Rationale
English has emerged as a vital global language, boasting over 300 million native speakers and an estimated 400 to 800 million non-native users (Manivanan, 2006) It serves as a key tool for international communication and data exchange Proficiency in English is crucial for individuals, as it allows them to enhance their knowledge, share experiences, and seek assistance from others worldwide when faced with challenges in study and work.
“contribute to students‟ personal, linguistic, social, and cultural development” (Canh Le,
Many individuals express a desire to learn English, yet a significant number struggle to do so effectively due to various factors affecting second language acquisition (Tam Nguyen, 2011) Among the challenges faced by Vietnamese learners, minority students encounter unique obstacles, such as teachers' limited English proficiency and inadequate Thai language skills, which hinder the explanation of new grammar and language concepts Furthermore, the knowledge gaps stemming from these students' lower educational levels and the simultaneous learning of both Vietnamese and English contribute to the difficulties faced by Thai learners in mastering English.
The challenges faced in language learning, such as financial constraints and the need for improved teacher qualifications, can be addressed; however, linguistic differences between a learner's first language (L1) and second language (L2) persist as significant barriers Research indicates that L2 learners often rely heavily on their L1, leading to interlingual errors due to language transfer For instance, George (1972) found that one-third of errors made by L2 learners could be traced back to such transfer This interference, particularly evident among Vietnamese learners of English, who face negative transfers from their L1, which is closely related to Thai, hinders their language acquisition and intelligibility Thus, the impact of L1 interference on L2 learning is a notable concern in the language education landscape.
The grammar of a learner's first language (L1) significantly influences their acquisition of a second language (L2), as highlighted by Saporta (1966) Corder (1969) supports this notion, suggesting that learning a new language involves determining the similarities and differences between it and the learner's native language Given the critical role of L1 grammar in L2 learning, this research focuses on examining the relationship between Vietnamese Thai and English, specifically analyzing its potential effects on Thai learners of English in terms of grammatical aspects.
Aims of the study
In an attempt to improve the quality of teaching English to the Thai students at Thai Nguyen Medical College, this study aims:
1 To investigate how the Thai students‟ L1 might affect their learning of English
2 To implement a contrastive analysis to figure out the similarities and differences between the Thai grammar and its English counterpart
3 To offer suggestions for overcoming negative linguistic transfers that the Thai learners of English may encounter in their learning of English.
Research questions
The present research aims to answer the following three questions:
1 What are the most common differences between the Thai and English grammar at the word and sentence level?
2 How may these differences affect the Thai students‟ English learning at the tertiary level?
3 What teaching strategies could minimise the effects of the Thai students‟ L1 interference in their English learning?
Scope of the study
This study focuses on the effects of Thai learners' first language (L1) on their English writing skills, specifically at the word and sentence levels Conducted with a limited number of students at Thai Nguyen Medical College, the research aims to explore how L1 influences English written production among these learners.
Significance of the study
Foreign language learners often depend on their first language (L1) when acquiring a second language (L2), and significant differences between L1 and L2 can lead to increased errors in L2 production Understanding the influence of L1 transfer on L2 learning is crucial, as it helps identify specific areas where students may struggle This insight enables language teachers to adjust their lesson plans and develop effective strategies to assist students in overcoming challenges associated with negative transfer.
Research methods
This qualitative study utilized a written production questionnaire to investigate the impact of L1 transfer on English language learning among Thai students at Thai Nguyen Medical College.
Thesis structure
This part presents basic information like the rationale, aims, research questions, scope, significance, methods, and organization of the study
Part B - Development a Chapter 1: Literature Review
This chapter offers a comprehensive overview of the Thai people and the Thai language, alongside a contrastive analysis of English and Thai, establishing a theoretical foundation for the entire study Chapter 2 focuses on the methodology employed in the research.
The chapter includes an overview of the approach used in conducting the study
It also provides a thorough description of the data collection procedure and the analytical procedure c Chapter 3: Result and Discussion
The chapter reports the findings of the study and discusses the prominent aspects to answer the research questions stated in the previous chapter
This part states the conclusions of the major findings, recommendations, limitations of this research, and suggestions for further studies.
LITERATURE REVIEW
The Thai people and language in Vietnam
The Vietnamese Thai people, who originated from China, migrated to Vietnam between the 7th and 13th centuries Their history and language share a common root with the Thai groups found in South China, Laos, Thailand, and Burma With a population exceeding one million, the Vietnamese Thai primarily inhabit the southwest region of the Red River Other related ethnic groups within this language family include the Giay, Lu, San Chay, Tu Di, and Bo Y.
The Vietnamese Thai community communicates in their native language while recognizing Vietnamese as a vital second language Since the 1990s, despite the influx of tourism and modern influences, the Thai people have preserved their traditional culture, customs, and language They effectively leverage their linguistic skills for cultural exchange, tourism, and foreign trade, enhancing their quality of life while safeguarding their heritage Additionally, the Thai possess a unique Sanskrit-style writing system, which has enabled them to maintain a rich collection of ancient texts that document their history, traditions, customary laws, and literature.
The Thai language, part of the original Thai-Kadai language system, is spoken in Thailand and shares its roots with several other languages, including Lao in Laos, Shan in Myanmar, and Choang in southern China Additionally, in Vietnam, eight ethnic minority languages—Bo Y, Giay, Lao, Lu, Nung, San Chay, Tay, and Thai—are classified within the Thai language family.
Vietnamese Thai belongs to the Tay-Thai language family, which encompasses various branches and local group names The most prominent divisions within the Thai community are the Black Thai and White Thai, known locally as Tay Don and Tay Dam Notably, the Vietnamese Thai, along with the people of Laos and Thailand, share a common origin and communicate using Thai-Kadai languages.
