FRAME OF THEORIES

FRAME OF THEORIES 

1.1.The Concept of English Passive Voice

Eckersley and Eckersley (1960: 219) said that, if the person or thing denoted by the subject of a sentence is the receiver or sufferer of the action, then that form of the verb is the Passive Voice, e.g. “The ball was kicked by the boy”. According to Quirk et. al (1985: 58);

 In all passive clause types, the agent by-phrase, which incorporates a noun phrase equivalent to the subject of the corresponding active clause, has the structural status of an optional adverbial. Even when the agent by-phrase is absent, however, there is an implication of its presence at the level of meaning. In this sense, the agent by-phrase acts as complementation of the passive verb.

1.2.The Concept of Error Analysis

Error Analysis is a comparative process. Therefore, in order to describe the errors a special case of CA is used, and synonymous utterances are compaared in the learner‟s dialect and the target language; in the other words, “erroneous utterances” and “reconstructed utterance” are compared (Corder 1973). In order to understand 13 the process of L2 learning, the mistakes that the person made in the process of constructing a new system of language should be analyzed carefully.

Since the errors of performance are known to be systematic, the lecturers of English should be aware of the system of errors. Errors provide feedback; they tell the lecturer something about the effectiveness of his teaching materials and his teaching techniques, and show him what parts of the syllabus he has been following or taught and need further attention. Error Analysis can be very useful device in foreignlanguage teaching. The frequency counts of errors supported by the solutions of CA can be helpful in setting up teaching priorities.

1.3.Theoretical Framework

The next significant thing in doing the study was the theoretical framework. This part gave the explanation to the theories used in this study. The theories used in this study must be able to answer the problems of the study. Since there are three problems in the present study, the main theories used here are three main theories. They are the theory of English grammar, the theory of error analysis, and the theory of language teaching.

1.4.Language Teaching

1.4.

             The theory of language teaching in this study was also important to support the last problem of this study. According to Corder (1973: 27-29), the object in teaching a language, unless it is simply that of getting pupils over an important educational hurdle is to enable the learner to behave in such a way that he can participate to some degree and for certain purposes as a member of a community other than his own. Teaching language is, and always has been, thought of as developing a set of performance skills in the learner, and syllabuses and timetables are often expressed in terms of skills being taught. If in any discussion of language teaching we talk about developing skills, such as speaking or understanding speech, we are adopting a psychological view of language, we are considering it as a matter of individual behavior. Whether we consider the behavior to be a set of habits or possible responses, a body of knowledge, or a set of rules depends upon the particular psychological account that we adopt that language behavior of the individual and how it is acquired.

1.5.Stages of Teaching and Learning

If the lecturer prefers the technique of involvement, he will not tell the pupils that he is going to use a new structure, but will slip examples of it into something else he is saying in such a way that it will be understood and accepted quiet naturally. Both demonstration and involvement require interaction between the lecturer and pupils. Having presented examples of the new structure or rule, the lecturer must now go on practice it. This means getting the pupils to produce their own examples in response to some question or cue. This technique requires interaction between the lecturer and pupils.