Güneş, S. (2013). An analysis of recognition of extended

compound sentences. International Online Journal

of Education and Teaching (IOJET), 1(1). 25-37.

http://iojet.org/index.php/IOJET/article/view/42/61

AN ANALYSIS OF RECOGNITION OF EXTENDED COMPOUND SENTENCES

Sevim Güneş

Hacettepe University

sevimdemirtas@gmail.com

without the written permission of IOJET.

mailto:sevimdemirtas@gmail.com

International Online Journal of Education and Teaching (IOJET) 2013, 1(1), 25-37.

AN ANALYSIS OF RECOGNITION OF EXTENDED

COMPOUND SENTENCES

Sevim GÜNEŞ

sevimdemirtas@gmail.com

Abstract

The aim of this research study was to clarify whether recognizing extended compound

sentences is a problem for the first grade ELT students of Dicle University or not. This study

also investigated the effect of remedial teaching on students’ recognition of extended

compound sentences and gender differences in terms of the recognition of extended

compound sentences. The participants were 35 first grade ELT students of Dicle University.

A pre-test of 30 questions was implemented to the participants and the same test was

implemented as the post-test after 2-week remedial teaching.

Keywords: extended Sentence, compound sentence, types of the sentences.

1. Introduction

Teaching writing has an important role on Second or Foreign Language teaching because

as it is indicated by Harmer (2007), the learners have more time to think while practicing

writing than they have during spontaneous conversation. On the other hand, Leki, & Carson

(1994) state writing as the most difficult skill to teach to low level learners of English

Language, andas effective writing is a complex process, it requires recognition and practice

of sentence types (Demirezen, 2012b) and training is required to form a cohesive whole from

the sentences (Bhati, 1990; Bosher, 1998; Johns, 1990).

1.1. What is a Sentence?

According to Demirezen (1993), ‘A sentence is a group of related words that we use to

communicate our ideas in speech or in writing.’

Delahunty & Garvey (2010) describe sentence as the largest grammatical unit.Demirezen

(1993) states the basic parts of sentences as ‘subject’ and ‘predicate’.The subject usually

occurs as a noun or pronoun in a sentence and it stands for the person, thing, or place that is

related to the sentence. The predicate consists of a verb and its modifiers or complements.

The verb is the most important part of the predicate.

1.1.1. What is an extended sentence?

A simple sentence consists of one main verb, one subject and one predicate, but it may

include different kinds of modifiers to be extended. It is stated by Demirezen (2012a) that a

simple sentence may be extended by using phrasal elements such as noun phrases, adjective

phrases, adverbial phrases, prepositional phrases, appositive phrases, gerundive phrases,

participle phrases, verbal phrases, infinitive phrases, and they may precede, come in-mid

sentence position, or follow the simple sentence structure.

Examples:

1. Until the early 20th century, Istanbul was the capital of the large Ottoman
Empire. (Extended from the beginning)

2. Turkey, acting as a bridge between Europe and Asia, has asked to become a
member European Union. (Extended from the middle)

mailto:sevimdemirtas@gmail.com

Güneş

3. South Korea is a country in East Asia, officially called the republic of Korea.
(Extended from the end)

1.2. The Types of the Sentences

It is important to use different types of sentences for using language in an effective way;

for example, using simple sentences all the way through the writing would sound

monotonous, childish and unsophisticated. On the other hand, knowing the types of the

sentences develops a better understanding of different sentence and the ability to demonstrate

more sophisticated use of language ( Demirezen, 2012b). The sentences come in a variety of

shapes and sizes (Delahunty &Garvey,2010) . Four types of sentences can be realized by

classifying in terms of their structures (Demirezen, 1993; Delahunty &Garvey, 2010). These

are:

1. Simple Sentences
2. Compound Sentences
3. Complex Sentences
4. Compound-complex Sentences

1.2.1. Simple Sentence

A simple sentence is the smallest sentence unit. In a simple sentence there is only one

main clause and no subordinate clauses. It doesn’t have to be very short; other phrases may

be added at the beginning, in the middle and at the end of the simple sentences

(Demirezen,1993).

Examples:

Main Clause

Cyclists should always wear bike helmets.