The Thai language has been diligently preserved among the Vietnamese Thai people, passed down through generations Vietnamese Thai children learn their native language at home while also acquiring Vietnamese during their schooling Notably, the Vietnamese Thai community is among the few ethnic minorities in Vietnam with its own unique writing system.
A contrastive analysis of Thai and English
Thai and English exhibit numerous similarities and differences across various linguistic levels This section highlights the key distinctions and commonalities between the two languages, focusing specifically on their verbs, nouns, articles, prepositions, and word order.
Thai and English belong to distinct language families; however, they exhibit notable similarities in their verb types These shared characteristics highlight the commonalities in verb usage between the two languages, as summarized in the accompanying table.
Table1.1 English and Thai types of verbs
Types Languages Intransitive Transitive Ditransitive
Furthermore, English and Thai are similar with respect to a variety of types of word to follow a verb:
Table 1.2 English and Thai types of words following a verb Types
Languages Noun Pronoun Adverb Adjective
However, Thai adjectives can occur not only as post-modifiers of nouns but also as post-modifiers of verbs, whereas English adverbs always go with verbs
Table 1.3 English and Thai use of adjectives and adverbs Notion
Languages Followed by adverbs Followed by adjectives
Note: ‘+’ means ‘existent’; ‘-’ means ‘nonexistent’
(E1): The old man started the story slowly adverb
(T1): (Po thảu coi khay quãm tỗ)
(E 2 ): He speaks very fast adverb
(T2): (Mẵn pák vẵn hênh) adjective
A key distinction between English and Thai is that English verbs are marked morphologically for tense, whereas Thai typically indicates tense through additional words or sentence endings.
Table1.4 Formation of tenses in English and Thai Notion
Note: ‘+’ means ‘existent’; ‘-’ means ‘nonexistent’
(E1): Every year, he BUYS a new bag (Simple present) (T1):
(Mỏi pì, mẵn XỰ khảng thồng nưng) (E2): Last month, he BOUGHT a new bag (Simple past) (T 2 ):
(Bườn cón, mẵn XỰ khảng thồng nưng lẹo) (E3): She WILL come here next month.(simple future)
(Mẵn CHÍ MÃ nỉ nẳng bườn máư)
A key difference between Thai and English is the agreement between subjects and verbs In Thai, this relationship is not present, while in English, it is a significant grammatical aspect The following table and examples illustrate this contrast between the two languages.
Table1.5 Subject-verb relation in English and Thai
Notion Languages Subject-Verb agreement
Note: ‘+’ means ‘existent’; ‘-’ means ‘nonexistent’
Plural (E1): My friends play chess everyday
(Pững xính cu khỏi ỉn phại chu mự)
Singular (E2): He plays chess every day
(Mẵn ỉn phạị chu mự)
Plural (E3): Her parents watch dancing every night
(Ải ễm mẵn lẽ xẽ chu cữn)
Singular (E4): She watches dancing every night
(Mẵn lẽ xẽ chu cữn)
Negation in English differs significantly from Thai, as English constructs negative forms using auxiliaries combined with the word 'not.' In contrast, Thai achieves negation by placing negative words such as 'báu' or 'hễ'—equivalents of 'not'—before the verb.
Table1.6 Negation in English and Thai
Note: ‘+’ means ‘existent’; ‘-’ means ‘nonexistent’
(E1): He didn‟t do his homework yesterday
(Mự ngoã mẵn báu dệt bãi tợp nẳng hưỡn)
(E2): She hasn‟t finished her homework
(Mẵn hễ dệt lẹo bãi tợp)
(E3): Mary doesn‟t want to drink anything
(Mary báu é kìn xằng xắc nỏi)
One key distinction between the two languages is the lack of the particle 'to' when two verbs are placed next to each other, as well as the omission of the copula verb 'to be' before an adjective and a noun.
(E1): My father wants to buy a new pot
( Ải cù é xự khảng mỏ máư nưng.) (E2): I am tired
Nouns, alongside verbs, are essential parts of speech in both English and Thai While they serve similar functions in sentences and typically consist of one to several words, there are significant differences between nouns in the two languages The table below highlights these distinctions between English nouns and their Thai equivalents.
Table 1.7 English and Thai nouns
Countable nouns versus mass nouns
Classifiers in front of nouns
Note: ‘+’ means ‘existent’; ‘-’ means ‘nonexistent’
The most striking point to notice is that English nouns are divided into „countable nouns‟ (e.g., book, pen, umbrella, and computer) and „uncountable nouns‟ or „mass nouns’
In English, nouns are typically modified with morphological marks to indicate their plural forms, such as adding "s" or "es" to singular nouns In contrast, the Thai language does not utilize this classification system; instead, it employs words like "pững" before the singular form to denote plurality This fundamental difference highlights the distinct approaches to noun formation between English and Thai.
In English, the singular and plural forms of various nouns are important for proper communication For instance, "a book" becomes "books" in plural, while "an old book" changes to "old books." Similarly, "one child" is transformed into "children," and "a bracelet" turns into "bracelets." Understanding these conversions enhances clarity and accuracy in language usage.
In English, nouns must agree with their pre-modifiers, meaning that the choice and form of the noun are influenced by the pre-modifiers that precede it This characteristic is not present in Thai, where such agreement is not required.
Additionally, the Thai language also has some characteristics that do not exist in English such as the use of classifiers in front of a noun For instance:
ENGLISH THAI a knife (MẠK mịt nưng) these cows (pững TỒ ngũa nị) three spoons (sàm CẢN buống nị)
The table below illustrates the difference between Thai and English regarding this category:
Table1.8 English and Thai articles
Note: ‘+’ means ‘existent’; ‘-’ means ‘nonexistent’
Thai has a translation for the English indefinite articles "a/an," but it does not always align with their functions in English, such as indicating an unfamiliar person or thing or representing a whole class of entities (Jacobs, 1995) In English, these articles precede nouns, while in Thai, the equivalents ("nưng/điều") follow the noun and can be used for both specific and generic contexts.
