Investigating Difficulties Encounter Undergraduates in Expressing Functions and Certainty Degree When Using Auxiliary Verbs (A case Study, Gazera University, Sudan)

Prepared by the researcher

• Dr. Ali Fadlalla Ahmad AL Basheer, Assistant professor- English Language Department, Faculty of Arts, White Nile University , Kosti, Sudan
• Dr. MohiEldeen Ahmed Abdelrhahman, Assistant professor- English Language Department, Faculty of Arts, White Nile University Kosti , Sudan
• Al Niel Albshier Musa Mohammed, Ph.D. Candidate, Sudan University of Science and Technology, Sudan

Democratic Arabic Center

Journal of cultural linguistic and artistic studies : Thirty-first Issue – March 2024

A Periodical International Journal published by the “Democratic Arab Center” Germany – Berlin

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 Abstract

The study aims at “investigating difficulties encounter undergraduates in expressing functions and certainty degree, when using auxiliary verbs. In this study the analytical descriptive method was adopted to collect data through a questionnaire, which consists of fourteen statements distributed to fifty teachers from different universities, the questionnaire was analyzed through statistical package of social science (SPSS), the most important results are: undergraduates encounter difficulties when they express functions and certainty degree in using auxiliary verbs in their academic writing, undergraduates are not given enough practice about the use of auxiliary verbs, Knowing grammar rules helps undergraduates to master the use of certainty degree, Accordingly the researchers recommended that: teachers should adopt effective techniques to develop students’ abilities, when using functions and certainty degree in auxiliary verbs, Moreover university courses should include enough contents concerning auxiliary verbs expressing certainty degree, undergraduates should be given enough practice about expressing certainty degree.

Introduction

This study investates the problems that encounter undergraduate students when they express the functions and certainty degree in main verbs and modal auxiliary verbs. Teachers of English Language in universities have been observing that undergraduates often encounter difficulties in this grammatical area, so this study investigates in the area of functions and certainty degree, which represents a challenge, faces undergraduates. Although many studies have been done on the field of grammar, but this area might have not been touched well and may have not been focused on by researchers. To define the term modal auxiliary, Crystal (2008: 312) stated that “English mainly uses modal auxiliaries, e.g. may, can, shall, must, but makes a little use of inflection (e.g. If I were you v. I was. The semantic analysis of modal verbs, and the study of their distribution in everyday speech, is a topic which has attracted a great deal of attention in linguistics, and several classifications involving such notions as necessity, possibility, certainty, etc., have been proposed.” Richards and Schmidt (2002: 44) stated that “auxiliary verb n also auxiliary a verb which is used with another verb in a sentence, and which shows grammatical functions such as aspect, voice1, mood, tense1, and person. In English be, do, and have and the modal verbs like may, can, and will are all auxiliaries.” The researchers hope that the determination of the areas where undergraduates face difficulties in expressing the functions and certainty degree in main verbs and modal verbs will help them to express degree of certainty and uncertainty in a proper way and to encourage them to build a good knowledge about the main and modal auxiliary verbs functions.

Statement of the Study

 This study researches the problems and challenges faced by undergraduates in respect to the functions and certainty degree in main verbs and auxiliary verbs. The researchers as teachers of English at different levels and ages have observed that learners of English as a foreign language often face difficulties when they express functions and certainty degree in main verbs and auxiliary verbs.

Questions of the Study

1. To what extent do undergraduates encounter problems in expressing the functions of main verbs and auxiliary verbs?
2. What are the grammatical areas in which undergraduates encounter difficulties in expressing main and auxiliary verbs?
3. Why undergraduates are not able to express the certainty degree of auxiliary verbs?

Importance of the Study

This study is significant because it is being aimed to help university students to develop their ability of expressing the functions and certainty degree of main verbs and auxiliary verbs. The researchers have found it useful to research in the field of auxiliary verbs  so as to fill the gaps of knowledge and skill that have been left by other researchers in this field, therefore, the researchers hope that the findings of this study will effectively contribute to help and encourage learners of English as a foreign language to be aware of expressing the functions and certainty degree of main verbs  and auxiliary verbs more accurately, also the findings of this study are expected to help teachers to progress their techniques of teaching English as a foreign language.

