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English Negative Sentences in ESL

The document discusses negative sentences in English and aspects of learners' interlanguage that may affect their ability to use language outside the classroom. It notes that learners first notice the placement of negative elements like 'no' or 'not' before verbs or other elements being negated, and later begin placing negatives after auxiliary verbs.

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Trương Kim Như Huỳnh
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3 views1 page

English Negative Sentences in ESL

The document discusses negative sentences in English and aspects of learners' interlanguage that may affect their ability to use language outside the classroom. It notes that learners first notice the placement of negative elements like 'no' or 'not' before verbs or other elements being negated, and later begin placing negatives after auxiliary verbs.

Uploaded by

Trương Kim Như Huỳnh
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Chapter 2: Second language learning

1. What are the general rules or patterns of negative sentences in English? Looking at
the developmental sequence that has been described for English negation, think
about what learners seem to notice first. Is it word order? Special words? What
features seem hardest for them to acquire?
2. What aspects of learners’ interlanguage are most likely to affect their ability to use
language effectively outside the classroom? Word order? Grammatical
morphemes? Vocabulary? Phonology? Pragmatics? Do you think priorities for
classroom interaction and instruction reflect the importance of these different
language features?
1. The general rules or pattern of negative sentences in English are:
- The negative element (usually'no'or'not') is typically placed before the verb
or the element being negated. Often, ir occurs as the first word in the
sentence because the subject is not there.
- At this stage, ‘no’ and ‘not’ may alternate with ‘don’t’. However, ‘don’t’ is
not marked for person, number, or tense and it may even be used before
modals like ‘can’ and ‘should’
- Learners begin to place the negative element after auxiliary verbs like ‘are’,
‘is’, and ‘can’. T

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