(Cữn nị cù hền bả lák nưng nẳng cuồng xuồn hưỡn cù) (E): Last night, I saw a strange man in my garden
(T): (Tồ quãi điều lỏ men chương khòng chũa hưỡn)
(E): A buffalo is the property of the whole family
As regards the definite article ‘the’ of English, it appears that there is not an equivalent translation in the Thai language Instead, it is omitted in Thai
(Mững àu pặp xừ nẳng Ma-ry lẹo hễ?) (E): Did you get the book from Mary?
(Khảng đàng hưỡn nặn mẵn xự pì cài chí đảy tã xi xìa) (E): The house that he bought last year need to be repainted
Like English, Thai features a category of words akin to prepositions These Thai words serve as equivalents to English prepositions; however, a single Thai preposition can correspond to multiple English prepositions For instance, the Thai word 'cuồng' translates to 'in' or 'inside,' while 'nọk' can mean 'out,' 'outside,' or 'out of.'
‘càng’- ‘among, between, within, among, between, in the middle of, in the midst of’
Thai learners of English often experience confusion when selecting the appropriate prepositions for their sentences This challenge arises from the variety of English prepositions available, leading to uncertainty in their usage For instance, a simple example can illustrate this issue.
(Khỏi/ cù vạy pặp xư nẳng tễnh khảng pãn kẽm táng
(E): He put the book on, upon, above, over, on top of, atop the table by, near next to, close to, beside the window
The example above suggests the difficulties and confusion regarding the use of English prepositions that the Thai learners of English may encounter
English and Thai share a basic word order „subject-verb-object (S-V-O)‟ and their dominant position is that a subject lies before a predicate Similarly, when the copula verb
„to be‟ is used to link a noun to another, its position can be changeable
(E1): Ms Linh is my teacher of English
(E2): My teacher of English is Ms Linh
(À Linh lỏ à xãy quãm Anh khòng khỏi / cù) (T 2 ):
(À xãy quãm Anh khòng khỏi / cù lỏ à Linh)
While English and Thai share some similarities, they differ significantly in their structure, particularly in noun phrases In English, adjectives typically come before the nouns they modify, whereas Thai follows a different order, placing adjectives after the nouns.
Table1.9 English and Thai word order
Categories Languages Possessive Adj + N Determiner + Adj + N
Note: ‘+’ means ‘existent’; ‘-’ means ‘nonexistent’
(E1): His Dog is quite friendly
Tồ mà khòng mẵn ín đù hênh
(E2): He has a lot of good books
Mẵn mĩ lài pặp xừ muôn
English adverbials exhibit greater positional flexibility compared to Thai adverbials, yet they share fundamental similarities For example, English adverbials of manner can appear at the beginning, middle, or end of a sentence, while Thai adverbials of manner are restricted to the end Additionally, both languages demonstrate consistent positioning for adverbials of time, direction, frequency, and purpose within sentences.
(E1a): John does his homework carefully adv of manner
(T 1a ): (Jôn dệt bãi tập mã hưỡn đì hênh) adv of manner
(E 1b ): Carefully, he does his homework adv of manner
(E 1c ): He carefully does his homework adv of manner
(E 2a ): He was learning at 9 last night adv of time
(T 2a ): (Mẵn nhẵng ép xừ mưa cảu chỡ cữn nị) adv of time
(E 2b ): At 9 last night, he was learning adv of time
(T 2b ): (Mưa cảu chỡ cữn nị mẵn nhẵng ép xừ) adv of time
(E3): She goes to school in a hurry adv of direction adv of manner
(T3): (Mẵn pày họt trưỡng phạo phũ)
Adv of direction adv of manner
Distinction of errors and mistakes
In English language teaching, the concept of "error" has been defined in various ways Corder (1973) describes an error as a violation of linguistic norms, while James (1998) refers to it as an unsuccessful attempt at language use Dulay, Burt, and Krashen (1982) further explain that errors represent flawed aspects of a learner's speech or writing, highlighting deviations from established language standards.
In short, an error is a piece of language produced by a non-native speaker of a foreign language, which can cause failures or unintelligibility in communication
Mistakes, like errors, are defined in various ways Corder (1967) describes mistakes as random errors in performance caused by factors such as memory lapses or physical states, which the speaker may recognize immediately Norrish (1983) adds that a mistake represents an inconsistent deviation, where the learner may sometimes perform correctly and other times incorrectly According to Richards et al., understanding these distinctions is crucial for effective learning.
In 1984, a mistake is defined as an incorrect use of language by a learner during writing or speaking, often resulting from factors such as lack of attention, fatigue, carelessness, or other performance-related issues.
In conclusion, a mistake in language learning is a linguistic error that can arise in specific contexts but may not occur in others Language learners can effectively overcome these mistakes by maintaining focus and attention during their studies.
1.3.3 Distinction of errors and mistakes
Errors and mistakes are both considered linguistic failures, yet linguists and scholars agree that they differ in several key aspects These distinctions highlight the nuances between the two concepts, as outlined in the accompanying table.
Table 1.10 Comparison of errors and mistakes
- Inconsistently or repeatedly (Norrish, 1983; Worth, 1987)
- Incomplete knowledge (Richards et al., 1984)
- Lack of attention, fatigue, carelessness, or some other aspect of performance (Richards et al.,
- Memory lapses and physical states and others of the like (Corder,
- Adventitious and random (Corder, 1967; Norrish, 1983; Worth, 1987) Significance to language learning
- Significant (Corder, 1967) - Not significant (Corder, 1967)
A mistake is defined as an incorrect use of the language system due to factors like carelessness, memory lapses, or physical conditions In contrast, an error arises from a learner's lack of competence or ignorance of the appropriate rules of the target language.
