University of Basra

College of Education for Humanities

Department of English 2019-2020

Adverbs of Frequency

A Graduation Research Paper

By
Hadeer Ali Naeem
Fourth Stage Section

Supervised By
Assist.Lect.Shahad Hisham Khudher

2019/2020
 ‫بسم هللا الرحمن الرحيم‬

‫"يؤتى الحكمت من يشاء و من يؤث الحكمت فقد اوتي خيرا كثيرا و‬

‫ما يذكر اال اولوا االلباب"‬

‫صدق هللا العظيم‬

‫( البقرة – ايت ‪) 962‬‬

‫‪i‬‬
 Dedication

I dedicate my research to my family. A special feeling of

gratitude is given to my loving parents, whose words of
encouraging have pushed me forward to complete this paper as
well as to complete my study.
Thank you my love that can never be quantified.

"God bless you"

Hadeer

ii
 Acknowledgements

A special word of thanks is given to Asstist.Lect.Shahad Hisham

Khudher, my supervisor, for her countless hours of reflecting reading,
encouraging, and most of all patience throughout this work.

I would like to acknowledge and thank my department for allowing me

to conduct my research and to provide any assistance requested.

Finally, I would like to thank Mr.Alaa Sharhan in the department that

assisted me with this project their excitement and willingness to provide
feedback made the completion of this research an enjoyable experience.

iii
 Table of Contents

Contents Page
Abstract V
Introduction Vi
Chapter One: preliminaries 1

1.1 Definition of Basic Terms

1.2 The Problem 2

Chapter Two: Theoretical 3-4

Background
2.1 Adverbs of Frequency 4-5

2.2 The Uses of Adverbs of 5-6-7

Frequency
Chapter Three: methodology 8

3.1 The Test

3.2 The Sample 8-9

3.3 Analyzing Student's 9

Answers
-Conclusion 10
- Bibliography 11

iv
 Abstract
Adverbs require a great deal of effort to be mastered ,and even the most
advanced users of that language have difficulty in using them
correctly.The purpose of this study is to find out to what extent relatively
high proficiency level EFL learners use different types of adverbs in .
Adverb of frequency is used to express approximately how many times a
customary or habitual action or condition is repeated. It is one of the
essential constructions in English grammar for the Iraqi EFL university
learners .The study begins with the theoretical aspect encompassing
definitions ,types ,and functions for adverbs of frequency. In the light of
the results of the test, some conclusions are drawn and a number of
suggestions and remedial work are presented so that the learners can
overcome the difficulty they encounter in using adverbs of frequency in
English.

v
Introduction

Adverbs are an important part of a language because they express how an

action (a verb) is done. When we want to describe how often the action is
done, we need to use adverbs of frequency. (Milne, 2015)

EFL learners face many difficulties in using the adverbs of frequencies

correctly; therefore this study aims at discovering intermediate level
problems with adverbs and trying to find the best solutions to these
problems.

This paper falls into three chapters:

Chapter One includes "Definition of Basic Terms" in detail

Chapter Two "Theoretical Background" in detail

Chapter Three "The Test" in detail

The Aims of the Study

This study aims at:

Presenting a brief and relevant background of adverbs of frequency.

Identifying and classifying the errors made by students

Locating the areas of difficulty Iraqi EFL learners encounter in learning

adverbs of frequency.

It is hypothesis that:

1) There are difficulties and many errors in the order of frequency

adverbs.

2) The students do not know the correct order and the position of such
adverbs.

Procedures constructing a test to specify the errors made in the use of

adverbs of frequency, Classifying errors, Analyzing results statically,
conclusions. Limits of the study been chosen to apply the test, as they are
supposedly the most advanced and qualified learners in the area of at the
school level. Value of the Study This study is hoped to be valuable in
vi
providing pedagogical insights to those specialized in foreign language
teaching and learning such as syllabus designers, learners, testers,
textbook writers and teachers. It could also be useful for learners
themselves since the study highlights the problematic spots they could
find in the grammatical area concerned by relating the learner's
erroneous responses to the possible reasons behind them.

vii
Chapter One :Preliminaries

1.1 Definitions of Basic Terms

Adverbs are "words that modify verbs, adjectives, other adverbs and
sentences" (Yule, 2006,p.110).

Adverbs are heterogeneous class, varying greatly in their functions and

positional ranges. They constitute a serious of overlapping subclasses,
and some of them belong to more than one subclass. For example, the
adverb (very) is an intensifier that functions only as pre-modifier (very
large, very carefully), whereas (too) is an intensified when it functions as

an adverbial (the food was food, too) (Green Baum, 1996,p. 141).

Traditionally, adverbs can be classified into three types:

a. adverbs of time: now, soon, still, then, today,….etc.

b. adverbs of place: by, down, here, near, up, ….etc.
c. adverbs of manner: bravely, fast, happily, hard, well,
quickly,….etc.

