UNIVERSI - International Journal of Education, Science, Technology, Innovation, Health and Environment

(ISSN: 1857- 9450)

Volume 01– Issue 03, August 2015

UDC: 811.18:811.111
811.111:811.18

The influence of Albanian Language word order in English Word Order

Mistakes committed by Albanian Speakers
Kasolli A1
1
Lecturer at University of Gjakova “Fehmi Agani”, Kosovo
___________________________________________________________________________
Abstract:
Being member of Indo European family English and Albanian share many syntactic structures, but the varieties
among them are inseparable part of the two languages compared and contrasted. When Albanians begin to learn
English they encounter considerable difficulties in their efforts to translate theoretical rules. The difficulties
derive from the well-known fact that Albanian language is more flexible in the aspect of the word order since it
allows the movement of the constituent elements of the sentence and the meaning does not alter. On the other
hand, English language is more rigid and it does not allow various constituent elements to have various
positions within the sentences or clause. Due to this fact the Albanian learners usually make mistakes when
talking or writing in English. The survey will investigate the factors that lead Albanian students do these
mistakes when they talk or write in English.
___________________________________________________________________________
Introduction
Language is a communicative system without which the communication would be impossible. It is
like a bridge built over the river which is used to connect the two sides of the land. Therefore, learning
the language of the other side of the land is of enormous importance if the aim is to be able to talk to
the participants of that particular society. Consequently, the more languages one knows the richer he
is.
When a person learns or acquires his native language he owns the ability of forming well-formed
syntactic sentences by arranging different constituent elements in the correct ordering. Therefore,
everyone is capable of creating well-formed syntactic sentences in his own native language. But,
when someone puts effort in learning a second or a foreign language he encounters difficulties of the
two languages if the two languages do not share the syntactic structures.
Even though Albanian and English belong to the same Indo-European family of languages, they do
not have the same arrangement of the constituent elements in a clause or a sentence. Consequently,
the two languages have different syntactic structures despite sharing some similar features.
While Albanian native speakers attempt to learn English language they encounter different problems
because of the variety of grammatical rules the two languages are governed by. Thus, more attention
should be given to the complex phenomenon of the grammar itself.
1.1. Aims and objectives
Belonging to a community in which English language is quite frequently spoken for various reasons
of everyday life, many errors are encountered. But these errors basically derive from different social
factors that impact a person while speaking or writing in English language. The errors of Albanians
while speaking English are of diverse natures, the most common are observed in syntax (word order)
alongside morphological, lexicological and phonological errors. Therefore, the aim of the research is
to shed light on the syntactic analyses of the Albanian and English sentences concerning their
wordorder. The factors that lead a person commit these errors are also important; hence they require a

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 UNIVERSI - International Journal of Education, Science, Technology, Innovation, Health and Environment
(ISSN: 1857- 9450)
Volume 01– Issue 03, August 2015

further investigation in order to identify the influencing factors in committing these errors by non
native speakers of English.
1.2.Research Hypothesis
Based on everyday problems that arise while Albanians speak in English, different errors are
noticed regarding the word order. Therefore, this research is investigating and searching for the
factors that influence the errors in English sentences committed by Albanian speakers. The
research seeks to verify the hypothesis given below:
Although different in many respect (syntactically and semantically), due to the common
grounds the two languages share some common pattern.
If a given language has a particular word order this does not necessarily reflect in the other
language.
In order to verify the hypothesis, the research requires an investigation and exploration of the field in
order to find answers to the following research questions:
Which is the dominating word order pattern in sentences in English and Albanian?
To what extent do English and Albanian sentences display similarities and differences in
word order?
1.3.Research population
To answer the research questions and assess to what extent the hypotheses are confirmed, a scale
research involving 10 teachers and 20 students and has been conducted.
In order to have reliable results, different areas (geographical and demographical) have been
investigated. The teachers and students involved were from Kosova (Prishtina, Prizren, Gjakova, Peja,
and Gjilan) and of different age groups from both genders (male and female). The respondents were
of different educational background with an intention to identify the impact of the education as one of
the factors which could lead to different levels of the word order errors.
The purpose of observing and investigating data not only from one city in Kosova was just an attempt
for having a larger and varying repertoire of data. Including these research population samples and
processing the outcomes resulting from the research contribute to a certain extent to the point that
there are properties that all natural languages share, but different social factors influence the word
order of Albanians while speaking/writing in English.
1.4.Research methodology
A wide and appropriate methodology is required in order to conduct a research. Since word order is a
complex phenomenon which comprises different constituent elements of various sentence levels
between English and Albanian, the research methodology has been divided into several stages.
Firstly, the theoretical description and definition is required which will be selected form the books
listed in the reference list. Hence the quantitative method will be used for the theoretical and practical
framework as well. Having selected the theory, the sociolinguistic survey is an essential and
inevitable part of the research for achieving the desired and required results. Thus, not a distinct
method but a combination of the qualitative and quantitative method will be applied.
2.Literature review
The beginning of sociolinguistic studies was marked with the publication of Haver, C.Currie„s paper
“Projection of sociolinguistics: the relationship of speech to social status” in 1953 registers the

