IndexIntroductionAnalysisCurrent progressive meaning/useProblem # 1 Overgeneralization and simplification (the excessive use of "will")Problem no. 2 Contractions and pronunciation for “will”Problem #3 Temporal ConjunctionsProblem #4 Word orderSolution #2Solution #3Solution #4IntroductionMy recent teaching experience has shown that there is an overuse of the term “will” by of Moroccan and Chinese students to discuss their future plans, and this is probably due to the interference of English as a foreign language with their native language. English has different verb forms to refer to the future unlike Arabic which uses a "single future". Grammatically, will and be going to can be used with basic verbs and the present progressive form with the verb be + -ing. So, choose an appropriate form to talk about plans for the future is something that perplexes students. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Shouldn't Be Banned” Get an Original Essay Compared to what the above evidence shows, I was motivated to write this assignment as a response to the frustrating fact of our lower-intermediate students who are unable to use their knowledge in a real communicative situation knowing that they should be linguistically competent. It is, in fact, an attempt to examine some reasons that justify the inefficient use of future forms by students, for example will, going-to, present progressive and present simple; and design as many reasons as possible for this problem, suggesting some useful solutions to address it.AnalysisTime of the action, event or state of affairs that constitutes the sentence that is a key element in the tense of the utterance are all critical categories of verb tense class. An additional linguistic concept is tense which theoretically differs from present and future tense. Verbal tense, on the contrary, is a linguistic class, which differentiates the present from the past and, between tense and verbal tense, no identity is achieved. Specifically, nonlinguistic time and linguistic time are associated only in a very ambiguous and comparative way. Meaning/Usage The most essential future construction is future with SHALL/WILL + bare infinitive (Leech G 1987: 58). In typical BrE, while SHALL is limited to the first person, WILL can be used with all persons. It is used: to make a prediction about the future or a factual statement. Tonight's TV show will be very interesting to make formal announcements regarding future plans. Tomorrow the king's son will take a higher position in parliament. To talk about the weather forecast. Tomorrow the weather will be foggy and rainy. To talk about intentions and attitudes related to other people we also use must and will; they are frequently used in promises and threats, requests and offers. “You can get it for €40. “Ok, I'll buy it” to express hopes, expectations, thoughts related to the future. It is used after verbs such as assume, believe, doubt, expect, hope, surmise, think, be sure/afraid and with adverbs such as maybe, maybe, probably, definitely, e.g. Do you think he'll buy the books? In conditions or time clauses sentences: If he fails the test, he will not receive a gift from his father.to express an intention when the decision is made at the time of speaking: You will do the dishes when you get home from school.The BE GOING TO + future infinitive Meaning/Usage It is used: for intention and before speaking, the speaker usually has the intention. Clearly, going often echoes the idea of ​​intention, of a decision already made. I will support tomorrowa test to make a prediction based on current evidence. The sun is rising. It won't be dark in an hour. Meaning/use of the present progressive The present progressive is used to define an agreement for the future, i.e. plans that have already been made. Either a person or people are the subject of a sentence and not a thing. Tomorrow I'll give a speech at school. Present Simple Meaning/Usage To indicate the future, the Present Simple is used to: indicate the future in a condition and in temporal sentences after if, unless, when, as soon as, until, before and after: everything, whatever, anything We will call you when we get home.eco events of the future where a fixed time occupies a part for example a travel timetable, a conference itinerary, some organized events, an official trip of a councilor course. You will spend the third night of the trip in a hotel in Türkiye. Form In formal speech and writing the full form of the will is used. This also includes informal speech after nouns and noun phrases (as opposed to pronouns). In affirmative sentences, I'll is used after pronouns (e.g. she; we) and question words (e.g. when; who will be) in informal language e.Be + going to + basic infinitive is formed as follows. You also need to think of this as the present continuous form of go + the full infinitive. The present progressive (also called present continuous) is formed with the present form of to be (am, 'm, is, 's, or sono, 're). and a verb form -ing.Problem #1 Overgeneralization and simplification (the excessive use of "will")The use of "will" has become routine for many students, especially low-intermediate students, who find it a simple way (mechanism support) to manage multi-skilled conversations. However, this use does not allow them to experience aspects, intentions and programs of deep use of future plans. This problem undermines their speaking