Each of these groups can be divided into subclasses. Adverbs of time, for
example, can be subdivided into three kinds:

1. Adverbs of definite time, answering the question "when?”:

yesterday, last week, at three o'clock, early, tomorrow, soon, late, now.
2. Adverbs of frequency, answering the question "How often?":
always, never, seldom, rarely, frequently, often, sometimes, generally.
3. Adverbs of duration, answering the question "How long?": hours,
for hours, a week, the whole night, until dawn, since yesterday. (Ibid.)

1
1.2 The Problem
Adverbs refer to single words that modify verbs, adjectives, and adverbs.
They answer the questions (how, when, where, and why) , and most of
them modify or describe actions, states, or qualities. Any phrase or clause
that is used as an adverb is called adverbial.(Parrot, 2000,p.2).

Parrot ( 2000,p.3) also defines adverbs as different kinds of words with

quite different functions which occupy a range of positions in the
sentence. He believes that choosing where to place them is often a major
problem for the learner. Learning a foreign language generally implies
making mistakes in various areas, especially in grammar.

A very common type of mistake which learners make when producing

grammatical structures involves the use of adverbs, specifically
misplacing them in the sentence. This should not be surprising since
adverbs are more difficult to define than nouns, verbs, and adjectives.

Adverbs have many kinds of meanings and their grammar is quite

complex. Regarding meaning adverbs express ideas such as manner, time,
and place (location or destination). Most adverbs of manner have a
recognizable form; that is, they end in –ly. Some other adverbs cannot be
easily recognized by their form because they do not have a specific
suffix. Besides, they may modify almost any kind of construction in
English: nouns, verbs, adjectives, other adverbs, and even whole
sentences. (Hernandez, 2006,p. 272). There are numerous subclasses of
one-word adverbials and each subclass has its own position in the various
sentence patterns. (Stageberg, 1971,p. 216).

Moreover, many authors agree on the fact that adverbs are rather complex
structure because of their various classifications, meanings and positions
in the sentence. This complexity is due to the syntactical and semantic
behavior of the adverb which is determined by its position in the
sentence. Adverb position may not only change the meaning of the
sentence but also make the sentence grammatical or ungrammatical
(Ibid.)

2
Chapter Two: Theoretical Background
2.1 Adverbs of Frequency
Frequency adverbs are a category of adverbs that describe "How often"
an action takes place (De Caupa , 2008,p.1). Both, spoken and written
English texts contain large quantities of frequency adverbs. The most
common of them are (always, generally, usually, frequently, often,
sometimes, occasionally, hardly, ever, rarely, seldom, never) (Ibid.)

This group of adverbs is extremely important in communication as they

help to express the language user the frequency of a certain event,
reflecting the "rate of occurrences per unit of time"(Leech, 1994,p.2).

The major problem for students consists in placing the adverbs within a
sentence. Thus, the adverb's position in the sentence is crucial, and may
not only result in changing the meaning of the sentence, but also make the
sentence grammatically incorrect( Parrot, 2000,p.4).

One frequency adverb ESL / EFL learners have the most difficulty with
is (hardly, ever). The fact that the adverb consists of two words and its
problematic semantics often generate problems among learners. On the
other side, low-proficiency learners usually require practice in learning
the use and placement of these adverbs within a sentence.

Frequency adverbs in English are usually used before the verb they are
modifying, except of the verb to be. Whenever the verb occurs, the
frequency verbs follow it. For example; I always forget my keys VS. I
forget my keys always (De caupa, 2008,p.352)

The other typical problem emphasized by a number of experts is the use

of negative adverbs, such as (never, rarely, seldom, and hardly) at the
beginning of a sentence. For example; Rarely he forgets to do this
homework (Cowan, 2008,p. 259)

3
2.2 The Uses of Adverbs of Frequency
The frequency adverbs are used to express approximately how many
times a customary or habitual action or condition is repeated. They are
not generally used with continuous tenses. They are generally used in
positive sentences, but some adverbs can also be used in negative
sentences. They are most often put in the middle, but in a special place in
the middle between the subject and the main verb, but after (be) alone.
When there are several auxiliaries in a verb phrase, the adverb should be
placed after the first one. Examples:

Doug often watches movies on his computer.

I rarely smoke cigarettes.

He was always late for class.

(Beare, 2004,p. 3)

For questions and negative statements, the adverbs go before the main
verb, except the verb "to be". Examples: - Why do they always complain?
- Who is she constantly talking to on the phone? - They aren't usually
nice. - Doesn't ever he study? (Yule, 2006,p. 116).

It is worth noted that negative adverbs like "never, seldom, and rarely" do
not go at the end of the sentences. They can go at the beginning of the
sentences to add a strong emphasis, but then the rest of the sentence must
take a question form, even though it is a statement.