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 UNIVERSI - International Journal of Education, Science, Technology, Innovation, Health and Environment
(ISSN: 1857- 9450)
Volume 01– Issue 03, August 2015

beginning of the sociolinguistic studies in general. Afterwards, several conferences and researches
have been conducted on different social factors affecting the language from 1960s which were
followed by numerous scholarly articles and textbooks that became difficult to keep track on all of
them.
Learning to talk is an integral part of growing up for every child. Because using language is the most
common form of social behavior (Fairclaugh, 2001:2) linguistic competence is developed through use
in social situations. Accordingly, one can be linguistically competent if he is capable of using and
understanding properly the lexical items either syntactically, semantically and phonologically.
According to Labov, the failure of the speaker to master the Standard English causes the errors which
are committed on the behalf of complex structures and systems the language has. On the other hand
the Albanian has got a complete different structure and system, even though they both belong to the
Indo-European family of languages.
2.1.Language and society
English language is spread all over the world, hence its usage has risen and made English become the
language used world-wide. According to Wardhaugh (2006: 59) people who speak different languages
who are forced into contact with each other must find some way of communicating, a lingua franca.
Therefore, English has got the status of being lingua franca, and it has accomplished its importance
and has got a powerful status in our country as well.
Based on Martinet (2002:147) “the development of a language depends on the development of
communicative needs that a certain group of people uses. Naturally the development of these needs is
interrelated to the intellectual, social and economic development of the group”. As a result, native
speakers of Albanian language use English language widely because of various reasons they
encounter in everyday life. Hence, the language and the society are closely interrelated with one
another, but on the other hand there is a difference among linguistics and the society, too. According
to Hudson (1996:4) “Sociolinguistics is the study of language in relation to society” whereas the
sociology of a language is “the study of society in relation to language”, but yet there is a difference
here. In addition, the language and society are studied in sociolinguistics in order to shed light to the
information related to what kind of “thing” language is.
There are several possible relationships between language and society. The most dominant one is that
the social structure may either influence or determine linguistic structure and behavior. According to
Hudson (1996:21) certain evidence may be adduced to support the view or age-grading phenomenon
whereby young children speak differently from older children, and in turn, children speak differently
from mature adults. Studies which show that the varieties of language that speakers use reflect such
matters as their regional, social or ethnic origin and possibly even their gender; and other studies
which show that particular ways of speaking, choice of words and even rules for conversing are in
fact highly determined by certain social requirements.
Based on Coulmas (1997:12) who divides the sociolinguistics into micro-sociolinguistics and macro-
sociolinguistics whereby micro-sociolinguistics investigates the way how social structure influences
the way people talk and how language varieties and patterns of use correlate with social attributes
such as: class, sex and age. On the other side, macro-sociolinguistics studies what society do with
their languages which is related to the different forms of speech distribution in society, like: language
shift, maintenance, and replacement and interaction of speech communities.

