English as Second/Foreign Language Problem Spots
 
This lesson focuses on the most common problems the ESL/EFL learner faces while acquiring the new language.  The lesson will touch on problem verbs, conditional sentences, gerunds and infinitives, and the use of articles.  In addition, we will examine other potential trouble spots. 
 
The use of helping verbs with main verbs:
 Helping verbs, such as modals and do, are followed by main verbs in the simple form without conjugation.  It does not matter if the subject is plural, singular or third person.
 
For example: I will go to England.
                        You will go to England.
                       She will go to England
 
Notice that we did not conjugate the main verb (go).
We did not say, for instance, “She will goes to England.”
 
Another example:     Do you speak English?
                                   Does she speak English?
                                   Did he speak English in his country?
 
Notice that we did not conjugate the main verb (speak).
We did not say, for instance, “Does she speaks English?”
 
Also, notice that we did not use (to) in front of the main verb. We cannot say, “Does she to speak English?” or “ She will to go to England.”
In other situations, we conjugate the main verb after helping verbs to indicate a particular tense or form.  For example, you recall the formula for the perfect tense:
Have + Verb in the past participle =      I have eaten dinner already. 
Notice that the main verb (eat) is in the past participle form, (eaten).
 
 You may also recall the passive voice formula:
Be + Verb in the past participle =      The letter was written by my sister.
 
Notice that the main verb (write) is in the past participle form (written).
 
You, also, recall the progressive formula:
Be + Verb in the –ing form =      She is learning English.
 
Notice that the main verb (learn) is in the present participle form –ing (learning).
 So, be cautious when using helping verbs.
 
  The Conditional Sentences:
 
In conditional sentences, choose verbs with care. A conditional sentence is one that shows something depending on something else. Sometimes such sentences can confuse the ESL/EFL learner.
 
Suggestion: For better understanding of this chapter, you should
                  review lesson 10, Real and Unreal Conditionals.
 
Real Condition:
 
In real condition sentences when the action happens repeatedly, use present tense.
 For example: Whenever it rains, she stays home.
 
In real condition sentences when the result will most likely occur, use future.
 For example: If you study, you will succeed.
 
Unreal Condition:
In unreal condition sentences, both the condition and the result are not likely to occur.  The verb in the dependent clause should be in the unreal form (the past tense) and the verb in the independent clause should be preceded by would, could or might.
 
For example: If I had money, I would buy a BMW.
    
     Notice that I used verb have in the past form because it is
     unreal. I really do not have money, but “if I had,” I would
     buy a MBW.     
 
Unreal conditional sentences can be about events that did not happen.  In such case, we use past perfect in the “if” clause to indicate that the action was unreal in the past. The verb in the independent clause consists of would have, could have, or might have plus the past participle.  This form is called “Modal Perfect.”
 
For example: If I had saved enough money, I would have traveled
 
     Notice that I used the past perfect in the “if” clause to
     indicate that the action (save money) is unreal because I
     did not save money.  The independent clause consists of the
     modal perfect (would have traveled) to also indicate that
     the action (travel) is unreal.
 
Unreal conditional is also used in conditions contrary to fact to speculate about situations that are unreal.  In this case we use the unreal form of verb (be) in the dependent clause, and we use would, could, or might plus the main verb in its base form.
 
Remember: The unreal form of verb (be) is always (were). It does
          not matter whether the subject is plural, or singular, the verb will always be
         (were). 
For example: If I were rich, I would help the poor.
  
Here I am stating that I am not rich, but in the unreal situation of being rich (if I were rich), the result would be helping the poor (I would help the poor). 
 
  
  Gerunds and Infinitives:
 
This is a trouble spot for the ESL/EFL learner.  We are often wondering whether we should use a gerund or an infinitive. To understand how this works, we must know what is a gerund.  A gerund is the –ing form of a verb, such as working, sleeping, studying.  In this form, it is not a verb at all; it is a noun.  Therefore, we need to remember that a gerund is a noun. We can replace a noun with the pronoun (it).
 
Read this sentence:  Reading enhances our ability to write.
 
Now ask yourself what the verb of this sentence is.  Your answer will obviously be (enhances).  In this case, “reading” is the subject of the sentences; it is a noun. I can replace “reading” with the pronoun “it” and the sentence will still be correct. 
It enhances our ability to write.
 
On the other hand, an infinitive is the verb preceded by “to” meaning, “to do something.” It is not a noun; it is an action. In the sentence above, “our ability to write” means our ability to do it.
 
This distinction has always worked for me. So, when you are in doubt as to whether to use a gerund or an infinitive, ask yourself if it is “it” or “to do it.” If you can use “it,” a gerund will be correct.  If you must use “to do it,” an infinitive should be your choice.
 
Let us try it.  Complete the following sentence using “write”
 I enjoy ------.
  