Example:

- Never have I seen a beautiful woman!

- Seldom does he work so late.

- Rarely do we have opportunity like this to.

(Hernandez, 2006,p. 273)

4
Some adverbs of frequency come at the beginning of the sentence or at
the end for emphasis:

- Usually we eat dinner at 6:00.

- Occasionally I walk around the seawall.

- They go to church regularly.

- Traditionally, that was considered a child's play.

- Normally, I get up around 6 o'clock.

- Every night, we stay up late to study. (Ibid.)

Finally, adverbs that tell the exact numbers of times (once, twice) usually
come near the end of a sentence, but they can come at the beginning of a
sentence, too:

- I have seen that movie twice.

Twice I went skiing when it was twenty below zero.

- Every once in a while I visit my grandmother in Minnesota.

I visit my grandmother in Minnesota every once in a while.

(Ibid.)

Some adverbs of indefinite frequency usually go in mid position,

which says in on indefinite way how often something happens. These
include: hardly ever, often, rarely, regularly, seldom, and also never and
always (Hewings, 1999,p.82).

Example:

She regularly comes home after midnight.

Other adverbs of indefinite frequency, like: normally, occasionally,

sometimes, and usually, can also go in front or end position.
Examples:

_ I normally (=mid) get up at six o'clock, but sometimes (=front) I have to

be up by five (Ibid.)

5
In formal, literary English, adverbs of indefinite frequency can go in front
position if they have a negative meaning. The subject must come after a
main verb be or an auxiliary verb in sentence like this:

_ Never had we encountered such an unreasonable official.(not Never we

had encountered....)

_ Not once was heat home, when I phoned.(not Not once he was...)
(Ibid.)

Do: can be used with other adverbs like: hardly ever, rarely, seldom,
and also at no time, but if there is no auxiliary verb. Compare:
_ He never admitted that this team played badly.
_ At no time did he admit that his team played badly. (not At no
time he admitted....).(Ibid.)
Adverbs of frequency (sometimes, seldom, rarely, always, and
ever).These adverbs have more complex position rules:
A. They are placed after the simple tenses of to be:

He is always in time for meals.

B. They are placed before the simple tenses of all other verbs:

They sometimes stay up all night.

C. With tenses which composed of more than one verb, they are placed
after the first auxiliary:

I have hardly begun. He can never understand. You have often been told
not to do that. (Thomas and Martinet, 1969,p. 41 )

Exceptions:

i . Preferably the adverbs should be put in front of ( used to and have to)

You hardly ever have to remind him; he always remembers.

ii. When the frequency adverbs used alone, they are often placed before
auxiliary .

6
-Can you park your car near the shop?

Yes, I usually can.

-He expects me to be ready when he comes, but I very rarely am.

-I know should take exercise, but I never do.

Iii When the focus is on a compound verb, the auxiliary is emphasized,

the adverb of frequency is usually placed before the auxiliary:

-I never can remember. She hardly ever has met him.

Similarly when do is added for emphasis:

-But I usually always do arrive in time. ( Ibid. )

Note: However that emphasis could also be given by stressing the

frequency adverb and leaving it in its usual position after the auxiliary:

-You should always check your oil before starting" (Ibid.)

7
Chapter Three: methodology
3.1 The Test
A language test is a systematic method and a means of checking the
student’s performance through the elicitation of certain behavior to
make inferences about certain characteristics of an individual.

The researchers have constructed a test that comprises two questions

chosen from

Question one includes ten items and questions two includes ten items
also. The test corrected according to the one-zero basis. One mark is
devoted for each correct item and zero mark is devoted for the incorrect
item. The whole test items are twenty (See Appendix 1).

3.2The sample
The sample has been chosen randomly from first intermediate Ramadan
Mubarak for girls during the academic year 2019/2020. The total
number of the sample was thirty.

8
3.3 Analyzing Student's Answers:
Table1(question 1)

ADVS Correct responses Wrong responses

1-Always 11 9

2- Usually 8 12

3- Never 14 6

4- Ever 10 10

5- Sometimes 6 14

We have this table for the first question, contains ten items each one of
them have correct responses and wrong responses. For example, the first
item (“always" two items "). we have 11 correct answers and 9 wrong
answers and the second (“usually "two items ") have 8 correct answers
and 12 wrong answers, the third is(“never" two items") have 14 correct
and 6 wrong, the fourth is (“ever" two items") have 10 correct and 10
wrong, the last is (“sometimes" two items") have 6 correct answers and
14 wrong answers, we can see that the second item (usually) has wrong
responses more than the correct because, they didn't understand the
meaning of the two items , and the last item (sometimes) has wrong
responses more than the correct because, has wrong responses more than
the correct also because, they didn't understand the meaning of the two
item.