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 UNIVERSI - International Journal of Education, Science, Technology, Innovation, Health and Environment
(ISSN: 1857- 9450)
Volume 01– Issue 03, August 2015

2.1.1 Language and linguistic braches relation

According to Saussure (1986:67) language is viewed as a formal system of symbols governed by
grammatical rules combining particular signs with particular meanings which emphasizes the fact that
human languages can be described as closed structural systems consisting of rules that relate
particular signs to particular meanings denoting the signed and signifier relation.
On the other hand Chomsky definition “Language is the mirror of mind” represents the speaker‟s
abilities and interactions of various linguistic branches combination while using a language.
Therefore, grammar is a model of systematic description of the linguistic ability of the native speakers
of the language which enables them to speak and understand a language fluently (Chomsky, 1975:4).
Through the correct use of grammatical rules one avoids the ambiguity, clarifies the meaning the
sentence conveys and helps the interlocutors to understand the language being used. The correct word
order, which is complex phenomenon that syntax studies, is of an enormous importance which would
be very supportive when Albanian learners use the English language as a second or a foreign
language.
Nevertheless, the speech of a person in a specified language does not necessarily represent the right
level of his knowledge. According to Guy (1995: 61-62) level of a knowledge comprises of different
factors imposed on a person while thinking and/or speaking. He defines the language variation as the
first element influencing the speaker, moving on the linguistic system of a language in which the
syntax, lexical choice, discourse, and intonation would affect the meaning of a text. This leads to
challenge of semantic and communication, hence they impose the ambiguity or miscomprehension.
He still focuses the problem of lingua and parole which were referred to as competence -the fluent
native speaker‟s tacit knowledge of his language; and performance „what people say or understand by
what someone else says in a given occasion (Chomsky, 1956:4). Lingua and competence are supposed
to incorporate the features of a language common to all speakers, the knowledge they must share in
order to use the language appropriately. Communicative competence is not of the same level to all
members of the community which encompasses sociolinguistic variability.
However, these are not minor details of linguistic behavior. Based on Sankoff(146) universal
hierarchies and coocurrance are not manifested in terms of grammaticality versus ungrammaticality
for a given language, therefore they are often present in clear and well developed form in usage
frequencies. Nevertheless, the classic examples constraint hierarchies for the expression of certain
allophones (application of optional phonological and morphological rules) together with syntax in
which the rule order is variable regarding movement or deletion rules functioning equivalently in
phrase or sentence structures.
Some differences may be identified in syntax as well especially in the tag question formations.
According to Robin Lakoff ” When we leave the lexicon and venture into syntax, we find that
syntactically too women's speech is peculiar. To my knowledge, there is no syntactic rule in English
that only women may use. But there is at least one rule that a woman will use in more conversational
situations than a man. (This fact indicates, of course, that the applicability of syntactic rules is
governed partly by social context - the positions in society of the speaker and addressee, with respect
to each other, and the impression one seeks to make on the other)” (Lakoff, 1973; 53).
The research will show how these linguistic difficulties are overcome, whether the practice helps one
to become perfect speaker of a language; or the education process improves his performance; or the
application of the specific grammatical rules will influence the Albanian speakers to avoid the word
order mistakes or errors while speaking and writing in English.

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Volume 01– Issue 03, August 2015

3.Findings
Gender respondents are mainly of both gender representatives. In this research participated 30
interviewees, who are selected from department of Albanian Language and department of English
language at the University of Prishtina and University of Gjakova coming from different regions of
Kosova.

Gender respondents
25
20
15
10
5
0
male female
Chart no.1
Form the chart above it is seen that in this survey the female participation is higher than the scale of
male participation. 10 out of 30 respondents were male, whereas 20 of them were female; turning
them into percentage it is 66 percent female vs. 33 percent male representatives. This could be
represented as 1/3 of respondents being male and 2/3 belonging to the female community.
Regarding the age-grouping phenomena, the respondent were divided into two groups the
participants belonging to the age group younger than 30 years old and those who are older than 30
years old.

Age grouping
25 younger than
30, 20
20

15
older than 30
, 10
10

0
Chart no.2
As shown in the second chart, the interviewers where divided into two age groups; thus, the majority
of the respondents being students of both genders belong to the age group which is younger than 30
years old. On the other hand, teachers of both genders were older than 30 years old.

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 UNIVERSI - International Journal of Education, Science, Technology, Innovation, Health and Environment
(ISSN: 1857- 9450)
Volume 01– Issue 03, August 2015

Educational background of the respondents is divided into two groups, those studying a
Bachelor Degree, and those who are graduated with a Bachelor degree, respectively teachers.