Objectives of the Study

1. To investigate the difficulties, encounter undergraduates when they express the functions and certainty degree of main verbs and auxiliary verbs.
2. To help both teachers and learners to improve their knowledge about main verbs and auxiliary verbs functions and certainty degree.
3. To determine which grammatical area shows undergraduates more disability of expressing the functions and certainty degree of main verbs and auxiliary verbs.

Hypotheses of the Study

1. Undergraduates encounter problems in expressing the functions of main verbs and auxiliary verbs effectively.
2. Undergraduates encounter more difficulties in expressing certainty degree in modal auxiliary verbs.
3. Lack of practicing modal verbs is one of the reasons behind disability to express certainty degree of modal verbs.

Limits of the study

This paper is limited to investigate the difficulties that encounter undergraduate university students in Gazera University, Sudan, when they express certainty degree in using main and modal auxiliary verbs during the academic year 2023.

 Literature Review

Before going deeply on the literature review that concern investigating the problems that encounter university students when they come face to face to express and state the functions and use of main and modal auxiliary verbs with the focus on certainty degree, before viewing this it worth saying that there are many linguists and grammarian scholars who contributed effectively on the area of the functions of main verbs and modal verbs.  For instance, Anne and Mew explained the functions of can and could. Mew pointed to the function of should. Vince focused on must and have. Use and functions of modal auxiliary verbs were given priority by Alexander who also threw much light on the degree of certainty and uncertainty.

Main modals

Walker and Ellsworth (2000:8) pointed out “’Modals’ are the small verbs like can, must, and might, which give certain meanings to main verbs. There are twelve modal verbs: can, could, may, might, shall, should, will, would, must, ought to, need (to), and dare”.

  Alexander (1990: 156) explained, “Verbs like can and May are modal auxiliaries. We often refer to them as modal verbs or just modals. We use them with other verbs, for example, to ask for permission: Can I use your phone, please? May I borrow your car, please? There are ten modals: can, could, may, might, will, would, shall, should, must, ought to and three ‘semi-modals’: need, dare and used to. On the same page he went on explaining that “In their first use, modal verbs have basic meanings which are given in dictionaries: – can/could (ability), may/might (permission): You may leave early – will/would (= prediction): It will rain soon, shall after we (= prediction): Will we find our way? – I’m sure we shall. – should/ought to (= duty): You should do as you’re told. Must (total obligation) you must be quiet. Needn’t (no obligation) you needn’t wait”.

The Pure Modals

To transfer to the classification of modals in respect to pure or not pure modals Capua (2008: 211) pointed out that the modal is not considered pure unless it is only one word, so if it is two words it is not regarded as pure modal, but this does not make any changes in their meanings and functions. “For example, ought to is very similar in meaning to should, but is not considered a “pure modal” because it consists of two words (ought + to); instead it is referred as a “semi-modal.”

In Cambridge Advanced Learners Dictionary, a modal verb is defined as “ a verb such as can, might and must, that is used with another verb to express an idea such as possibility, that is not expressed by the main verb of a sentence”.

Use of can and could

Anne and Mew (2007: 112-121) pointed out “Use can and could to talk about people’s ability to do things. People often use can when they are asking for permission to do something, use may to ask if you are allowed to do something, or to give someone permission to do something, on the same page he pointed out that “May is also used to talk about things that are likely to happen, should is a helping or auxiliary verb used to talk about necessary actions or things that people ought to do”.

Use of must and have to

Lawyers and judges generally use terms and words to be clear and precise, this is why they prefer using must and have to instead of should and may, because must and have to are stronger in meaning than the other modal verbs. Vince (1999: 90) explained, “We usually use must when we talk about necessary or important actions. We use have to when we talk about a rule made for us by somebody else. On page 98, he went on “Modals do not have third person-s endings. One modal has more than one meaning, this depends on the context. For example: you must pay before Friday (obligation), he must be very happy (certainty).