9
 Table 2(Question 2)

Correct responses Wrong responses

1- Always 6 14

2- Usually 7 13

3- Never 16 4

4- Sometimes 12 8

We have this table for the second question, contains ten items each one of
them have correct responses and wrong responses. For example, the first
item ( always " two items) we have 6 correct answers and 14 wrong
answers and the second (usually "two items ") have 7 correct answers
and 13 wrong answers, the third is(“never" two items ") have 16 correct
and 4 wrong, the last is (“sometimes" two items ") have 12 correct
answers and 8 wrong answers , we can see that first item (always) has
wrong responses more than the correct because, their teacher didn't
teach them how to use it in a correct way , also the second item
(usually) has wrong responses more than the correct because, they were
confusing between the meaning of the two items of it .
Conclusion

From the analysis of the results of this study, it is clearly noticed that
intermediate learners face difficulties in question 1, with the adverb
(usually), whereas in question 2, the learners’ problems can be clearly
seen with the adverbs (always and usually). This is maybe due to the
students confuse to differentiate the meanings of the two sentences and to
use them correctly. Also, their teacher may not put a heavy emphasis in
teaching them these adverbs so that learners face difficulty in it.

For this, it is highly recommended to teach learners the correct usage of

the adverbs of frequency and give them more exercises for practice to
avoid such problems in future.

11
Bibliography
Beare,K.(2000). Journal of Literature, Language and Linguistics ISSN
2422-8435 An International Peer-reviewed JournalWww.uste.org.(In
Dehham,2015).

Cowan, 2008. A CORPUS STUDY OF ADVERBS OF FREQUENCY IN EFL

STUDENTS' WRITING: A CASE OF DISTANCE LEARNING.
http://www.researchgate.net/publication/280597963. In (Radoulska,
Jelena Bobkina, 2015)

De Caupa, 2008.. A CORPUS STUDY OF ADVERBS OF FREQUENCY IN EFL

STUDENTS' WRITING: A CASE OF DISTANCE LEARNING.
http://www.researchgate.net/publication/280597963. In (Radoulska,
Jelena Bobkina, 2015)

Greenbaunm,2000. Journal of Literature, Language and Linguistics

ISSN 2422-8435 An International Peer-reviewed
JournalWww.uste.org..(In Dehham,2015).

Hernandez,2006. Journal of Literature, Language and Linguistics

ISSN 2422-8435 An International Peer-reviewed
JournalWww.uste.org..(In Dehham,2015).

Leech,1994.. A CORPUS STUDY OF ADVERBS OF FREQUENCY IN EFL

STUDENTS' WRITING: A CASE OF DISTANCE LEARNING.
http://www.researchgate.net/publication/280597963. In (Radoulska,
Jelena Bobkina, 2015)

Parrot,2000.. A CORPUS STUDY OF ADVERBS OF FREQUENCY IN EFL

STUDENTS' WRITING: A CASE OF DISTANCE LEARNING.
http://www.researchgate.net/publication/280597963. In (Radoulska,
Jelena Bobkina, 2015)

Thomas,A.and A.V.Martinet,,(1969), A Practical English Grammer.

Yule,2006.). Journal of Literature, Language and Linguistics ISSN

2422-8435 An International Peer-reviewed JournalWww.uste.org..( In
Dehham,2015).

11
Appendix1

Q1/Complete these sentences to score your knowledge of ADVERBS OF

FREQUENCY

1-I'm never late for our English class. I'm......on time .

a- often b- usually c- always

2- James goes to the beach only one a year. He...... goes to the beach.

a- almost never b- never c- sometimes

3- ........ we go to the gym to exercise maybe two or three days a week.

a- Rarely b- sometimes c- always

4- I...... watch cartoons because I hate them. News shows are much
better .

a- almost always b- sometimes c- never

5- I went to a restaurant last week, but I....... eat at home.

a- usually b- seldom c- always

6- She doesn't....... finish work early, because she is often busy.

a- never b- usually c- always

7- It....... snows where I live, so I never make a snowman.

a- sometimes b- never c- always

8- Do you....... travel to other countries on your summer holiday.

a- ever b- never c- how often

9- I.......study very hard, so I usually get high grades in school.

a- always b- rarely c- almost never

10- He's never angry. He...... has a smile on his face.

a- never b- always c- seldom

12
Q2/Put the adverb of frequency on the right place.

1- He plays golf on sundays (sometimes)

2- The weather is bad in November (always)

3- Peter doesn't get up before seven (usually)

4- I go to school by bus ( always)

5- I get up at seven (usually)

6- I arrive late ( never)

7- I have a shower in the morning ( always)

8- I go bed late ( always)

9- It rains in California ( never)

10- I have lunch in a restaurant ( sometimes)

13