Mustafa Kemal Atatürk is the founder of Modern Turkey.

Africa is a continent in the south of Mediterranean Sea.

This paragraph is composed of sentences.

(Demirezen, 1993; Delahunty & Garvey, 2010)

1.2.2. Compound Sentences

According to Teschner and Evans (2007:220) ,‘A compound sentence is a sentence

consisting of at least two clauses, each of which can be separated off into its own independent

clause and independent sentence.’’A compound sentence consists of two main sentences

(Demirezen, 1993). It is often needed to link simple sentences in order to join ideas together.

For this reason the following ways are used:

1.2.2.1. Compound Sentences with Coordinating Conjunctions

In a compound sentence, we can’t mention about only one main clause with subordinate

clauses depending on it. All the clauses of a compound sentence are of equal importance and

can stand on their own. They are required to follow a logical order for the coherence of the

context (Samancı,2012: 22). In other words, the clauses of a compound sentence are equal in

value and there must be at least two main clauses(Demirezen, 1993).

Coordinate Conjunctions are listed below with the acronym ‘FANBOYS’ to be kept in

mind in an easier way (Samancı, 2012).

International Online Journal of Education and Teaching (IOJET) 2013, 1(1), 25-37.

For Or

And Yet

Nor So

But

Examples:

Main Clause 1 Conj. Main Clause 2

For 1.Turkish soldiers fight very well in

wars,

2.The meeting has to be at noon,

3.I do the shopping on Sundays,

for

they are well-trained.

the boss doesn’t have much time.

I work on the other days of the week.

And 1.A new computer was invented,

2.John and Bill can speak Italian,

3.Mary has gone to England,

and

it caused a sensation.

they also know French.

She will stay there for a long time.

Nor 1.Most of the students do not like to

take oral exams,

2.Mary doesn’t like watching

baseball,

nor

do they like to write term papers.

nor she likes playing baseball.

But 1.The car was quite old,

2.I made that decision for several

reasons,

3. It is raining heavily,

but

it still works.

I couldn’t explain them.

the weather is not cold.

Or 1.Are you coming to school with me,

2.You can go to your own house,

or will you stay in bed?

you can stay here.

Yet 1.John plays basketball well,

2.Jack got the job,

yet his favorite sport is badminton.

he couldn’t start because of some

reasons.

So 1.You are my guest,

2.She is very helpful,

it is my turn to pay for the drinks.

everybody likes her.

(Celce- Murcia, 1998; Demirezen, 1993)

1.2.2.2. Compound sentences with semi-colon

In formal written English, semi-colon is also used instead of coordinating conjunctions in

order to connect sentences. When two sentences are joined with a semi-colon, the second

sentence is usually an explanation or exploration of the meaning of the first sentence. In other

words, in compounding with semi-colon, the conjunction is mostly omitted if logical

relationship may be understood through the context (Demirezen, 1993). Here are some

examples:

Main Clause 1 Semi-colon Main Clause 2

We couldn’t take the exam ; the teacher couldn’t come.

I don’t live in a dormitory ; I have a private room.

Turkish soldiers fight very well in wars ; they are well-trained.

(Demirezen, 1993)

Güneş

1.2.2.3. Compound sentences with correlative conjunctions

As well as coordinate conjunctions, correlative conjunctions have an important role in

forming compound sentences. There must be two subjects in order to have a compound

sentence by using correlative conjunctions; otherwise, the sentence cannot be accepted as

compound sentence. Alexander (1988) listed correlative conjunctions as stated below:

Both…….and

Not only……but also

Either………..or

Neither………..nor

Examples:

Main Clause 1 Main Clause 2

Either you will confess, or I will complain.

Not only was the sweater soft, but it was also warm.

I didn’t see the film, nor did my girl friend.

(Demirezen, 1993)

1.2.2.4. Compound sentences with conjunctive adverbs

As Demirezen states (1993), ‘Conjunctive Adverbs’ are also used to establish compound

sentences. There are three types of Conjunctive Adverbs. These are Simple Conjunctive

Adverbs, Compound Conjunctive Adverb and Complex Conjunctive Adverbs. There is a

special punctuation for them; each conjunction has to be between a semi-colon (;) and a coma

(,).