Educational bacground
20
18
16
14
12
10
8
6
4
2
0
Students of Bachelor Degree
Bachelor Degree Graduates
Chart no. 3

The chart shows that the respondents of the sociolinguistic interview have a higher educational
background; the difference is that 12 of them are Bachelor degree graduated whereas 18 of them are
students of Bachelor Degree. All the respondents are Albanian who speak English well.

Reasons for learning English

Among all respondents we have seen that there are different factors that made them decide why it is a
wise idea to learn English language. Therefore the factors that lead the respondents to learn English
have been of enormous varieties starting from the basic reason which are as follows:

-to find a job easier

-to win a scholarship for studying abroad,

-to communicate with other nationality people,

- to understand and speak the international language,

-to read the original version of translated books/novels,

-to change the life for better,

--to learn the obligatory subject at school, then they were affected by TV programs, music, etc.

-to have a better future perspective,

-teachers proved some respondents that knowing foreign language is a virtue of high educated people.
Translation difficulties
The respondents encounter various difficulties while translating from English into Albanian or the
opposite. Some of the respondents have no difficulties at all when translating from English to
Albanian, but a good percentage of them say that they get stuck when it comes to the lexical choice
they have to make regarding a specific word that they do not know; they have lack of vocabulary, lack
of proper expressions; they need time for translating the idea which is thought in Albanian at first, etc.

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(ISSN: 1857- 9450)
Volume 01– Issue 03, August 2015

Whereas whether they find English-Albanian translation easier or Albanian English translation, most
of the respondents say that translations from English into Albanian is easier because being a native
speaker of Albanian, creates the possibility of transmitting and adopting the exact meaning of the
message. The other difficulty is that in English it hard to translate specific expressions with an
intended meaning, which makes the translation form Albanian into English harder.
3.1.Analysis based on the syntactic structures
As Newmayer says the primary function of a language is to convey meaning (Newmayer, 2000:776).
Therefore people make conversation through the meaning the language conveys. Everyday speech is
formed out of utterance, which are referred to as sentences, when found in a written form. Hence
when Albanians write or speak English they may come up with various mistakes. The most frequent
ones belong to the syntactic function, due to the rigid word order English has which is quite contrary
in Albanian which does not constraint the arrangement of the constituent elements in a sentence.
Thus the result of the survey sheds light to the common mistakes which are influenced by the
Albanian language word order when using English. The frequent mistakes of the syntactic structure
are more evident at the students‟ responses who try to follow the same word order in both languages,
whereas teachers are in a better position with fewer mistakes regarding the word order.
3.1.1Analysis of English –Albanian syntactic structures
While English does not allow sentences with one main element only (subject or predicator), Albanian
being an inflective language, allows such sentences as the subject might be omitted but understood
from the inflections of gender, number or case. Hence the problems of this nature might be: “Albani
është djalë i mirë dhe sillet mirë me të gjithë” which in English is translated like ”Alban is a good boy
and he behaves well with everyone” but the Albanian speaker fails to use the second subject based on
the fact that the subject of the second clause is the same with the subject of the main clause. This is a
mistake which is mainly done by students whereas teachers show a better usage of the same sentence
like: “Alban is a nice and polite boy” by transforming the compound sentence into a simple sentence
where the word order does not affect the sentence in English but the meaning still remains in the
sentence.
“Është e dukshme që Albani ka rënë në dashuri me Agnesën” is translated like “Is evident that Alban
fell in love with Agnesa”, or “Is visible/clear/ that Alban has felt in love with Agnesa” where the
subject of the sentence is missing due to different rules the two languages have. On the other hand
more than 50 % of the respondents translate the same sentence properly by adding the subject IT even
though it is not present in Albanian. The sentences are like “It is obvious/ clear/ evident that Alban
has fallen in love with Agnesa”, or, “It is obvious that Alban is in love with Agnesa”. The
respondents who translated the sentences properly are basically the ones who graduated while those
who made mistakes are students; therefore the educational background is an important factor in
influencing the structural mistakes Albanian people do when speak or write in English. Those who
graduated in English do not allows the Albanian word order influence their English sentences;
whereas those who are still studying did not overcome this problem yet which is evident from the
translation mistakes they made.
The Albanian sentence “Këtë fakt nuk do ta shohë vetëm Agnesa që thotë se ai nuk është njeri i mirë”
is basically translated by following the same sentence structure under the influence of the Albanian
word order, resulting with sentences like: “This fact is not going to see only Agnesa , who said he isn’t
a good man”, “ This fact is not going to be seen only by Agnesa who says that he isn’t a good man”,
“This fact will not be seen only by Agnesa only, who thinks that he is not good” and other similar

