nghiên cứu thực trạng phát âm hai hậu tố biến vĩ { ed} và { s} với đổi tượng sinh viên khóa 41 hệ đại trà trường đại học kinh tế tp hcm

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC KINH TẾ TP.HCM CƠNG TRÌNH DỰ THI GIẢI THƯỞNG ĐỀ TÀI MÔN HỌC XUẤT SẮC UEH500 - NĂM 2018 TÊN CÔNG TRÌNH: NGHIÊN CỨU THỰC TRẠNG PHÁT ÂM HAI HẬU TỐ BIẾN VĨ { -ED} VÀ { -S} VỚI ĐỔI TƯỢNG SINH VIÊN KHÓA 41 HỆ ĐẠI TRÀ TRƯỜNG ĐẠI HỌC KINH TẾ TP.HCM THUỘC KHOA: NGOẠI NGỮ KINH TẾ MSĐT (Do BTC ghi): TP HỒ CHÍ MINH - 2018 ABSTRACT As the industrial revolution takes place alongside the prevalence of globalization across the world, English has become an indispensable part of the modern workforce As a result, it’s pivotal for every university student to acquire knowledge about this international language in order to be success in their future career Among the variety of needs for English, communication has been the most commonly used one The quality of the communication greatly depends on an extent to which a person can pronounce correctly Therefore, this research paper will focus on the pronunciation of two most popular inflectional suffixes in English, which are – s and –ed By both analyzing the empirical evidence which has been collected by conducting research on 164 senior students at the University of Economics, Ho Chi Minh city as well as the reviewing existing theories about phonology and morphology, this paper will reflect the pronunciation capability of the students in the University of Economics, Ho Chi Minh city The result of the research will then be used to propose feasible solutions and studying approaches in order to improve the students’ English Proficiency This can be used for reference or to cater for didactic purpose of implementing the suggestions postulated by the research in teaching non-native English students TABLE OF CONTENTS ABSTRACT I TABLE OF CONTENTS II LIST OF TABLES III LIST OF FIGURES III Literature review 1.1 Morphemes 1.1.1 Definition and characteristics 1.1.2 Free morphemes and bound morphemes 1.2 Bases – Affixes 1.2.1 The definition and classification 1.2.2 Inflectional affixes 1.2.3 Allomorph 1.3 Pronunciation of –S and –ED 1.3.1 Voiced and voiceless consonants 1.3.2 Pronunciation of the suffix –S 1.3.3 Pronunciation of the suffix –ED Analysis on research “ Investigation into the pronunciation of inflectional suffixes “-ed” and “-s” by students course 41 – University of Economics Ho Chi minh City” 2.1 Target group 2.2 Self – Assessment, Objectives and Evaluation 2.2.1 Self assessment 2.2.2 Objectives 2.2.3 The importance of pronunciation in English and the pronunciation of –S and –ED 11 2.3 Evaluation of the practice of –S and –ED 12 2.4 Result of the Pronunciation Test 14 2.4.1 Suffix –ED 3.Conclusion and Suggestion 14 18 3.1 Conclusion 18 3.2 Suggestion 18 BIBLIOGRAPHY I LIST OF TABLES TABLE - INFLECTIONAL AFFIXES AND THEIR FUNCTIONS TABLE - AMERICAN ENGLISH CONSONANTS TABLE - PHONETICS CHART LIST OF FIGURES FIGURE - SELF-ASSESSMENT ON ENGLISH LANGUAGE ABILITY FIGURE 2- TARGET LEVEL 10 FIGURE 3- EVALUATION OF THE IMPORTANCE OF ACCURATE PRONUNCIATION IN WORKING ENVIRONMENT 11 FIGURE - EVALUATION OF THE IMPORTANCE OF ACCURATE PRONUNCIATION OF SUFFIXES “-ED” AND “-S” 11 FIGURE - THE PRACTICE OF SUFFIXES "-ED" AND "-S" IN COMMUNICATION 12 FIGURE - CHANNELS STUDENTS USE TO LEARN ENGLISH LANGUAGE 13 FIGURE 7- RESULT ON SUFFIX /-ED/ QUESTIONS 14 FIGURE - RESULT ON SUFFIX /-S/ L QUESTIONS 15 Literature review 1.1 Morphemes 1.1.1 Definition and characteristics Every word in English, from simple to complex or compound words, consists of one or more morphemes ‘A morpheme is the smallest meaningful unit in a language.’ [Richards, Platt & Weber, 1987: 183] There are some noticeable features of morphemes: − ‘ A morpheme cannot be divided without altering or destroying its meaning’ [Jack C Richard & Richard Schmidt,2002 :341] For example, the word “ eat” has one morpheme, which is the word itself If we omit any letter, for instance, a “t”, then the word will be “ea”, which does not denote any meaning − ‘It is a word or part of a word that has meaning.’ [Stageberg, 1981: 85] Let’s look at the word “undeniable” This word consists of three morphemes The first morpheme, un-, is a prefix (the definition will be discussed later) having a negative meaning The second morpheme, ‘ deny’, is the verb which means ‘to reject or refuse the existence of one particular subject’ and the final morpheme, ‘able’, is used to create the adjectival form of the word Some morphemes, however, not have its lexical meaning like the word ‘undeniable’, but instead having its grammatical meaning For instance, the morpheme – ed in the word ‘participated’ is added to formulate its past participle form of the verb ‘participate’ In conclusion, we can recognize a morpheme by either its grammatical or lexical meaning − ‘It recurs in different verbal environments with a relatively stable meaning.’’ [Stageberg, 1981: 85] One morpheme can appear in many words that have different meaning, with the meaning of the morpheme itself not fluctuate much For instance, the morpheme –ify in the word ‘simplify’ has the same meaning to other words like: ’codify’, ‘rectify’, ‘amplify’, Nevertheless, some suffixes (the definition will be discussed in the next section) has its homophonous forms, which means that there will be different meaning for just one suffix, and those will be called as ‘suffixal homophones’ For instance, the suffix -ing has three distinct meanings: The first meaning appears in words like ‘touching’, ‘heartbreaking, ‘moving’, and the suffix –ing will be used to create the adjectival form of the aforementioned words The second usage of the suffix –ing is used to form the noun form of the word, for instance ‘painting’,’drawing’,etc On the other hand, the word ‘ running’ in the sentence ‘The boy is running in the garden.’ plays the role of the main verb in the sentence The suffix –ing was added to create the progressive form of the main verb Beside the suffix –ing, there are other suffixal homophones, which are – er , -ed , -ly 1.1.2 Free morphemes and bound morphemes In order to study the attributes of morphemes, all morphemes have been classified into two groups, which are ‘free morphemes’ and ‘bound morphemes’ − A free morpheme ‘can be used on its own’ [Richards, Platt & Weber, 1987: 31] − Free morphemes ‘may stand alone as words in their own right, as well as enter into the structure of other words’ [Jackson, 1980: 53] − A free morpheme is ‘one that can be uttered alone with meaning’ [Stageberg, 1981: 87] Those are three definitions for free morphemes Though written in different years, all the authors unanimously agreed that free morphemes are those that can exist independently in every context Take the word ‘replay’ for example The word consists of two morphemes: re- and ‘play’ While ‘play’ can stand alone as an independent word, the prefix re- does not express any meaning unless it is linked with the morpheme ‘play’ Those dependent morphemes will be called “bound morphemes”: − A bound morpheme ‘is never used alone but must be used with another morpheme’ [Richards, Platt & Weber, 1987: 31] − Bound morphemes ‘may occur only if they combine with another morpheme’ [Jackson, 1980: 53] − A bound morpheme ‘cannot be uttered alone with meaning It is always annexed to one or more morphemes to form a word’ [Stageberg, 1981: 87] 1.2 Bases – Affixes 1.2.1 The definition and classification ‘A base is ‘that morpheme in a word that has the principal meaning’ [Stageberg, 1981: 87-88] ‘An affix is a bound morpheme that occurs before or within or after the base There are three kinds of morphemes: prefixes, infixes, suffixes.’ [Stageberg, 1981: 89] Prefixes are ‘those that precede the root’ [Andrew Castairs &McCarthy,2002: 20] For instance, the morpheme dis- in the word ‘disadvantages’, anti- in ‘antisocial’ are prefixes A word usually contain one prefix, except for the morpheme un(for example , the word uncooperative contains two prefixes : un- and co-) Suffixes are ‘those that follow the root’ [Andrew Castairs &McCarthy,2002: 20] For instance, ‘happily’, ‘extremely’, ‘ joyfully ‘ contain the suffix –ly Unlike prefixes, there can be up to four distinct suffixes in a word, and their order is unchanged This can be illustrated by analyzing these words: − The word ‘workability’ has two suffixes: -able, –ity − The word ‘marriageability’ has three suffixes: -age, -able, –ity − The word ‘moralizers’ has up to four suffixes: -al, -ize, -er , -s ‘Infixes are bound morphemes that have been inserted within a word’ They are used in some special cases, mostly in noun plural forms and irregular past forms of the verb: − The plural form of ‘goose’ is ‘geese’ The infix –oo- is used instead of the suffix –s − The past form of the verb ‘drink’ is ‘drank.’ The infix –a- is used to replace the word –i- in the word 1.2.2 Inflectional affixes ‘The morphemes with grammatical meanings, which are limited in English, are inflectional morphemes, which not change the word class and/or the meanings of the words to which they are attached’ [Abdullah M Alotaibi 2016:34] ‘Inflectional morphemes not create separate words They merely modify the word in which they occur in order to indicate grammatical properties such as plurality, as the {-s} of magazines does, or past tense, as the {-ed} of barbecued does’ [Delahunty and Garvey:124] We can conclude that the most conspicuous feature of the inflectional affixes is that they not change the type of the word ‘Inflectional affixes not change the part of speech’ [Stageberg, 1981:92] For instance: ‘ move’ and ‘moved’ are both verbs, ‘bottle’ and ‘bottles’ are both nouns There are only inflectional affixes (or inflectional morphemes), as listed in the following table: Inflectional Function affixes Example {-s pl.} Noun Plural Books, files, shoes,… {-s sg ps} Noun singular possessive Girl’s , man’s ,… {-s pl ps} Noun plural possessive Dogs’ , houses’,… Present simple tense for the verb {-s 3d} following a third-person or a singular subject Watches , washes , cooks, … {-ing vb} Present participle Playing , singing , … {-D pt} Simple past tense Cooked, drank,… {-D pp} Past participle Sung , eaten , cooked {-ER cp} Comparative Harder, stronger,… {-EST sp} Superlative Toughest, biggest,… Table - Inflectional affixes and their functions The focus of our research is –S and –ED, which are both inflectional affixes and they are prevalent in English communication 1.2.3 Allomorph In English communication, one morpheme can have different pronunciation For examples, the words ‘buses’ and ‘butts’ both have the inflectional suffix –s but their pronunciation is different: [bəsəz] and [bəts] respectively (B.E pronunciation) Those differences in articulation of a morpheme has conceptualized the definition of ‘Allomorph’ − An allomorph is ‘any of the different forms of a morpheme’ [Richards, Platt & Weber, 1987: 9] − An allomorph is ‘Predictable variations in the pronunciation of morphemes For instance, the plural or morpheme in English is /s/ following nouns ending in an unvoiced sound (e.g cats) and /z/ following a voiced sound (e.g dogs).’ [Charles F Meyer, 2009:221]’ It is worth noticing that those discrepancies of allomorphs are just in the pronunciation The lexical and grammatical meaning of the morpheme is retained Within the scope of this research, we will concentrate on the allomorphs of two inflectional affixes: –S and –ED 1.3 Pronunciation of –S and –ED 1.3.1 Voiced and voiceless consonants The definition of Charles F.Meyer (in the previous section) has mentioned that the pronunciation of two inflectional affixes –S and –ED depend on the final sounds of the word to which these affixes are attached The extent to which a sound is classified as ‘voice’ or voiceless’ has been illustrated in the IPA (International Phonetic Alphabet): Table - American English consonants Source: http://schwagirl.com/2018/01/30/american-english-consonant-chart-ipa/ When the consonants come in pair, the phonemes to the right denote a ‘voiced consonants’, for examples: the /b/ and /d/ are the voiced plosive sounds and the one to the left will be the ‘voiceless consonants’, for instance, the /f/ and /s/ sounds Moreover, all the vowels will be considered as ‘voiced’: Table - Phonetics chart Source: https://www.myenglishteacher.eu/blog/phonetics-consonants-vowelsdiphthongs-ipa-chart/ 1.3.2 Pronunciation of the suffix -S The pronunciation of the suffix -S will rely on the final sound of the word: − /z/ occurs after voiced nonsibiliant segments, for instance /b/, /d/, /g/, /v/, /d/, /l/, /r/, /m/, /n/, or /ŋ/), or a vowel sound − /s/ occurs after voiceless nonsibilant segments , for instance , /p/, /t/, /k/, /f/, or /θ/ − /əz/ occurs after sibilant segments, for instance, /s/, /z/, /ʒ /, /ʃ/ /tʃ/ or /dʒ/ 1.3.3 Pronunciation of the suffix –ED For verbs: − /id/ occurs after the alveolar oral stop /t/ or /d/ − /t/ occurs after other voiceless sounds: (as listed in the previous section) for instance, /f/, /k/, /p/, /s/, /ʃ / (ch), /ʃ / (sh), /θ/(th) Adam Szczegielniak, Introduction to Linguistic Theory- Phonology: The Sound Patterns of Language − /d/ occurs after other voiced sounds, such as b/, /g/, /Ω/(j), /l/, /m/, /n/, ˜, /r/, /∂/ (th), /v/, /z/, or vowels.2 There are adjectives in English that have the –ED endings , such as : Interested , beloved , blessed, etc The suffix –ED in those adjectives will be pronounced as /id/ Analysis on research “ Investigation into the pronunciation of inflectional suffixes “-ed” and “-s” in english by students course 41 – University of Economics Ho Chi minh City” 2.1 Target group The research has been conducted on 164 random K41 non English-major students – who are currently in their senior year They have finished four English courses at school and are required to meet the Language Standard from the University of Economics, Ho Chi Minh city (greater than or equal to score 450 in the Test of English for International Communication (TOEIC), or level B1 in The Common European Framework of Reference for Languages (CEFR) or 4.0 International English Language Testing System (IELTS) certificate for the Bachelor’s Degree Besides, in order to check the validity of the research, we have asked 20 of the students who did the research (which account for 12.19%) to record their answer in speaking form The recording audios will be shown for further request 2.2 Self – Assessment, Objectives and Evaluation 2.2.1 Self assessment To Minh Thanh: Giáo trình hình thái học Tiếng Anh, Nhà xuất Đại học Quốc Gia TP.HCM, 2003 Figure - Self-assessment on English Language Ability (*) the Test of English for Internatonal Communicaton (**) European Framework of Reference for Languages (***) Internatonal English Language Testng System The pie chart illustrates students’ capabilities when being asked to a self – evaluation on English Language Proficiency The students who assess their level below TOEIC 450 – 599 (or CEFR B1 or IELTS 4.0 -5.0) accounted for 37.8 % while the majority of them , which accounted for 61,6%, believed that their English Proficiency is equivalent to level B1 and B2 according to the CEFR framework From those self-assessment, we can conclude that the research subjects have a certain awareness toward our topic, which is the pronunciation of the suffixes -S and -ED, since this is a basic concept that all of the students have learned from high school 2.2.2 Objectives (*) the Test of English for Internatonal Communicaton (**) European Framework of Reference for Languages (***) Internatonal English Language Testng System Figure 2- Target level The Chart shows the desired English level from the students The aim at TOEIC 600 – 849 (or CEFR B2 or IELTS 5.5-6.0) made up 54.3% while that of TOEIC upper 850 (or CEFR upper C1 or IELTS upper 7.0) accounted for 27.4% It is clear that students set really high objectives in learning English pathway As illustrated in the pie chart, only 18,3% of the students expect to meet the English Competency Standard required by the University (which is equal or higher than TOEIC 450) The majority of them aim at achieving a higher level in the framework, which include level B2, C1 or above according to the CEFR Framework This has highlighted the needs as well as the importance of learning English among the student, base on their evaluation The next section will contemplate on the implication of English in communication, which has been considered as one of the most pivotal skills in learning English 2.2.3 The importance of pronunciation in English and the pronunciation of –S and –ED Figure 3- Evaluation of the importance of accurate pronunciation in working environment Figure - Evaluation of the importance of accurate pronunciation of suffixes “-ed” and “-s” The chart above indicates the students’ responses to the question about the importance of pronunciation, to be more specific, the pronunciation of suffixes –S and –ED in their daily activities The student will score from (the least important) to 10 (the most important) for each of these question Most students agree that these two factors are essential, which is shown by the fact that the mark 8, and 10 take the majority of the votes (on Figure 3, it accounted for 83.93% and on figure 4, the percentage is 78.66%) These are some answers from the students: − ‘Missing the final sounds can create misunderstanding between the words‘ – Le Thi Hong Van – class TD01 − ‘I will feel more confident when pronounce the word correctly’ – Huy – class ADC01 − ‘Correct pronunciation is extremely important because it will influence your listening ability’ – Nguyen Phuong Thao – class FN05 − ‘Correct pronunciation will express your professionalism at work’ – Hong Nhung – class PF03 2.3 Evaluation of the practice of –S and –ED Figure - The practice of suffixes "-ed" and "-s" in communication The pie chart above indicates the students’ purposes of practicing the pronunciation of –S and –ED The percentage of students who not apply the knowledge they learned about the correct pronunciation of –S and –ED into English communication accounted for 31,7% Noticeably, 4.9% of the students expressed a complete ignorance toward the implementation of theoretical knowledge into reality This has proved that many students are inactive and reluctant to use English for actual communication This behavior will eventually impede their English studying process in the long-run Figure - Channels students use to learn English language The bar chart indicates some common means used in learning