1.4 Language transfer and L1 transfer in L2 acquisition
The term "transfer," as defined by the Oxford Advanced Learner's Dictionary CD-ROM (8th Edition) by Paragon Software Group (2010), refers to the act of moving something or someone from one location to another.
Interference, as defined by Selinker (1972), refers to the transfer of rules and structures from a learner's first language (L1) to their second language (L2) during the language acquisition process Dulay and Burt (1977) note that this language transfer can become automatic when learners consistently apply L1 structures in their L2 usage, stemming from their assumption of language equivalence However, since no two languages are identical in terms of structures, lexicons, and systems, this assumption often leads to errors and mistakes in L2 production (Nooshin, Behjat, & Rostampour, 2014; Beebe, 1988; Seligar, 1988; Ellis, 1997; Dechert, 1983).
Behaviorists suggest that language transfer involves applying learning skills from one language to another, which can yield both positive and negative outcomes According to Gass and Selinker (2008), language learners often transfer meanings, structures, and cultural elements from their first language (L1) to their second language (L2) The influence of L1 on L2 acquisition, particularly in grammatical aspects, has garnered significant interest among researchers It is widely acknowledged that L1 affects the learning of L2 grammar (White, 1985; Vainikka & Young-Scholten, 1996) Additionally, Camacho's findings further support this notion.
Research indicates that second language (L2) learners often rely on their first language (L1) word order when writing in L2, as noted by 1999 studies Franceschina (2001) emphasizes that writers frequently employ L1 structures in their L2 compositions, primarily through translation from L1 to L2 Furthermore, Fujieda (2006) highlights that many syntactic errors in L2 writing stem from learners' limited linguistic knowledge and the interference of their L1.
This study utilizes the L1-based error classification established by L Dušková (1969) to effectively diagnose the English writing of participants Focusing specifically on English as a second language (L2), the research will concentrate on analyzing morphological and syntactic errors.
Table 1.11 Dušková‟s L1-transferred error classification
Table1.12 Keshavarz‟s L1-transferred error taxonomy
Possible errors committed by Thai students in their learning of English
This article explores the prediction of potential errors in Thai students' English production by utilizing Ringbom's (2006) classification of cross-linguistic similarity relations It identifies three distinct types of these relations, each influencing second language (L2) learning in unique ways.
A similarity relation, where the learner is able to establish a one-to-one relationship with another unit, usually in the L1
A difference relation, where the learner can perceive both similarity and difference
In the other words, there exists some category in language learners‟ L1 and the target language, but there are certain differences between them
A zero relation occurs when learners struggle to connect the target language (TL) aspects with their existing linguistic knowledge This disconnect can lead to confusion and significant organizational challenges for learners, particularly in the early stages of language acquisition.
Based on the classification of potential L1 transfer in L2 learning and a contrastive analysis between Thai and English, the table below illustrates predictions regarding Thai students' English learning process.
Table1.13 Possible L1 interference of the Thai learners of English
Relationship based on Ringbom’s classification
Verbs a transitive and in/intransitive similarity - b types of word after verbs difference + c morphological marks for tenses difference + d S-V agreement zero + e use of Aux to form negation difference +
Nouns a countable and mass noun zero + b morphological marks for plurals difference + c agreement with pre-modifiers zero + d use of classifiers zero +
Articles a indefinite difference + b definite difference +
Preposition a time difference + b location difference + c miscellaneous prepositions difference +
Word order a noun phrases difference + b adverbs similarity* -
* In fact, there is a minor difference between the two languages
Note: ‘+’ means that the Thai students are likely to make errors in the category, and ‘-
Dušková (1969) posits that contrastive analysis can forecast learning challenges not only in areas where the source and target languages diverge but also regarding linguistic features absent in the source language This indicates that Thai learners of English may face significant difficulties due to the numerous differences between English and their first language (L1) Consequently, it is anticipated that the English language productions of Thai learners will exhibit various types of errors.
METHODOLOGY
Research setting
2.1.1 An overview of the research site
Thai Nguyen Medical College, situated in a mountainous region, faces significant challenges in fulfilling its mission to develop qualified healthcare professionals for the area The diverse ethnic backgrounds of its students contribute to a complex learning environment, complicating the college's efforts to provide effective education and training.
Many English teachers in remote regions graduated from local universities years ago, which hinders their ability to stay updated on the latest methods in English language teaching and learning.
The communicative language teaching method has been widely implemented at the tertiary level, as mandated by the Vietnamese Ministry of Training and Education (An Nguyen, 2011) As a result, English teachers at Thai Nguyen Medical College are increasingly adopting a communication-oriented approach However, challenges such as insufficient learning materials, inadequate teaching facilities, and large class sizes hinder the effective application of this method Consequently, their teaching practices tend to reflect traditional methodologies, becoming more teacher-centered, book-centered, and grammar-focused, with an emphasis on rote memorization.
Students at Thai Nguyen Medical College come from diverse ethnic backgrounds, including the Vietnamese Thai Research shows that many ethnic minorities, particularly the Thai, struggle with English proficiency due to several challenges These include limited access to learning materials, inadequate teaching facilities, educational gaps from lower schooling levels, and a lack of supportive learning environments The primary obstacle, however, lies in the Thai learners' attitudes towards English; for many, it is merely a mandatory subject they must pass to meet diploma or degree requirements.
Thai learners of English typically rely on their instructors for knowledge, often refraining from expressing their opinions, asking questions, engaging in debates, challenging teachers' statements, or initiating communication.