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Volume 01– Issue 03, August 2015

mistakes committed by Albanian speakers. But the other respondents (30% of the respondents) were
not influenced by the Albanian word order whose sentences were translated like “Only Agnesa won’t
see this fact and says that he is not a good person”, the other translated form is “It is only Agnesa who
doesn’t want to see this fact and says that he is not a good man” whereas another translation is
adopted like “except Agnesa who does not have the same opinion about him”.
3.1.2Analysis of English - Albanian syntactic structures
Regarding the syntactic structure, the respondents did not encounter any problem while translating
from English to Albanian. If the English sentence has a topic- comment arrangement, the equivalent
Albanian sentence with different constituent element arrangement will not alter the meaning due to
the flexible word order Albanian has. Hence, the English sentence with comment –topic arrangement
“That our youth needs education and that our teachers need training were the minister’s messages” is
translated with various possibilities in Albanian by the respondents of the research. On one hand, half
of the respondents used the same constituent elements arrangement based on the English sentence
structure who came up with their versions like: “Se rinia jonë ka nevojë për arsim dhe mësuesit (tanë/
kanë nevojë) për trajnim ishin mesazhet e ministrit”,” Që rinia jonë ka nevojë për arsim dhe mësuesit
për trajnim ishin mesazhet/fjalët/ porosia e ministrit”. These examples prove that Albanian word
order is based on the English sentence structure. On the other hand, the other half of the respondents
changed the arrangement of the topic-comment without altering the meaning of the sentence whose
translations are as following: “Mesazhi i ministrit ishte që rinia jonë ka nevojë për edukim dhe
mësuesit për trajnim”, “Mesazhi i ministrit ishte që rinisë i duhet arsimimi kurse mësimdhënësve
trajnimi”as well as the Albanian version “Ministri përcolli mesazhin që rinisë i duhet shkollimi dhe se
mësimdhënësve u duhen trajnimet”.
The English sentence “That politicians tell lies is obvious. That people are beginning to believe their
lies is more than evident“ is also translated into two possibilities the one with topic-comment
arrangement and comment-topic arrangement. The following translations use the comment-topic
constituent element arrangement: “Është e qartë se politikanët gënjejnë. Edhe më e qartë është që
njerëzit kanë filluar t’u besojnë”, “Është e dukshme që politikanët thonë gënjeshtra. Është edhe më e
qartë që njerëzit kanë filluar t’i besojnë ato” or vice-versa, the topic-comment arrangement of the
clauses within the sentences “ Që politikanët thonë/tregojnë gënjeshtra është e dukshme. Që njerëzit
kanë filluar t’i besojnë gënjeshtrat e tyre është mëse e qartë”, or “Ajo që thonë politikanët është
gënjeshtër e qartë. Që njerëzit kanë filluar t’i besojnë gënjeshtrat e tyre është mëse e dukshme”.
As a result, while we cannot change the rigid word order of English sentences, we can have a free
movement of constituent elements in Albanian without changing the meaning. In addition, 50 % of
the respondents paid attention to pass the correct message in Albanian disregarding the word order,
whereas the other 50 % tried to maintain the same message and word order at the same time.
3.2.Analyses based on the lexical items
While the (in)appropriate word order of the translated versions was discussed there are also several
mismatches in the (in)appropriate choice of the lexical items. Some respondents used the adjective
good (he behaves good) for the adverb well/(sillet mirë).
In the Albanian sentence “Albani është djalë i mirë dhe sillet mirë me të gjithë”, some of the
respondents could not choose the specific lexical item for “të gjithë” which resulted with
inappropriate translate “of all” or “to everybody’s” which contains grammatical mistakes as well.