Certainty and uncertainty degree

Alexander (1990:156) pointed out that “We use be or an ordinary verb, not a modal, for ‘absolute certainty’. You are right. You know the answer (Certain). On page 157, Alexander presented more details about certainty and uncertainty degree. He pointed out “We express the greatest uncertainty with might; the greatest certainty with must/can’t: He might be right. He might know the answer. (very uncertain) He could be right. He would know the answer. (fairly certain) He must be right, He must know the answer. (almost certain) He can’t be right. He can’t know the answer. (almost certain). On another hand Azar (2002:176-178) explained that “ Degree of certainty refers to how sure we are- what we think the chances are that something is true. Must expresses a stronger degree of certainty about a present situation, but the degree of certainty is still less than 100%May, might and could express a weak degree of certainty.

Modal verbs measuring formal and polite situations

  Alexander (1990: 158) said that, “We use can, could, may and might to ask for permission, depending on the situation.  Can is the commonest and most informal: Can I borrow your umbrella (please)? Could is more polite than can: Could I borrow your umbrella (please)? May is more ‘respectful’ than can and could: May I borrow your umbrella (please)? on page 160  Alexander went on explaining that “Might is the most polite but the least common: Might I borrow your umbrella (please)? ”

Modal verbs for obligation and advice

Walker and Ellsworth (2000: 91) explained “must/mustn’t is stronger than should/shouldn’t: You must take your passport when you travel abroad, (obligation) I think it’s going to rain. You should take an umbrella, (advice). Capua (2008: 215) stated, “When could is used in asking for permission or in making a request, it is a polite form and not considered a past form. Often could and would use in the sense of permission or request are referred to as conditional forms or polite forms.”

Possibility or Probability

To specify whether the speaker or the writer is sure about something let us throw some lights on Andrea’s point of view, he pointed out; (2008: 216) Speakers use these modals to indicate their level of certainty about something. These modal meanings range from slight possibility (may, might, could) to a high degree of certainty (must). Azar (2002:152) gave more details in other areas of functions of modal verbs. He pointed out “ May I and could I are used to request permission, they are equally polite  and I is used informally to request permission, it is usually considered a little less polite than may I or could.

Methodology

The population of this study is university professors of the academic year 2023 in the departments of English Language, Faculties of Education and Arts, different Sudanese Universities. The data was collected from 50 male and female professors at Gezira University. The professors were selected randomly from a total population. 

In this part of the study the researchers describe the methods used for data collection, they present the target subject, study instruments and the procedures to collect data. Then they presented tools, reliability and validity of the study instruments. In order to collect the data, the study used a questionnaire for EFL teachers to examine their opinions. A questionnaire was handed to EFL teachers, which was analyzed through (SPSS) the statistical package of Social Sciences.

Validity and Reliability

 Nunan (2001: 143-149)) defines ” Reliability refers to the ability of the instrument to give the same result on repeated application of the same subjects”. Based on this concept, teachers’ questionnaire was given to five experts who are university teachers, four of them are PhD holders and the fifth is an MA. Holder. They gave suggestions and opinions on content, structure and design of the tools. Their opinions, views and recommendations were confidential and highly respected and applied, and the result is the current valid tool. To measure the reliability of teachers’ questionnaire, the researchers used the (SPSS) statistical packages for social sciences.

Data Analysis and Discussion 

Table (1) Distribution of approval grades

 Table (2) Data analysis:

1. (72%) of member sample are agree to item (Undergraduates know what is meant   by the grammatical term “Auxiliary verbs) and (20%) are to some Extent and (8%) are disagree.
2. (82%) of member sample are agree to item (Undergraduates know what is meant by the grammatical term “certainty degree “) and (8%) are to some Extent and (10%) are disagree.
3. (93%) of member sample are agree to item (Undergraduates have no idea about the different levels of certainty degree.) and (7%) are to some Extent.
4. (92%) of member sample are agree to item (Undergraduates pay little attention to the different functions of using auxiliary verbs) and (8%) are to some Extent.
5. (82%) of member sample are agree to item (learning grammar rules helps undergraduates to master the use of certainty degree), (10%) are to some Extent, and (8%) are disagree.
6. (87%) of member sample are agree to item (University courses do not include enough auxiliary verbs expressing certainty degree) and (13%) are to some Extent.
7. (65%) of member sample are agree to item (Undergraduates are not given enough knowledge about the use of auxiliary verbs) and (15%) are to some Extent and (20%) are disagree.
8. (67%) of member sample are agree to item (Undergraduates encounter difficulties of using modal auxiliary verbs), (25%) are to some Extent, and (8%) are disagree.
9. (70%) of member sample are agree to item (Undergraduates are able to use main and modal auxiliary verbs in meaningful sentences) and (22%) are to some Extent and (8%) are disagree.
10. (83%) of member sample are agree to item (Undergraduates confront difficulties when they learn the use of auxiliary verbs certainty) and (12%) are to some Extent and (5%) are disagree.
11. (78%) of member sample are agree to item (Undergraduates recognize the formal and informal use of modal auxiliary verbs) and (15%) are to some Extent and (7%) are disagree.
12. (73%) of member sample are agree to item (Undergraduates are not given enough practice about expressing certainty degree) and (20%) are to some Extent and (7%) are disagree.
13. (83%) of member sample are agree to item (Undergraduates face difficulties of realizing the functions of main and helping verbs), (12%) are to some Extent, and (5%) are disagree.
14. (70%) of member sample are agree to item (Teachers do not focus on certainty degree of auxiliary verbs when they teach them) and (18%) are to some Extent and (12%) are disagree.

Conclusion

The study aims to investigate challenges encounter undergraduate students in expressing functions and certainty degree when using main verbs and modal verbs.  Instructors of English Language in universities have been observing that undergraduates often encounter difficulties in this grammatical area; therefore, this study investigates functions and certainty degree, which represents a challenge that faces university students. So, this study is considered significant. The researchers hope that the determination of the areas where undergraduates face difficulties in expressing the functions and certainty degree will help them properly when dealing with the main and modal auxiliary verbs functions. The results revealed that: undergraduates encounter difficulties when they express functions and certainty degree in using auxiliary verbs in their academic writing, undergraduates are not given enough practice about the use of auxiliary verb, knowing grammar rules helps undergraduates to master the use of certainty degree, Accordingly the researchers recommended that: teachers should adopt effective techniques to develop students’ abilities when using functions and certainty degree in auxiliary verbs, moreover university courses should include enough contents concerning auxiliary verbs expressing certainty degree, undergraduates should be given enough practice about expressing certainty degree.

List of references

Andrea De Capua (2008) “Grammar for Teachers (A Guide to American English for Native and Non-Native Speakers), Springer Science Business Media, 1st ed. 2008.

Anne Seaton. Y. H. Mew (2007) “Basic English Grammar Saddleback Educational Publishing 1^st ed.

Betty Schrampfer Azar (2002) “Understanding and using English Grammar, 3^rd ed.2002. Pearson Education NY.

David Crystal (2008) “A dictionary of Linguistics and Phonology “6th ed. Blackwell Publishing. London. UK.

Elaine Walker and Steve Elsworth (2000) “New Grammar Practice”

Pearson Education Limited 1st ed. 2000.

Field. M (2000) “Improve your Punctuation and Grammar. 1^st ed. 2000 How to Books CL. Ltd.

Jack C. Richard and Richard Schmidt (2002) “Longman Dictionary of Language teaching and Applied Linguistics”. Pearson Education Limited. 3^rd ed. UK London.

1. G. Alexander (1990) “Longman English Grammar Practice for intermediate students, Longman 1^st ed.

Michael Vince (1999) “Elementary Language Practice” Macmillan Heinemann, 1st ed.

Nunan, D. (2001) ”Research Method in language teaching” Cambridge University press, Cambridge, Great Britain.