English by the students The traditional method of learning through schools and teachers received the highest votes, 37,7% There has been a 11,9% discrepancy between two approaches of self-studying, with online learning has been more prevalent than the other one This is due to the advancement in the technology, especially with the booming development of the Internet and other state-of-the-art technologies However, the statistic has pointed out that only 13,6% of the students learned English through communicating with others The lack of regular interaction and practice will be an obstruction toward the process of fostering English speaking ability 2.4 Result of the Pronunciation Test We have asked the participated students to a small exercise to determine the pronunciation of the allomorphs –S and –ED The percentage of correct answers for each phoneme will be calculated by the following formula: % correct answer = [The sum of correct answers for each question / (the number of question*164)]*100 For instance, the correct answers for each question related to the phoneme /t/ are 108 and 111 respectively The percentage of accurate answer for this phoneme will be: [(108+111)/(164*2)]*100 , which is approximate 66,8% 2.4.1 Suffix –ED Figure 7- Result on suffix /-ed/ questions Suffix Phoneme Words /t/ Laughed Correct Percentage of total answers correct answers 108 /d/ / -ed/ /id/ Exception Stopped 111 Damaged 115 Amazed 107 Landed 131 Lifted 108 Beloved 23 Wicked 43 66.8% 67.8% 72.9% 20.1 % The table shows the percentage of correct answers in the pronunciation /t/, /d/ and /id/ The number of accurate answers on pronunciation /t/ is approximate to that of /d/ (66,8% and 67,8% respectively) Moreover, pronouncing /id/ seems to be the simplest to students since 72.9% of them chose the correct answer However, only 20,1% of the students had the correct answer for two exceptions: ‘beloved’ and ‘wicked’ These words are adjective and therefore, the suffix –ED in these words must be pronounced as /id/ Most students not aware this, as they just applied the rules for verbs into these adjectives This has epitomized the problem that most English learners face: the inability to categorize lexical words in English 2.4.2 Suffix –S Figure - Result on suffix /-s/ l questions Suffixe Phoneme s /s/ /-s/ /z/ /iz/ Words Correct answers Develops 121 Laughs 78 Months 93 Breathes 75 Fills 67 Washes 118 Dances 80 Roses 77 Percentage of total correct answers 59.3% 43.3% 55.9% The table shows the percentage of correct answers in pronouncing /s/, /z/ and /iz/ 59.3% of the students can realize the phoneme /s/, following by /iz/ and /z/, with the percentage of precise answers are 55.9% and 43.3% respectively Compared to the result of –ED, the pronunciation of the inflectional suffix –S received fewer correct answer (the total correct answers for –S are 716 out of 1312 whereas with the inflectional suffix –ED, the figure is 746 out of 1312) In conclusion, the correct answers for two inflectional suffixes –S and –ED both exceed 50% However, neither of them meets our expectation, which is 70%) In order to improve the result, in the next part of the research, we will postulate some feasible solutions that are approachable and relatable to university students 3.Conclusion and Suggestion 3.1 Conclusion The research has objectively reflected the English proficiency of undergraduate students from the University of Economics , Ho Chi Minh city We can conclude that most students can recognize the rule in pronouncing different variations of allomorph /-s/ and /-ED/ However, base on the result, it is clear that many students not usually apply what they have learned into reality Since the labor market is highly demanded and candidates with a good command of English will have a tremendous advantage over their rivals, it is advisable for every student to practice using English more frequently The results from this research is for reference purposes and can be served as a foundation for further research about English studying or teaching methodology 3.2 Suggestion As concluded from our research, the shortage of an effective learning approach is apparent Most students have a strong tendency toward memorizing everything and rarely apply those into actual communication contexts Base on our research as well as personal experience, we will propose some solutions to improve the students’ English competency ‘Practice makes perfect’ If you want to excel in the Speaking skill, you must practice speaking English Vietnamese students tend to be pusillanimous and tentative when being required to express their opinions in English, since