A Generative Perspective of Kurdish EFL Learners' Problems in Argument Structure
A Syntactic-Semantic Analysis
DOI:
https://doi.org/10.14500/kujhss.v9n1y2026.pp580-589Keywords:
Argument Structure, Generative, Thematic Relations, Transitivity, EFLAbstract
This study investigates the problems of Kurdish learners of English as a foreign language (EFL) in two Kurdistan universities. The study aims to uncover both syntactic and semantic challenges, in relation to argument structure, that EFL learners face. The study also wants to reveal if there is any difference between the proficiency levels of the groups in the targeted universities. The thesis adopts a mixed-methods approach, as it contains both quantitative and qualitative data. The participants of the study are from two universities in Kurdistan Region of Iraq, namely Raparin and Salahaddin universities. Two effective tools have been used to collect the data. First, a written test to collect the quantitative data; second, a spoken think-aloud protocol for the qualitative data collection. The main results of this study indicate that EFL learners face critical problems in argument structure and the groups exhibit different levels of proficiency. The participants’ ability in semantics was generally better than in syntax. Despite this fact, they faced challenges in both sub-skills of argument structure. The study concluded that EFL learners in the two universities encounter serious problems with the assignment of the theme thematic relation. The participants also faced critical problems with di-transitive verbs like spare and place.
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