Some of the examples of Simple Conjunctive Adverbs:

Also however otherwise moreover

Then accordingly therefore nevertheless

Thus besides consequently furthermore

Still hence instead henceforth

Meanwhile similarly indeed likewise

next fortunately

Examples:

Main Clause 1 Simple Conjuctive Adverb MainClause 2

The weather is good in

this region;

also, we don’t get much rain

here.

I studied for my Japanese

exam;

moreover, I wrote up my term paper

on Charles Dickens

This country is not fertile; yet,. it has beautiful historical

ruins

(Demirezen, 1993)

Some of the examples of Compound Conjunctive Adverbs:

For example That is

For instance Of course

In addition

International Online Journal of Education and Teaching (IOJET) 2013, 1(1), 25-37.

Examples:

Main Clause 1 Compound Conj. Adverbs Main Clause 2

A lot of old customs are

changing;

in addition, some of them are

disappearing.

Philosophy is a part of our

life;

that is, we cannot omit it.

Highway transportation is

developed in Turkey;

for example,

90% of passengers are

carried by means of cars,

buses, etc.

(Demirezen, 1995)

Some of the examples of the Complex Conjunctive Adverbs

As a matter of fact In other words

On the other hand In the mean time

On the contrary On the one hand

Examples:

Main Clause 1 Complex Conj. Adverbs Main Clause 2

She looks like a concerned

mother;

on the contrary,

she is the most irresponsible

mother in the world.

She is a very well-qualified

employee;

in other words, she deserved that promotion.

Smoking has a lot of negative

effects on human body;

for example, it causes cancer and heart attack.

1.2.3. Complex Sentences

The elements of complex sentences are not of equal importance. When related ideas are

expressed in one sentence, the most important idea is placed in the independent clause and

the ideas which are less important are placed in dependent clause.In the structure of a

complex sentence, there must be only one main clause and at least one subordinating

clause. If the main clause is removed from the complex sentence, the subordinate clause

cannot stand by its own because it doesn’t make sense by itself. Noun clauses, adjective

clauses, adverb clauses and conjunctions are used in the establishment of complex sentences

(Demirezen, 1993).

Some of the subordinators are given below:

That whenever where as though unless

Which whoever why though because

Who whichever whatever although since

Examples

Main Clause Subordinator Subordinate Clause

You mustn’t speak unless you are spoken to

I cannot imagine how it all happened

I quickly shot the lion before it could escape

(Demirezen, 1993)

Güneş

1.2.4. Compound-Complex Sentences

For the concepts which cannot be explained by a simple, compound or complex sentence,

compound-complex sentences are used.In a compound-complex sentence, there are at

least two main clauses and at least one subordinate clause. There can be, of course, more

than two main clauses and subordinate clauses (Demirezen, 1993).

Examples:

main

clause 1

subordinating clause 1 Conjunc. main

clause 2

subordinating

clause 2

1.There are

times

when one wants to be surrounded

by people;

and,

there

are times

when one needs

solitude.

2.I don’t

know

why she is behaving in this way

these days;

but, I know she has a secret in

her heart.

(Demirezen, 1993)

2. Literature Review

The Entrenchment and Balance Hypothesis

Fossilization is term used for non-progression of learning despite continuous exposure to

input, adequate motivation to learn, and sufficient opportunity for practice (Han, 2004). The

most intuitive account for fossilization focuses on the notion of entrenchment. When a given

skill is practiced thousands of times, it is soon found that it has become automated or

entrenched. The more that skill is practiced, the deeper the entrenchment becomes; that is, it

becomes more difficult to vary or block the use of the skill. Entrenchment occurs in neural

networks when a high frequency pattern is presented continuously in the input training dat.

On the other hand, when there is a radical shift in the input to an entrenchment system, neural

network system can suffer from ‘catastrophic interference.’The catastrophic interference can

be solved by systems that emphasize the lexical and item-based nature of second language

learning. Moreover, these lexically-grounded systems can also illustrate another important

aspect of second language learning. This is the parasitic nature of L2 learning when L1 is

already well consolidated. (Han, 2005).