they not practice enough at school As a result, the lecturers should join hands to improve their students’ performance Rather than giving repetitive and monotonous exercises about grammar, vocabularies, etc, a short English talk or presentation will urge the students to use English more frequently Hot Potatoes With the help of the Internet and other advanced technologies, every lesson will not be too tedious and daunting anymore Hot Potatoes is the software that allow teacher to design the exercises in the most intriguing way Matching, Multiple choice, Crosswords, will be the best replacements for a ten-page exercise paper that most students have fed up with Beside, the studying environment will be more open and dynamic when this application is used This will ultimately enhance the students’ performance in acquiring English knowledge Flipped classroom Teaching has always been a process of conveying knowledge from the instructor to the learners The traditional class has conjured up an image of a teacher standing in the lectern and explaining abstract theories then giving assignments to consolidate the learned knowledge Alongside this typical classroom, there is another type of organizing class activities, which is called ‘ flipped classroom’ The concept of this type of class is in fact an inversion of the traditional, somehow has become obsolete, classroom The teacher does not teach the knowledge in the auditorium anymore They instead will post the PowerPoint slides, video clips related to the lesson then required the students to review before starting the class The whole time in the class will be spent to contemplate on what is called ‘homework’ in the traditional classroom This might include case studies, discussions or other form of exercised designed by the teacher Although the effectiveness of flipping the classroom is still debatable, it is undeniable that this approach will encourage the self-studying and their interaction in class The whole process of the flipped classroom can be summarized in this picture Source:https://www.washington.edu/teaching/teaching-resources/engaging-students-inlearning/flipping-the-classroom/ The University of Economics has already possessed a LMS system, which is an online learning system for both students and lecturers We can utilize this system to organize ‘flipped classroom’ for English courses This can actually save a lot of time on explaining abstract theories about grammars and vocabularies which some of them may have learned before and instead, shift the class to a more dynamic one The saving time can then be used to practice and enhance the English ability by organizing group discussions, small talks or presentations Since speaking requires much effort and time to master, the more time students spend on studying, the better the result will be BIBLIOGRAPHY Abdullah M Alotaibi (2016) The Use of Inflectional Morphemes by Kuwaiti EFL Learners Canadian Center of Science and Education Adam Szczegielniak Introduction to Linguistic Theory- Phonology: The Sound Patterns of Language Cengage Learning Andrew Carstairs-McCarthy.(2002) An Introduction to English Morphology: Words and Their Structure Edinburgh University Press Ltd Charles F.Meyer (2009) Introducing English Linguistics Cambridge University Press Gerald Patrick Delahunty, James J.Garvey (2010) The English Language: From Sound to Sense WAC Clearinghouse To Minh Thanh (2003) Giáo trình hình thái học Tiếng Anh, Nhà xuất Đại học Quốc Gia TP.HCM Jack C Richard, Richard Schmidt (2002) Longman Dictionary of Applied Linguistics (third edition) Pearson Jack C.Richard, Platt, J and Weber, H (1987) Longman Dictionary of Applied Linguistics (first edition) Longman Jackson, H (1980) Analyzing English Pergamon Institute of English 10 http://schwagirl.com/2018/01/30/american-english-consonant-chart-ipa/ 11 https://www.myenglishteacher.eu/blog/phonetics-consonants-vowels-diphthongsipa-chart/ 12 https://www.washington.edu/teaching/teaching-resources/engaging-students-inlearning/flipping-the-classroom/ ... Example {- s pl.} Noun Plural Books, files, shoes,… {- s sg ps} Noun singular possessive Girl’s , man’s ,… {- s pl ps} Noun plural possessive Dogs’ , houses’,… Present simple tense for the verb {- s... cooks, … {- ing vb} Present participle Playing , singing , … {- D pt} Simple past tense Cooked, drank,… {- D pp} Past participle Sung , eaten , cooked {- ER cp} Comparative Harder, stronger,… {- EST... and Evaluation 2.2.1 Self assessment To Minh Thanh: Giáo trình hình thái học Tiếng Anh, Nhà xuất Đại học Quốc Gia TP. HCM, 2003 Figure - Self-assessment on English Language Ability (*) the Test