To choose the right form, ask yourself whether you can say, “I enjoy (it)” or “I enjoy (to do) it.”
 
The response will be, “I enjoy ‘it’.
Therefore, the sentence should be, “I enjoy writing.”
 
 Here is a list of verbs that are followed by gerunds:
          Admit – appreciate – avoid – deny – enjoy – finish
          Miss – postpone – practice – quit – recall – resist
          Suggest – tolerate
 
Here is a list of verbs that are followed by infinitives:
          Agree – ask – claim – decide – expect – have –
          Hope – manage – offer – plan – pretend – promise –
          Refuse – wait – want – wish
 
Here are verbs that can be followed by either an infinitive or a gerund:
          Begin – continue – hate – like – love – start
 
Try using these verbs to get a sense of how they function. You need a lot of practice.
 
 
The use of articles “a” “an” and “the”
 Suggestion: Please review lesson 11.
 
There are many nouns in English that cannot be counted. We need to know such nouns so we may use the proper verb form that agrees with the noun. This lesson will address these nouns.
 
For the nouns that we can count, we use the articles “a” or “an” before the singular count noun.  For example, “I have an apple;” and “I have a pen.”
 
Notice that we used “an” with the noun “apple” because apple starts with a vowel.  We used “a” with the noun “pen” because pen starts with a consonant.  So, always use “an” with nouns that begin with a vowel and use “a” with nouns that begin with a consonant.
Using “The” 
Note that we use the article “the” with most nouns whose specific identity is known.  Usually the identity will be clear for one of the following reasons:
(1)         The noun has been previously mentioned.
(2)         Using superlatives such as ‘best’ and ‘most’ makes noun’s identity   
              specific.
(3)         The noun’s identity is clear because of the context.
 
We should not use the article “the” with:
(1)         Proper nouns such as names of people.
(2)         Plural nouns that indicate the meaning ‘all’ or ‘in general’.
 
For example: In Egypt, rice is preferred to other grains.
Notice that we did not say “the rice.”
 
   
Other problem areas for the ESL/EFL learner
 
(1)         Omitting the subject of an independent clause.
 
Sometimes a learner may omit the subject of an independent
clause.  For example, one may say: “Your sister is very beautiful;
seems intelligent, too.”
 
Notice that the subject in the second clause is not present.
Therefore, we need to correct it to read:
“Your sister is very beautiful; she seems intelligent, too.”
 
(2)         Repeating the subject of a sentence.
 
Non-native speakers tend to repeat the subject in a sentence.
 For example, one may incorrectly say: “My brother he is in
Mexico.” We do not need the pronoun “he” in that sentence.
 
(3)         Confusing the participial adjectives: Present Participles and Past  
               participles.
 
Both present and past participles may be used as adjectives. 
One way you can figure out which to use is deciding who the
 doer and the receiver are.  If the noun you want to describe is
the cause of the action, use a present participle (-ing).  If the
 “receiver,” the noun that receives the action, is the noun that
 you want to describe, use the past participle.
 
For example: “The movie was depressing. I was depressed.”
Here the cause of the action is the movie and the receiver is I.
 
Another example: “The class is boring; the students are
                                 bored.”
 
The class is the cause and the students are the receivers.
 
According to the Bedford Handbook for Writers, the participles
that cause the most trouble for nonnative speakers are those
 describing mental state:
 
Annoying / annoyed
Boring / bored
Confusing / confused
Depressing / depressed
Exciting / excited
Exhausting / exhausted
Fascinating / fascinated
Frightening / frightened
Satisfying / satisfied
Surprising / surprised
 
When you come across these words, always do the test.
 Ask yourself who the doer or the cause of the action is and
who the receiver is.  Use the present participle
(–ing) form to describe the doer and use the past
participle (–en) form to describe the receiver.          
 
(4)         Confusing prepositions of time and place.
 
Prepositions that show time and place can be confusing
 to the ESL/EFL learner.  One of the reasons why these
prepositions are difficult is that the difference between
them is merely idiomatic.
 
Here is a possible aid for you to decide which preposition
 to use:
 
TIME:
At: for a specific time. “I get up at 7:00.”
On: on a specific day. “I was born on a Friday.”
In: in a part of time. “I drink tea in the afternoon.” 
 
PLACE:
At: at a location. “Maria is at home.”
On: on the surface of something. “She put the glass on
                                  the table.
In: in an enclosed space. “She lives in San Jose.”
 
                 Conclusion:  

Much of the materials covered in this lesson can easily be learned through interaction. Learning a new language can sometimes involve learning about the culture where the target language is spoken. Listening to people talk, reading, watching movies and of course asking questions can enhance your skills and speed up your learning process.  I encourage you to actively engage yourselves in the learning process. Listen, observe,