By the time the learner tries to add the L2 form when L1form is already well consolidated

and entrenched, parasitism occurs. But what happens when both L1 and L2 are acquired

simultaneously during childhood (Cenoz & Genesee, 2001). In this case, LX and LY forms

should compete for nearby territory in the semantic space. In other cases, LY form may be

dependent on LX form. In still other cases, the learner may add additional features that

distinguish particular prosperities of the words and then enter the two forms in related areas

of the map.

3. Methodology

The purpose of this study is to analyze students’ recognition of extended compound

sentences among other types of the sentences.

International Online Journal of Education and Teaching (IOJET) 2013, 1(1), 25-37.

3.1. Research Questions

1. Is the recognition of extended compound sentence a problem for the first grade ELT
students at Dicle University?

2. Is there a significant difference between males and females in terms of the recognition
of extended compound sentences?

3. To what extent does instruction aid the recognition of extended compound sentences?

3.2. Setting

This research was conducted at Dicle University, English Language Education

Department.

3.3 Participants

Thirty-eight (38) first year students were included in this study, because those were the

only students who were present while implementing the tests. Only thirty-five (35) tests could

be used as three (3) of them were not seriously answered. The profile of the participants who

were included in the main analysis of this research is given below:

Table 1. The profile of the respondents

Number Percent

Gender Male: 13

Female: 22

Male: 37,1

Female: 62,9

Age Group 18-22: 26

22-25: 2

25- : 7

18-22: 74,3

22-25: 5,7

25- : 20,0

3.4. Instrument

The design of this research is a pre-test/post-test design. A test including 30 multiple

choice questions was used as the instrument of this research. There were five alternatives for

each question including simple, extended compound, complex and compound complex

sentences.

3.5. Procedure

Before starting to implement the tests, the questions were checked by three of my

colleagues and the parts that might result in problems were changed. Then, necessary

permission was requested from the instructor of concerned class. Before the students started

to answer the questions, they were informed about the research and it was indicated that the

identities and answers of the students would be kept confidential. They were asked to write

their full names on the test. The aim was to be able to compare pre-test and post-test

afterwards. The students were given 30 minutes to answer the test, but they completed the

test in 20 minutes.After implementing pre-test, the students were exposed to a two-week - six

hours- remedial teaching. In remedial teaching process, not only compound sentences but

also other types of the sentences were taught to the students because the aim of this research

was to be able to recognize extended compound sentences among other types of the

sentences. Power point presentation and a video were used for teaching and after teaching

process the students were given the presentation and video for self-study before

implementing post-test. After two weeks, the post-test including the same questions of the

pre-test was implemented to the students. The data derived from pre-test and post-test was

analyzed in a quantitative way by using SPSS 18.

Güneş

4. Data Analysis

The data collected from the tests were analyzed quantitatively using Statistical Packages in

Social Sciences (SPSS). The reliability coefficient was calculated Cronbach’s Alpha. The

answers of the participants to multiple choice questions were analyzed quantitatively by using

descriptive statistics- frequencies.

One-Sample T-Test was used for pre-test in order to clarify whether the recognition of

extended compound sentences is a problem for the first grade ELT students or not.A Paired

Samples T-Test was used in order to compare pre-test and post-test, and Independent

Samples Test was used to see the gender differences.The data were analyzed in two different

ways. After the frequencies and percentages of the correct and incorrect answers were

calculated, the number of correct and incorrect answers for each student in terms of pre-test

and post-test was calculated; that is, both a question-based and student-based analysis were

done.In the following section, data gathered from the tests will be discussed in relation to the

research questions.

5. Results and Discussion

First of all, the results of reliability statistics for pre-test and post-test showed that the

instrument used for the research is a highly reliable tool ( Cronbach’s Alpha value = ,955).

R.Q.1. Is the recognition of extended compound sentence a problem for the first grade

ELT students at Dicle University?

In order to answer this research question, One-Sample T Test was applied. The results of

pre-test showed that (see Table 2) the recognition of extended compound sentences is not a

problem for the first grade ELT students of Dicle University (M=21,8; SD=8,70). On

average, 21,8 questions out of 30 questions were answered correctly by the students; that is,

70% of the questions were answered correctly. The passing grade for ELT Department at

Dicle University is 60, so all of the students can be accepted as successful. The result is

statistically significant t (34)=14,8, p=,000).

