its necessity in language acquisition According to Krashen (1982), this controversy highlights differing perspectives on the importance of teaching grammar to facilitate effective learning.
32 representative for the anti-grammar teaching side with the famous Krashen Monitor’s hypothesis which he believed the “learned” language can never become the
The distinction between "acquired" and "learned" language highlights the importance of exposure and communication in language acquisition, as proposed by Krashen's hypothesis He argued that while grammar teaching relies on conscious learning through rule memorization, true language acquisition occurs subconsciously through interaction Truscott (1996) supported this view by suggesting that ignoring grammar mistakes in writing could enhance acquisition rather than hinder it However, Long (1983) and Ellis (1999) countered this perspective, providing evidence that form-focused teaching techniques can also facilitate the acquisition process Ellis (2006) noted that grammar rules aid in memorization and metalinguistic awareness, while Long (1991) emphasized that consistent practice is essential for bridging the gap between learned and acquired language.
“acquired” knowledge to such an extent that the two concepts would almost overlap
Ellis (2006) argued for an efficient approach to grammar teaching that aligns with natural language acquisition processes Yabei (2007) further noted that in the English Language Teaching (ELT) community, grammar instruction has consistently remained a classroom-centric practice.
Teaching methodologies for English articles have gained attention, particularly for L2 learners from article-less languages such as Japanese, Turkish, Polish, Russian, Korean, and Chinese Research by Butler (2002), Snape (2006), White (2003), Karkefka (2012), Ionin & Wexler (2003), Ionin et al (2004), and Li & Yang (2010) highlights the challenges and strategies in effectively instructing these learners.
Lardiere 2004), Vietnamese (Nguyen 2005), to name a few The standard way of thinking was that the system of English articles was one of the hardest grammar parts
Research indicates that L2 learners find English articles challenging to acquire (Master, 1997), and Maslamani (2008) emphasized the complexity of the system, which poses difficulties not only for students but also for language teachers Therefore, this article aims to review various pedagogical methods to evaluate how English articles have been taught in the past.
Maslamani (2008) categorized traditional approaches to pedagogy into two main branches, highlighting the debate between methods focused on form and those emphasizing communication Master (1995) advocated for a form-focused approach, akin to the grammar-translation method (Karkefka, 2012), while Pica (1983a) argued for the communicative approach as the most effective way to teach English articles A notable contribution from Master (1988) was the introduction of a method that determines the appropriate article for a noun phrase by addressing six key questions.
In the analysis of nouns, key questions arise: Is the noun generic or specific? Is it definite or indefinite? Is it countable or uncountable? Additionally, does it have post-modification, and is it a common or proper noun? Furthermore, is it part of an idiomatic phrase? Master conducted extensive research, revealing additional rules for selecting articles before noun phrases in English Pica (1983a), inspired by the communicative approach, argued that articles, like other grammar components, could be mastered through regular practice in communication She critiqued Master for presenting too many rules, noting the numerous exceptions that complicate the article system While Master (1995) acknowledged this complexity, he maintained that the communicative approach was not the most effective method, illustrating that articles often go unstressed or misused in communication without hindering understanding This debate over article pedagogy has prompted researchers to seek solutions to the challenges presented by both perspectives.
Karkefka (2012) identified significant issues in the methods used to teach English articles, specifically highlighting the complexity of functional rules and their lack of relevance in communication He argued that explicit learning methods could "never fully achieve" the successful acquisition of English articles Furthermore, his experimental results indicated that implicit methods were also ineffective for teaching this aspect of the language.
2007 The upshot of all this is that traditional methods appeared to fail to explain the complex system of English articles to learners, especially learners with article-less mother tongue
While scholars were still struggling for a more useful method, Dimitrijević
(2013) indicated that cognitive method has been applied to teach English article with empirical evidence in the last fifteen years Some studies to be listed as Langacker
Cognitive linguistics, pioneered by Langacker (1987), emphasizes the connection between language and cognitive processes, asserting that "language is neither self-contained nor describable without essential reference to cognitive process" (Harper 2003) This approach, grounded in learners' experiences and perceptions of the world (Taylor 2003), fosters a deeper understanding of language Langacker (2001) further posited that the cognitive approach enhances the relationship between discourse meaning and linguistic structure, allowing learners to clarify abstract usage contexts through techniques like conceptualization and symbolization Ultimately, the cognitive approach prioritizes interactive language, highlighting its core value in language education.