Thai learners of English often exhibit passivity in their learning process, leading to minimal participation in activities This lack of engagement presents challenges for implementing a communicative teaching approach, which relies heavily on cooperative learning activities such as role plays, problem-solving tasks, and information gap exercises.
At Thai Nguyen Medical College, LifeLines Elementary (Hutchinson, 1999), LifeLines Pre-Intermediate (Hutchinson, 1997) and LifeLines Intermediate (Hutchinson,
The Lifelines series by Hutchinson, utilized by English teachers since 1999, is designed for non-English major learners, starting with fundamental English concepts These textbooks encompass a variety of topics, equipping students with the communication skills needed to succeed upon completing the program Moreover, the series emphasizes the importance of understanding the culture of native speakers, as highlighted by Nga Tran & Hoan Le (2012), who note that the stories and extracts in Lifelines incorporate essential cultural values for effective language teaching.
Participants
A study was conducted with 72 freshman students from 12 different classes at Thai Nguyen Medical College, marking the first time this group was selected for research Among the participants, there were 43 females and 29 males, with their ages varying within a specific range.
Among the 72 participants who had previously studied English during their lower education, only 53 completed and returned the questionnaire for this research project.
Data collection instrument
In this study, a written production questionnaire (see Appendix A) is employed since it serves to elicit knowledge displays without making demands on learners' fluency or interactional skills (Eisenstein & Bodman, 1993)
The questionnaire consists of 11 items, each prompting participants to write a short paragraph on a familiar topic derived from their English textbook experiences This selection aims to minimize writing difficulties while encouraging the use of specific grammatical aspects It is important to note that the questionnaire is not a proficiency test; therefore, suggested ideas are provided to support participants during the writing process.
Data collection procedure
The researcher initiated the study by contacting the Student Affairs Office at Thai Nguyen Medical College to obtain a list of current Thai students and gather relevant information After securing permission from the college to conduct the study, the researcher personally reached out to each Thai student for their participation A total of 72 questionnaires were distributed, and while awaiting responses, the researcher also engaged English teachers at the college to assist in collecting the completed questionnaires and reminding participants who had not yet finished Ultimately, 53 out of the 72 questionnaires were returned.
Data analysis procedure
To facilitate data analysis and expedite the summarization of errors made by participants in this study, a tabular instrument was developed (see Appendix B) This tool is based on Dušková's (1969) L1-based error classification and Keshavarz's (2012) L1-transferred error taxonomy It is designed to be adaptable, allowing for the addition of new error types as they are identified, ensuring comprehensive data representation.
In the second stage of the analysis, errors made by participants are systematically coded using a flexible set of codes developed for this purpose (refer to Appendix C) As new errors emerge during the analysis, additional codes are introduced to ensure comprehensive coverage Each identified error in the participants' writings is marked with the appropriate code, and once the analysis is complete, the researcher compiles the frequency and types of errors into a designated instrument before proceeding to the next participant.
The researcher systematically categorized all identified errors into two types: systematic errors and "nonce mistakes," which are classified as inconsistent errors This final analysis enables the creation of a summary of both error types, which will be detailed in the following chapter.
RESULTS AND DISCUSSION
Data analysis and discussion
Determining the distinction between a learner's mistake and an error presents significant challenges that require a thorough analysis of errors (Corder, 1967) This complexity increases when identifying interlanguage errors, as it is crucial to discern whether a linguistic failure stems from intralingual issues or external influences According to Richards (1984), interlingual errors arise from interference of a learner's first language (L1) when acquiring a second language (L2), indicating that the structure of L1 can complicate the learning process For example, in Thai, nouns do not pluralize after a numeral expression, which may lead Thai speakers to apply similar patterns when learning English.
„two cat’ and „two cats’ are the same and can be used exchangebly Besides, Dušková
In 1969, it was highlighted that errors arising from L1 transfer, known as interlingual errors, can provide insights into a learner's cognitive and affective relationship with the linguistic system By identifying these sources of error, researchers can better understand the process through which learners acquire their first foreign language.
The observed errors in the study's quantitative analysis highlight that participants wrote on topics predicted to involve specific grammatical aspects Consequently, some grammatical errors appeared frequently, while others were less common This lower frequency does not imply that the grammatical point is less challenging; rather, it reflects its limited use among participants and the topics they chose.
3.1.2 Description and discussion of identified errors
According to Corder (1974), an effective system for describing learners' errors must possess two key characteristics Firstly, it should be well-developed and comprehensive, as even novice learners often make complex errors, challenging the notion that only advanced students encounter significant mistakes Secondly, the system must be simple, self-explanatory, and easy to learn, ensuring accessibility for all learners.
There are three main purposes of the description stages: (1) to make the errors explicit, (2) to count the number of errors, and (3) to put them into categories (James,
In a study conducted in 1988, a comprehensive analysis of the errors made by participants serves as a foundation for categorizing these errors effectively This classification enables a clearer understanding of the characteristics of each error type in subsequent discussions A summary of the errors identified in this study is presented in the table below.
Table 3.1 Summary of the total number of errors
The data indicates that Thai learners of English frequently make errors in the predicted categories, particularly in verbs, articles, and nouns, which significantly outnumber errors in other areas This trend may be attributed to the high frequency of these categories in English sentences Additionally, a contrastive analysis reveals substantial differences between Thai and English in these three areas Further analysis of each category will follow.
The verb categories in Thai and English exhibit significant differences, with certain distinctions clearly marked in English but absent in Thai Consequently, Thai students often encounter numerous challenges and make frequent errors related to verb usage.
