Abstract:
Many second language learners of English have trouble using the English article system properly.
The primary causes for this phenomenon remain unclear. My research attempted to address this
problem by examining the metalinguistic knowledge the learners employ when selecting articles
in a given situation. This study attempted to understand better the process of making sense of the
English article system by learners who are at different stages in their interlanguage development.
Ninety Sri Lankan students with varying levels of proficiency following the Extension Courses
in English at the University of Colombo participated. On the basis of an existing classification of
English articles [a(n), the, 0], data on article usage were obtained The qualitative and quantitative
analyses reveal a number of conceptual differences with regard to their considerations of the
hearer’s knowledge, specific reference, cultural use etc., the influence of which causes errors in
article use across different proficiency groups. The study revealed that the subjects, in spite of
there being differences in the accuracy rates due to the proficiency levels, used the articles with
confidence and accuracy when making specific reference. The cultural as well as generic reference
of them remained problematic to the majority of the participants. In terms of the articles, a(n),
seems to have been acquired more easily than the contradicting the view that the emerges early
and a(n) later, preventing the “flooding” phenomenon usually experienced by L2 learners. Lowability
level participants’ interlanguage teems with the zero article.