(2001) emphasized that “for a full and explicit description of interaction and discourse, a cognitive perspective is necessary” (p 185) Cognitive approach is,
35 therefore, a beneficial teaching method to handle the grammar points which were usually implied under a complex discourse context
The application of cognitive methods in teaching English articles, as proposed by Epstein (2000), emphasizes the importance of establishing cognitive connections between speakers and listeners for effective article usage Karkefka (2012) built on Langacker's research to create a comprehensive instructional framework encompassing six key concepts of article usage, aiming to meet Hammely's (1982) criteria for ideal language pedagogy Similarly, Nguyen (2005) developed a lesson plan that introduced concepts such as definiteness and determiners through cognitive methods, using images and practical examples However, results showed that students taught through traditional grammar translation methods performed comparably to those taught with cognitive methods, raising questions about the effectiveness of the cognitive approach Robinson & Ellis (2008) expressed concerns about the cognitive approach's dual nature, suggesting it could either aid or hinder second language acquisition due to the cognitive shift from L1 to L2.
Dimitrijević (2013) built upon his earlier research from 2009 to 2011 to advocate for the cognitive method in teaching English articles, emphasizing that this approach effectively prevents negative cross-linguistic interference (p.68).
In conclusion, the cognitive approach to teaching English articles is an emerging concept within the teaching community While further research is necessary, this method shows great potential, particularly as traditional techniques like the grammar-translation method and communicative approach have been found ineffective in addressing the complexities of English articles.
ACQUISTION OF ARTICLES
Nguyen (2005) identified three primary areas of error in English article usage among learners: omission, incorrect insertion, and confusion of articles Han et al (2006) supported these findings by highlighting similar error types among L2 learners Additionally, a classification based on Huebner's semantic wheel suggests five distinct types of errors related to the contextual use of articles in English (Ionin & Wexler, 2004; Snape).
In the field of error analysis, researchers have approached the classification of errors in various ways For instance, Hall (2004) identified seven distinct types of errors related to articles, including the misuse of "a/an," "the," and zero articles Meanwhile, Butler (2002) emphasized countability by categorizing errors associated with mass nouns, count nouns, and non-count nouns Lee (2007) built upon Butler's framework, focusing specifically on the countability of nouns in his study.
37 made use of the context to test if the errors with countability vary in definite or indefinite context
Linguistic researchers conduct extensive studies to identify common errors in language use, but findings often vary significantly across different contexts, sometimes contradicting earlier research A major challenge arises from differing classifications of learners' errors related to articles, making comparisons difficult Nevertheless, the omission of articles has been widely acknowledged as a frequent error, supported by substantial evidence (White, 2009) Notably, both Master (1987) and Parish (1987) reached similar conclusions regarding English beginners, highlighting the consistency in this area of study.
Research by (2000) and Leung (2005) identified omission as the most prevalent error among advanced English learners Their study classified article errors into five types based on context: [+HK] [+SR], [+HK] [-SR], [-HK] [+SR], [-HK] [-SR], and idiomatic use The majority of these errors were observed in generic contexts, particularly in the [+HK] [-SR] category, as reported in Nguyen's findings.
(2005) in Vietnam, Ionin & Wexler (2004) in Japan
In the Vietnamese context, To (2011) highlighted the similarities between the use of articles in English and Vietnamese, while also cautioning that subtle differences may lead to confusion for learners Dang (2011) identified that many errors among Vietnamese English learners stem from issues related to zero articles Specifically, Vietnamese speakers often mistakenly insert a/an or the where a zero article is appropriate, and their native language interference can lead to errors in noun plurality and corresponding articles Supporting this, Nguyen (2005) echoed Dang’s findings, noting that errors related to plural forms in English are prevalent in Vietnam, with the misuse of the article "the" being the primary source of mistakes, followed by issues with zero articles.
Article errors, while varied, often stem from similar causes as identified by numerous authors and linguists A review of existing literature reveals that these errors can be broadly categorized into three main factors: (i) the complexity of the English article system, (ii) interference from the first language (L1), and (iii) deficiencies in teaching practices.
Acquiring proficiency in English articles is a complex challenge, with many authors agreeing that there is no straightforward rule to master this aspect of the language According to ệnen (2007), even advanced learners find it difficult to choose the appropriate articles Similarly, Barrett & Chen highlight the intricacies involved in mastering article usage.
Understanding English articles necessitates a grasp of semantic, pragmatic, and grammatical knowledge, as noted by 2011 There is no direct one-to-one correspondence between form and function for each article type, resulting in numerous rules to memorize Compounding this challenge, Master (1995) highlighted that each rule often comes with exceptions, making mastery particularly difficult for English learners Additionally, in a later publication, Master (2003) referenced Chesterman to further emphasize these complexities.