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Volume 01– Issue 03, August 2015

While many students and teachers chose the lexical item strange or weird for Albanian adjective (e
çuditshme) a respondent chooses amazing as inappropriate lexical item. Then “intended”, “shown”,
“seen” were inappropriate lexical item used instead of “understood” for the Albanian word
“nënkuptohet”. Another example is the incorrect lexical item “unfamiliar words” instead of the
“unknown words” for the Albanian expression “fjalët e panjohura”.
The clause “he is not good (boy)” does not require a description of how is he, but it is a phrase “nuk
është i mirë” meaning that the phrase “good” is not an adjectival phrase, but it is a noun phrase whose
head noun is “boy” pre-modified by the adjective “good”.
Therefore, the correct usage of the lexical items is mastered only by the respondents who said that
they practice speaking English language. Whereas the other respondents who do not master the
language usage yet, they claim that they would like to have interaction and conversations with native
speakers of English or native like-speakers so that they could benefit from them.
4.Further recommendations
This study tried to shed light to some major social factors influencing the mistakes of Albanians
speaker while using English. The respondents are aware of the fact they make mistakes, and they have
further suggestions and recommendations of overcoming the mistakes mentioned above. Therefore,
they say that it is of great interest for them to have the possibility of communicating in English with
native speakers, or even the Albanians who speak English fluently. The other recommendation is to
read English books, novels, newspapers, journals, as much as possible in order to enrich the
vocabulary. The others claim that they could improve the accurate level of English only if they travel
to an English-spoken country for at least a month(but the suggestion is also that they could come in
touch with English via online English speaking forums, including here English native and non native
speakers); watching movies would also be a good recommendation; attending English classes in any
course, involvement in any social network where you talk to English speakers; being exposed to
English helps you learn it better.
5.Conclusion
English and Albanian are both languages of the Indo-European family, but when compared and
contrasted it is evident that they are more diverse than similar regarding their grammatical rules of
different linguistic fields. Thus, their common syntactic structure is the subject-predicator-object
arrangement of constituent elements. While English follows this sentence pattern, the Albanian allows
various arrangement of constituent elements in different positions within a sentence without changing
the meaning, which is not the case of English word order (because if a sentence in English has a free
word order, the sentences either is ungrammatical or meaningless). Therefore, the flexible Albanian
word order influences the Albanians to commit errors while speaking/writing in English which derive
from various social factors. The highest influence is the educational background which enforces the
competence and performance of an Albanian to overcome the word order difficulties when speaking
in English. The practice plays a crucial role as well in improving the word order mistakes, together
with the age factor which shows that those who are older had more opportunities to speak and practice
English, as well as improve themselves regarding the word order. But the gender issue was not a
problem regarding these errors that Albanians make while speaking/writing in English. The same
mistakes were committed by both gender respondents.

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6.References

1. Chomsky, N. (1957), “Syntactic Structures”, Mouton &Co Publishing, Netherlands

2. Chomsky, N. (1965), Aspects of the Theory of Syntax, Cambridge, MA: MIT Press
3. Fairclaugh, N. (2004) “Analyzing Discourse: Textual analysis for social research” Rutledge
4. Hudson, R. (1996), “Sociolinguistics”, Cambridge University Press
4. Labow, W. (1990). “The intersection of sex and social class in the course of linguistic change”
5. Labow, W. (2006). “The social stratification of English in New York City”. Washington,DC,
Centre for applied linguistics
6. Lakoff, R. ( 1975). “Principles of politeness” : Cambridge University Press
7. Lakoff, R. (1973). “Language and Woman's Place” : Cambridge University Press. Vol. 2, No. 1
8. Martinet, A. (2002), “Elementet e gjuhësisë së pëgjithshme”, Dituria, Tiranë
9. Miller, J. (2002), “An introduction to English Syntax”, Edinburgh University Press
10. Newmayer, F. (1995), “Linguistics: The Cambridge Survey; volume IV: Language- The Socio-
cultural context”, Cambridge University Press
11. Trudgill, P. ( 1983). “Sociolinguistics. An Introduction to Language and Society”, Revised
Edition. Harmondsworth: Penguin.
12. Wardhaugh , R. (2010) “An Introduction to Sociolinguistics”. Wiley- Blackwell UK.

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