Table 2. The mean and percentage of correct answers in pre-test

Number Mean Percent Standard

Error Mean

Sig.

PRE-TEST 35 21,8 70% 1,4 ,000

R.Q. 2. Is there a significant difference between males and females in terms of the

recognition of extended compound sentences?

The difference between males and females in terms of the extended compound sentences

was analyzed using Independent Samples Test. The results will be presented both for pre-test

and post-test.

Table 3. Gender Differences in terms of recognition of extended compound sentences

Number Pre- Test Mean Post-test Mean

Male 13 21,9 28,5

Female 22 21,7 28

As it is seen on the table above, the results of pre-test and post-test in terms of correct

answers given by the students are very similar. This shows that there is not a significance

International Online Journal of Education and Teaching (IOJET) 2013, 1(1), 25-37.

difference between males and females in terms of the recognition of extended compound

sentences in pre-test (M= 21,9-21,7; p=,729) and post-test (M=28,5-28; p= ,603).

R. Q. 3. To what extent does instruction aid the recognition of extended compound

sentences?

In order to answer research questions, the analysis of the data from two different

perspectives will be presented in order.

1. The average number of the questions which were answered correctly by each
student.

2. The average number of the students who answered the questions correctly.

1. Student-Based Analysis

In this section, the number of the correct answers in the tests will be taken into

consideration for analysis.

As it is seen on the table given below, the results revealed that the students did better (M=

28,2, SD= 4,46) on post-test than they did on pre-test (M=21,8, SD=8,70). The statistics show

that the results are significant t (34)= -4,5, p=,000).

Table 4. The mean, standard error and significance of the questions that were answered

correctly

N M SE Sig.

PRE-TEST 35 21,8 1,4 ,000

POST-TEST 35 28,2 ,75 ,000

In order to see the difference between pre-test and post-test, the following table was

prepared. It can be seen how many questions are answered in a correct way in pre-test and

post-test for each student.

Table 5. The number of correct answers in pre-test and post-test

Participants Pre-test Correct Answers Post-test Correct Answers

S1 2 30

S2 13 18

S3 16 29

S4 14 28

S5 8 28

S6 23 30

S7 29 30

S8 2 29

S9 2 30

S10 21 27

S11 29 30

S12 29 30

S13 12 21

S14 30 30

S15 17 28

S16 28 29

S17 28 30

S18 13 7

Güneş

S19 24 30

S20 28 27

S21 29 30

S22 20 29

S23 27 30

S24 21 30

S25 25 30

S26 28 30

S27 20 30

S28 30 30

S29 30 30

S30 29 30

S31 28 29

S32 28 29

S33 27 29

S34 30 30

S35 24 30

As underlined above, there is a big difference between pre-test and post-test of four

students. The pre-tests of these students were analyzed in a qualitative way. It was seen that

complex sentences and extended simple sentences are confused with extended compound

sentences.

The graphics given below shows the percentage of the questions answered correctly in

pre-test and post-test. As it seen 70% of the questions were answered correctly in pre-test. In

order to see the effect of remedial teaching on students’ recognition of extended compound

sentences, the results of pre-test and post-test were compared. This comparison can be seen

on the graphics below in a clear way. At is seen, the instruction effected students’ recognition

of extended compound sentences in a positive way. The percentage of the recognition of

extended compound sentences increased to 93% from 70% as a result of remedial teaching.

1 Correct answers 2Incorrect answer

2. Question-Based Analysis

In this section, the number of the students who answered each question of the tests in a

correct way will be taken into consideration for analysis.

The number and percentages of the questions in terms of correct and incorrect answers in

pre- test and post-test can be seen in detail in the table given below. It presents the

frequencies and percentages of correct and incorrect answers both in pre-test and post-test.

70%

30%

Pre-test

1 2

93%

Post-test

1 2

International Online Journal of Education and Teaching (IOJET) 2013, 1(1), 25-37.

The results show that on average, the number of the students who answered the questions

correctly increased in post-test when it is compared to pre-test.