ability which turns them into novice speakers without considering their high-level speaking fluency. Problem no. 2 Contractions and pronunciation for “will” The unusual and awkward way of pronouncing contractions were two notable factors that made the use of “will” complicated. Learners of English face considerable difficulty when trying to pronounce and use contractions the way they learn them in school. Chinese students who never point out that native speakers (at least Americans) alter these contractions in a distinct way that totally differs from how they learned to pronounce them. Due to some problems with pronunciation, English learners ignore the use of "will" with contractions, while native speakers do. For example. Americans don't say “I call you / aɪl kɔːl juː/”, rather they say “everyone-calls-you / ɔːl-kɔːl-juː/”. Overuse of "going-to" may also occur: A: I'm sorry Nick won't be in his office this Friday. B: Don't worry, I'll call him tomorrow then. (instead of calling him I…. . ) Also, “we'll talk later / wiːl tɔːk ˈleɪtə/” is pronounced “Lader will talk. / wɪl tɔːk ˈleɪdə/”. It is clear to the students that the subject pronoun “we” is eliminated, which is not true (we = we, pronounced will). However, it is not written that way. Problem no. 3 Temporal Conjunctions The use of "will" in place of the present tense after temporal conjunctions has become a trend among lower-intermediate Moroccan and Pakistani students, for example they will call you when she is back. The fact that Chinese students have been strongly influenced by the way rules are formulated in their language pushes them to naturally transform them into English even if they have already learned how to correctly deal with the rules of the future. Current evidence in many lessons shows that shapes are almost neglected in a givencommunicative context. However, native speakers may be penalized if they do not adhere to these rules during exams, knowing that "will" is used after tense conjunctions by native speakers on many occasions. Problem no. 4 Word order Word order plays an important role in English than in any other foreign language. Producing awkward-sounding sentences is a habit of Moroccan students because the word order in the native speaker's ear is wrong. Syntactically, for English sentences, the main pattern is: Subject-Verb-Object(s)-Place-Time. So when this pattern changes, the English sentence becomes nonsense with a different meaning. For example, we get a question because part of the verb precedes the subject when it moves, for example "Will Kerstine be home at five" becomes "Will Kerstine be home at five?". Swapping the time phrase with the place word will give you a clear sentence that native speakers wouldn't usually say, for example "Kerstine will be home at five." With word order, problems can also arise in the form of questions, for example "when will he be back?" "Why won't he come with her?". Solution Purpose: Clear the doubt between “will” and “go to” using an in-depth approach. Procedure: The teacher creates situations where students need to use future forms, for example talking about the weekend/holiday/marathon/Halloween party, etc. Unlike the first suggestion, the teacher can choose a future theme and experiment with an activity on community language learning. The task aims to show how students explore the future by trying feasible means, for example the adverbial of the future tense with the present (next Saturday, I will go to visit my nephew) or the will (tomorrow he will go out with his friends...) . Reformulation correction is provided by the teacher throughout the course. Evaluation: There is a lack of evidence whether the student uses the forms in a typical way or not, for example a student might produce something like: “He will go shopping tomorrow.” It may be difficult to know whether the decision is planned or unplanned if other information is missing. However, the distinction between "will" and "intention" becomes clear once the questions are asked. Example: Student: I'm going to New York next Sunday. Teacher: Oh! Do you mean you've just decided? Student: No, I always go to New York in December for Christmas. Teacher: Oh, so you'll be traveling this December too? Solution no. 2 Objective: To enable students to reduce their accent, produce appropriate contractions and become familiar with the rhythm of sentences by linking words together when speaking. Procedure: Select a song by focusing on lines that have future verbs. This includes typing words, excluding all future forms. The alternative way is to provide the verb in the simple form. An answer checking phase involves the teacher checking the song with the whole class or the students examining it on their own. Emphasize the use of to be +-ing or will + simple form to keep the idea of ​​prediction. As a follow-up practice to help students pronounce an indistinct rhythm of the song, playing the chorus lines simultaneously can be more effective. Remembering the melody of the song, students can then use strips of paper to organize the lines of the song. More creative groups can provide their own version of the words to fit the melody. Evaluation: While there is a misconception among students that contractions should be learned in a fixed way, the experiential element shows that tuning into music helps them memorize grammatical and usage patterns. appropriately and meaningfully in conversation.