In 1981, it was noted that in indefinite contexts, zero articles are employed, while in definite contexts, nouns necessitate null articles Both zero and null articles are represented in written and spoken language as "no article." This observation adds another layer of complexity to an already intricate topic.
The interference of learners' native language (L1) significantly contributes to errors in acquiring English articles Research has shown that L1 interference, particularly from languages that do not use articles, is a primary factor in these errors For instance, Mizuno (1989) highlighted that in Japanese, the definite article "the" is represented by "sono" (meaning "that"), while the indefinite articles "a/an" are conveyed through "hitosuno" (meaning "one").
Errors in language usage often stem from misunderstandings of countability and the existence of mass nouns For instance, Nguyen (2005) highlighted a common mistake among students learning Vietnamese, where they might incorrectly say, "She is teacher" instead of using the appropriate article "a" or "an," which translates to "một" in Vietnamese.
In the Vietnamese language, the term "teacher" is treated as a mass noun, similar to how the Japanese language does not differentiate between count and mass nouns (White, 2009) This lack of distinction often leads students to make omission errors in definite contexts Young (1996) found that Czech and Slovak speakers frequently omit English articles in final positions, attributing this to the pragmatic use of word order in their native languages (as cited in White, 2009).
In the Chinese language, the concepts of definiteness and indefiniteness are determined by word order or the use of determiners, which may contribute to errors made by Chinese learners Additionally, first language (L1) interference has been identified as a significant factor leading to errors among learners in various contexts, including studies conducted in Korea, Russia, and India.
Teaching instruction has been identified as a contributing factor to learners' difficulties with English articles, with Ekiert (2004) attributing errors to overgeneralization, particularly the excessive use of "the." Master (1996) and Thomas (1986) referred to this issue as "the-flooding" phenomenon, while Lu (2001) noted that Chinese speakers' use of "the" in "of-phrases" exemplifies this tendency Nguyen (2005) criticized existing textbooks and instructors for inadequately teaching article usage, highlighting a common misconception that "a/an" is used for the first mention of an entity and "the" for subsequent references (Han et al 2006) In contrast, Nguyen (2005) and Band et al (1995) pointed out the generic use of articles as a counterexample ệnen (2007) emphasized that errors in generic, idiomatic, and conventional article usage stem from insufficient teacher instruction and delays in classroom learning Overall, educators and course materials are seen as significant factors that inadvertently contribute to learners' challenges in mastering the intricate system of English articles.
ERROR ANALYSIS
Error Analysis (EA) emerged as a response to the limitations of Contrastive Analysis in understanding learners' errors Ellis (1999) highlights that the development of the EA movement was significantly influenced by Corder, who published several seminal articles on the topic Corder's contributions laid the groundwork for a deeper exploration of language learning errors.
(1967) noticed in his studies was the distinction between an error and a mistake
Somehow, a mistake is a shortcoming that learners can be more or less self-corrected
An error is a lack of knowledge that learners are unaware of, making it correctable by themselves In contrast, a mistake arises from learners' inability to apply what they already know, as noted by Ellis (1997).
Thanks to the aforementioned differences, Corder (1967) pointed out that Error Analysis can bring three significances The study was then supported by Ellis
In 1999, it was highlighted that teachers can assess their students' learning progress and determine what further instruction is needed Additionally, researchers can utilize the collected data to identify the strategies employed by learners Furthermore, learners can enhance their performance by reflecting on their mistakes These compelling reasons have motivated the researcher to implement Educational Assessment (EA) for the thesis.
CONCEPTUAL FRAMEWORK
This study aims to investigate the current state of teaching and learning English articles at EF, USSH, focusing on two main areas: the teaching methods and the learning processes involved To assess the teaching of English articles, the researcher will analyze the coursebook and the teaching methodologies employed, drawing on Cunningsworth's (1995) assertion that coursebooks are essential to the teaching process alongside teacher instructions Additionally, the research will examine the learning of English articles, influenced by Dang's (2014) survey in the Vietnamese context, which highlights key factors affecting learners' understanding.
This article examines three key aspects: (i) learners' perceptions, (ii) common errors made by learners, and (iii) potential causes of these errors A comprehensive understanding of these elements necessitates a connection between them, prompting the researcher to utilize a conceptual framework to guide the entire survey.
Figure 2.2: Synthesis of Issues related to the Teaching and Learning of English Articles
The Teaching and Learning of
The Learning of English Articles