Comparative Analysis OF Grammatical Emphasis AND Rhetorical Emphasis IN English LANGUAGE

Abstract

This qualitative research delves into the nuances of grammatical emphasis and rhetorical emphasis in the English language, aiming to illuminate the challenges faced by students and explore potential solutions suggested by teachers. Employing purposive sampling, seven students were selected from diverse linguistic backgrounds to participate in semi-structured interviews, focusing on identifying specific grammatical and rhetorical difficulties encountered in their language learning journey. Additionally, three face-to-face interviews were conducted with experienced English language teachers to gather insights into effective pedagogical strategies for addressing these challenges. Data analysis was conducted utilizing NVivo 14 software, employing a combination of thematic analysis and coding techniques. Through the thematic analysis, recurring themes pertaining to grammatical and rhetorical emphasis were identified from the students' interviews, providing a comprehensive understanding of their struggles. Thematic analysis was employed to explore deeper patterns and connections within the data, enhancing the richness of the findings. The results revealed distinct patterns of difficulty in both grammatical and rhetorical aspects of English language learning, with students facing challenges ranging from syntactic structures to rhetorical devices. Furthermore, teachers offered valuable suggestions for addressing these issues, emphasizing the importance of interactive teaching methods and contextualized learning approaches. This research contributes to the existing literature by shedding light on the intricate interplay between grammatical and rhetorical emphasis in English language education. The findings provide valuable insights for educators and curriculum developers to tailor instructional strategies that effectively address the diverse linguistic needs of English language learners.