Table 6. The number and percentages of the questions in terms of correct and incorrect

answers in pre- test and post-test

PRE-TEST POST-TEST

Q
u

e
st

io
n

F
r
e
q

u
e
n

c
y

C
O

R
R

E
C

P
e
r
c
e
n

C
O

R
R

E
C

F
r
e
q

u
e
n

c
y

IN
C

O
R

R
E

C
T

P
e
r
c
e
n

IN
C

O
R

R
E

C
T

F
r
e
q

u
e
n

c
y

C
O

R
R

E
C

P
e
r
c
e
n

C
O

R
R

E
C

F
r
e
q

u
e
n

c
y

IN
C

O
R

R
E

C
T

P
e
r
c
e
n

IN
C

O
R

R
E

C
T

S
ig

(2
-t

a
il

e
d

)

Q1 23 65,7 12 34,3 29 82,9 9 17,1 ,110

Q2 24 68,6 11 31,4 28 80 7 20 ,292

Q3 18 51,4 17 48,6 32 91,4 3 8,6 ,000

Q4 25 71,4 10 28,6 35 100 0 0 ,001

Q5 19 54,3 16 45,7 28 80 7 20 ,018

Q6 22 62,9 13 37,1 33 94,3 2 5,7 ,000

Q7 26 74,3 9 25,7 32 91,4 3 8,6 ,012

Q8 23 65,7 12 34,3 34 97,1 1 2,9 ,000

Q9 30 85,7 5 14,3 33 94,3 2 5,7 ,083

Q10 22 62,9 13 37,1 35 100 0 0 ,000

Q11 24 68,6 11 31,4 33 94,3 2 5,7 ,002

Q12 26 74,3 9 25,7 34 97,1 1 2,9 ,009

Q13 27 77,1 8 22,9 32 91,4 3 8,6 ,134

Q14 26 74,3 9 25,7 35 100 0 0 ,002

Q15 24 68,6 11 31,4 33 94,3 2 5,7 ,005

Q16 19 54,3 16 45,7 33 94,3 2 5,7 ,000

Q17 22 62,9 13 37,1 32 94,3 3 5,7 ,068

Q18 27 77,1 8 22,9 32 91,4 3 8,6 ,096

Q19 26 74,3 9 25,7 34 97,1 1 2,9 ,003

Q20 26 74,3 9 25,7 33 94,3 2 5,7 ,006

Q21 26 74,3 9 25,7 32 91,4 3 8,6 ,032

Q22 33 94,3 2 5,7 35 100 0 0 ,160

Q23 30 85,7 5 14,3 35 100 0 0 ,023

Q24 29 82,9 6 17,1 34 97,1 1 2,9 ,058

Q25 27 77,1 8 22,9 33 94,3 2 5,7 ,032

Q26 30 85,7 5 14,3 34 97,1 1 2,9 ,044

Q27 26 74,3 9 25,7 32 91,4 3 8,6 ,083

Q28 30 85,7 5 14,3 34 97,1 1 2,9 ,103

Güneş

Q29 27 77,1 8 22,9 33 94,3 2 5,7 ,057

Q30 27 77,1 8 22,9 34 97,1 1 2,9 ,017

The results above are presented with a graphic below. The blue lines refer to the number

of the students who answered pre-test questions correctly; the red lines refer to the number of

the students who answered pos-test questions correctly. As it is seen, more students answered

the questions correctly in post-test when it is compared to pre-test.

1.Pre-test 2. Post-test

4. Conclusion

To sum up, at the end of both a student-based and a question based analysis, it is seen that

the participants have a high competence (70%) to recognize extended compound sentences

before the remedial teaching, so it can be concluded that recognizing extended compound

sentences is not a problem for the first grade ELT students of Dicle University. On the other

hand, the extent of recognition extended compound sentences increased from 70% to 93%

after the classroom instruction.

5. Limitations and Pedagogical Implications

The participants included in this study were only the first grade ELT students of Dicle

University. It would be better to include some other participants from another department

such as English Language and Literature or Linguistics and compare their results.

On the other hand, intonation of Coordinate Conjunctions (for, and, nor, but, or, yet, so)

requires a special attention, so it may be studied in another research.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Pre-Test and Post-test Results

Seri 1

Seri 2

International Online Journal of Education and Teaching (IOJET) 2013, 1(1), 25-37.

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