Inappropriate use of morphological marks for tenses
(e.g., watchs TV, live in Thai Nguyen for 21 years) 217 28 %
Lack of morphological marks for tenses (e.g., three years ago, I go to) 173 23 %
Lack of agreement between subject and its verb (e.g., she like, my father work) 102 13 %
Lack of the particle ‘to’ in to-infinitives (e.g., I want find a good job) 62 8 %
Lack of auxiliaries in negation (e.g., she not talk) 56 7 %
Omission of be (e.g., my father very funny) 47 6 %
Confusion of irregular and regular verbs (e.g., waked up early in the morning) 38 5 %
Infinitive instead of past participle (e.g., have study
Confusion of adverb and adjective (e.g., speak
Past participle instead of infinitive (e.g., when I was young, I expect to visited Uncle Ho’ Musoleum) 21 3 %
Nonce-mistakes (I am writen, I meeted) 125
The research indicates that Thai students frequently make errors in verb usage, with the most common mistakes falling into three categories: inappropriate use of morphological marks for tenses (28%), lack of morphological marks for tenses (23%), and lack of agreement between subjects and verbs (13%) These errors can be attributed to the differences between Thai and English, particularly since Thai lacks the morphological tense markers present in English Consequently, Thai students often produce sentences that reflect their native language structure, leading to omissions of tense markers For example, while Thai uses additional words to indicate temporal changes, English relies on morphological marks, resulting in interference in English sentence construction.
The misuse of morphological marks among Thai students learning English is not solely due to L1 interference, as their native language lacks reference points for this aspect The complexity of the English tense system contributes to confusion, leading to interferences within its subsystems Misunderstandings regarding participles and infinitives arise from the differing structures in English, where the past participle follows auxiliaries in perfect tenses and passive voice, while the infinitive follows in future tenses and conditionals This complexity also explains the difficulties students face in distinguishing between regular and irregular verbs.
„began-begun and drank-drunk’ or forms of other verbs like „I spended and I writed’
The lack of subject-verb agreement in Thai can be viewed as interference from the Thai language system According to Ringbom's classification (2006), there is a zero relation between Thai and English in this aspect, as Thai does not necessitate agreement between a subject and its verb.
(Me nọi nhang tìn mữa chưỡng chu mự)
(Tễnh cá mết cỗn hiễn chưỡng nặn nhang tìn mữa chưỡng chu mự)
Thai students often do not notice the lack of changes in the verb 'nhang tìn' when writing in their native language This oversight may carry over into their English learning, leading them to incorrectly perceive that sentences like "We walk to school every day" and "She walk to school every day" are acceptable in the same way.
Thai students often omit the copula verb "to be," the particle "to" in to-infinitives, and auxiliaries in negation due to influences from their first language (L1) In Thai, these elements are frequently left out, leading to confusion in English grammar Additionally, the misunderstanding of adverbs and adjectives modifying verbs can be traced back to L1 interference, as Thai permits a verb to be followed directly by an adjective, which is not acceptable in English.
(a) Omission of the copula verb „to be‟
(Mẵn puối mo pưa dệt việk cá mự) (Es): He exhausted after a day work
(E): He is exhausted after a day at work
(b) Omission of the particle ‘to’
(c) Omission of auxiliaries in negation
(T): (Khỏi /cù báu pày ép mự dặng)
(Es): I not go to school on/in holidays
(E): I do not go to school on holidays
(T): (Mẵn coi pák coi tỗ)
(Es): She talk very soft
Systematic errors in verb usage among Thai students primarily stem from two sources: the influence of their native Thai language and interference from related English forms Notably, the errors resulting from the influence of Thai significantly outnumber those caused by interference from English This indicates that Thai students experience considerable negative effects from their first language when learning English verbs.
The number of errors committed by the participants in the nouns is summarised in the table below:
Confusion of countable and mass noun
Omission of the plural endings (e.g., many student) 105 30 %
Lack of agreement between a pre- modifier and its noun (e.g., these lesson)
Inappropriate plural endings (e.g., beautiful watchs) 37 10 %
Nonce-mistakes (e.g., lots of leafs…) 36
The systematic errors observed in Thai students' English writing primarily stem from the mutual interference between Thai and English, particularly regarding nouns A significant issue is the confusion between countable and uncountable nouns, accounting for 33% of the total errors, as Thai does not differentiate between the two This lack of distinction results in students neglecting the concepts of "countable" and "uncountable" nouns, leading to errors in pluralization and agreement between modifiers and the nouns they describe.
The absence of plural endings in Thai nouns, which occurs in 30% of cases, is closely linked to the Thai noun system Unlike many languages, Thai does not differentiate between singular and plural forms through morphological markers.
Major findings
The most significant discovery reveals that the majority of systematic errors in English learning can be attributed to the influence of the learners' first language (L1) In fact, these errors account for approximately 80% of the total systematic errors identified, totaling 1,849 instances.
A contrastive analysis of Thai and English reveals 2,237 errors in the English productions of Thai learners, indicating a significant influence of their first language (L1) on their second language (L2) learning The substantial differences between Thai and English contribute to these L1-based errors, a finding supported by linguistic scholars who argue that the greater the disparity between L1 and L2, the more likely it is for learners to encounter obstacles in acquiring the new language Research by Odlin (2006) and Ringbom (2006) highlights that L1 serves as a primary source of errors and that differing or nonexistent relationships between L1 and L2 can hinder effective language acquisition.
A significant finding reveals that not all systematic errors made by Thai students can be attributed to mother tongue interference Analysis shows that nearly 20% (388 out of 2237) of these errors do not stem from the influence of the learners' L1 Instead, they are likely due to complexities within the English language itself These errors include diverse and complicated issues, such as the misuse of verb morphological markers for tense and article errors Notably, the misuse of verb morphological marks to indicate tense accounts for the majority, with 217 out of 388 errors identified in this category.
