Dimensions in Tertiary EFL Learners’ Syntactical Acquisition: Focus on Clausal Constructions

Abstract

Linguistic performance, supported by socio-cognitive competencies, is a crucial aspect in EFL (English as a Foreign Language) writing. The study investigates the acquisition of English clause constructions among tertiary English as a foreign language (EFL) students. The research focuses on syntactical content, as it is crucial for primary communication in writing. However, there is a lack of research in this area, particularly regarding common clause construction errors. A corpus of 105 narrative essays from 105 tertiary English and non-English major students (75 females, 30 males) of Bangladeshi private and public universities was used as the qualitative content data. The data was analyzed using Hsieh and Shannon's summative content analysis method (2005) to identify acquisition challenges and pedagogical needs. Findings indicate that tertiary EFL students exhibit some ease in acquiring coordinate clauses, while they display a protracted struggle with the acquisition of subordinate clauses and subject-verb agreement. It further indicates that Bangladeshi tertiary EFL students’ syntactic mastery across diverse clause subtypes and aspects is not only non-linear but also asymmetrical. Based on the findings, the study suggests reshaping syntax pedagogy to emphasize syntactic subordination and subject-verb agreement, adapting scaffolding to clause complexities, shifting traditional paradigms towards dynamic, engaging practice, and incorporating socio-cognitive schema.