Contrastive analysis serves as a valuable tool for predicting the sources of errors among foreign language learners In this study, the error analysis of Thai participants' writings aligns with predictions regarding the language areas where they face challenges, based on the contrastive analysis between Thai and English The findings indicate that contrastive analysis can effectively forecast the types of errors made by Thai learners of English, highlighting the differences between the two languages.
The final section of the thesis presents the overarching conclusions derived from the analysis and discussions in earlier chapters It also highlights the pedagogical implications of the findings, outlines the study's limitations, and offers recommendations for future research.
Recapitulation
The research reveals that the primary source of systematic errors among Thai learners of English stems from L1 interference While some categories of errors may not significantly hinder their learning, specific subcategories do affect their written English production Additionally, the findings regarding the influence of Vietnamese Thai on English learning align closely with the results of a contrastive analysis between Vietnamese Thai and English.
Conclusions
Research indicates that Thai learners' English writing is significantly influenced by their first language (L1), as evidenced by a high frequency of systematic errors—2,102 out of 2,237—in verbs, nouns, articles, and prepositions The stark differences between Thai and English in these categories, highlighted by a contrastive analysis, further support this assertion Additionally, a detailed examination of these errors reveals that the interference from the Thai language is a primary factor contributing to the participants' mistakes.
Despite the similarities in word order between English and Thai, Thai learners often make L1-transferred errors in their English writing This indicates that even seemingly comparable categories can present challenges that impede English learning for Thai students Consequently, instructors should not assume that similarities will automatically lead to positive transfer, and these aspects should not be overlooked in teaching and learning processes.
L1 interference varies across different subcategories, posing unique challenges for Thai learners of English It is crucial for instructors to pinpoint the specific language areas that create significant difficulties for these learners By identifying these obstacles, educators can develop targeted strategies to effectively support their students in overcoming these challenges.
Not all systematic errors made by Thai students in this study stem from their native language Many errors fall into subcategories that cannot be directly linked to their L1 A compelling argument suggests that some of these mistakes may arise from the complexities inherent in the English language itself.
Teaching English to Thai students necessitates a solid grasp of both the English language and the intricacies of the Thai language system Given the significant influence of students' first language (L1) on their English learning process, educators must explore effective strategies to help mitigate L1-based errors, which will be discussed in the following section.
Pedagogical implications
The research indicates that Thai learners of English experience significant interference from their first language (L1) during the acquisition of their second language (L2) Consequently, it is essential for educators to implement effective teaching strategies aimed at reducing or mitigating the impact of L1 on these students' English learning process.
Incorporating L1 interference into syllabus and curriculum design is crucial, as highlighted by Corder (1967), who emphasizes the importance of adapting teaching methods to the learner's innate strategies rather than imposing preconceived notions about their learning process Failing to carefully consider L1 interference can result in ineffective teaching techniques and inadequate feedback mechanisms, ultimately hindering the learning experience.
Secondly, instructors‟ teaching strategies also need to reflect the possible interference of the learners‟ L1 The L1-specific approach, which was suggested by Carey
The L1-specific approach in teaching L2, as highlighted in 2004, emphasizes the comparison between a student's first language (L1) and the target language (L2), offering significant benefits for both students and teachers For students, their L1 serves as a reliable reference point for effectively contrasting their existing language skills with the new language system For teachers, conducting a contrastive analysis between English and Thai enables them to anticipate potential challenges their students may face, allowing for more effective and meaningful lesson delivery Additionally, this approach encourages teachers to reflect on their own English learning experiences, helping them identify key areas requiring more focus and practice in their teaching By sharing successful strategies they have utilized, teachers can better equip their students to navigate the complexities of learning English.
Enhancing L2 learners' awareness of language transfer is crucial for effective language acquisition Many native speakers lack in-depth knowledge of their first language (L1), making a solid grasp of a non-native language learned in a classroom setting more beneficial for learning additional languages (Ringbom, 2006) Research indicates that students often remain unaware of how their intuitions regarding L1 grammaticality affect their judgments in L2 (Lightbown & Spada, 2000) Therefore, integrating strategies that foster language transfer awareness into everyday teaching practices is essential for improving language learning outcomes.
Finally, if possible, incorporating previously acquired procedural knowledge (strategic, pragmatic and otherwise) that students have developed through their experience with Vietnamese learning into their learning of English (Marx & Mehlhorn, 2010).
Limitations and suggestions for further studies
This study acknowledges the challenge of comprehensively addressing all aspects of L1 that may influence L2 learning, which may result in a lack of detailed analysis regarding the contrastive elements between Thai and English Additionally, a limitation of this research is the inability to assess the degree of transfer that occurs across varying levels of language proficiency.
Future research should explore L1 interference in various language areas and learning processes, particularly the relationship between L1 and L2 reading as highlighted by Bernhardt & Kamil (1995) Additionally, investigating the long-term cross-linguistic transfer of skills from L1 to L2, as discussed by Sparks et al (2009), and the application of L1 reading strategies in L2 contexts, as noted by Koda (1990), presents valuable avenues for study Further studies on the transfer of L1 sound systems into L2 learning, particularly in the context of Thai and English, would also be beneficial.
Bài viết của An Nguyen (2011) phân tích thực trạng và đề xuất giải pháp rèn luyện kỹ năng nghe hiểu cho sinh viên không chuyên học ngoại ngữ tại các trường đại học và cao đẳng Tác giả nhấn mạnh tầm quan trọng của kỹ năng nghe hiểu trong việc nâng cao khả năng giao tiếp và tiếp thu kiến thức ngoại ngữ Nghiên cứu cũng chỉ ra những khó khăn mà sinh viên gặp phải và đưa ra các phương pháp hiệu quả để cải thiện kỹ năng này, từ đó góp phần nâng cao chất lượng học tập ngoại ngữ trong môi trường giáo dục đại học.
Dat Huu, Doi Tran, T., & Lan Đao, T (1998) Cơ sở tiếng Việt Hà Nội, Viêt Nam: Giáo
Hao Cao, X (2000) Tiếng Việt - mấy vấn đề ngữ âm, ngữ nghĩa Hà Nội, Việt Nam: Giáo
Hoa Tran, T K (2010) Lỗi sử dụng từ ngữ Tiếng Việt của học sinh Tày-Nùng ở trường phổ thông vùng cao Việt Bắc Ngôn Ngữ & Đời Sống, 8 (178), 37-41
Quang Mai, L (2004) Glimpses of Vietnam (p 89) Hà Nội: Thế Giới Publishing House
Nga Tran, T & Le Hoan, T (2012) Tìm hiểu giá trị văn học trong tài liệu giảng dạy Tiếng
Anh Tạp chí Khoa học ĐHQGHN-Ngoại ngữ, 28, 52-61
Tam Nguyen,T (2011) Tiếng Anh ai mà chả muốn học tốt Ngôn Ngữ & Đời Sống,
Beebe, L.M (ed.) (1988) Issues in second language acquisition: Multiple perspectives
Bernhardt, E B., & Kamil, M L (1995) Interpreting relationships between L1 and L2 reading: Consolidating the linguistic threshold and the linguistic interdependence hypotheses Applied Linguistics, 16(1), 15-34
Camacho, J (1999) From SOV to SVO: The grammar of interlanguage word order
Canh Le, V (2004) From ideology to inquiry: Mediating Asian and Western values in
ELT practice The Journal of Asia TEFL, I (1) 167-183
Carey, M D (2004) CALL visual feedback for pronunciation of vowels: Kay Sona-
Corder, S P (1967) The significance of learner's errors International Review of Applied
Corder, S P (1973) Introducing Applied Linguistics Harmondsworth: Penguin
Corder, S P (1974) Error Analysis In J Allen & S P Corder (eds.), The Edinburgh
Course in Applied Linguistic Oxford: Oxford University Press
Dechert, H.W (1983) „How a story is done in a second language‟ In C Faerch & G
Kasper (eds.), Strategies in Interlanguage Communication London: Longman
Dewaele, J M (1998) Lexical inventions: French interlanguage as L2 versus L3 Applied
Dewaele, J M., & Véronique, D (2000) Relating gender errors to morphosyntax and lexicon in advanced French interlanguage Studia Linguistica, 54, 212–24
Dulay, D C., Burt, M K., & Krashen, S D (1982) Language Two New York:
Dulay, H., & Burt, M (1977) Natural sequences in child language acquisition New York:
Dušková, L (1969) On sources of errors in foreign language learning International
Review of Applied Linguistics in Language Teaching, 7(1), 11-36
Eisenstein, M., & Bodman, J (1993) Expressing gratitude in American English In:
Kasper, G., Blum-Kulka, S (Eds.), Interlanguage Pragmatics (pp 64–81) New York: Oxford University Press
Ellis, R (1997) Second Language Acquisition Oxford: Oxford University Press
Franceschina, F (2001).Against an L2 morphological deficit as an explanation for the differences between native and non-native grammars In S F Cohen, S & A Nizegorodcew (eds.), EUROSLA Yearbook Volume 1 (pp 143-148) Amsterdam:
Fujieda, Y (2006) A brief historical sketch of second language writing studies Second
Gass, S M., & Selinker, L (2008) Second language acquisition New York: Routledge
George, H V (1972) Common Errors in Language Learning: Insights from English
Hutchinson, T (1997) LifeLines Pre-Intermediate (Student‟s Book) Oxford: Oxford
Hutchinson, T (1999) LifeLines Elementary (Student's Book) Oxford: Oxford University
Hutchinson, T (1999) LifeLines Intermediate (Student's Book) Oxford: Oxford
Jacobs, A R (1995) English syntax Oxford: Oxford University Press
James, C (1998) Errors in Language Learning and Use: Exploring Error Analysis Boston:
Keshavarz, M H (2012) Contrastive analysis & error analysis Tehran: Rahnama
Koda, K (1990) The use of L1 reading strategies in L2 reading Studies in Second
Lightbown, P M., & Spada, N (2000) Do they know what they're doing? L2 learners' awareness of L1 influence Language Awareness, 9 (4), 198-217
Liski, E & Puntanen, S (1983) A study of the statistical foundations of group conversation tests in spoken English Language Learning, 33(2), 225–246
Manivanan, G (2006) The importance of the English language Retrieved 30 May 2014, from http://www.usingenglish.com/articles/importance-english-language.html
Marx, N., & Mehlhorn, G (2010) Pushing the positive: Encouraging phonological transfer from L2 to L3 International Journal of Multilingualism, 7(1), 4-18
Nooshin, F., Behjat, F., & Rostampour, M (2014) The relationship between L1 grammar and L2 writing for Iranian male students at high school level IJLLALW, 6 (3), 230-
Norrish, J (1983) Language Leaners and Their Errors Macmillar: London
Odlin, T (2006) Could a contrastive analysis ever be complete? In J Arabski, Cross- linguistic Influences in the Second Language Lexicon Clevedon: Multilingual
Paragon Software Group (2010) Oxford Advanced Learner's Dictionary CD-ROM (8th
Richards, J.C (1984) Error Analysis London: Longman Group Limited
Ringbom, H (2006) The importance of different types of similarity in transfer studies In
J Arabski, Cross-linguistic Influences in the Second Language Lexicon Clevedon: Multilingual Matters Ltd
Saporta, S (1996) Applied Linguistics and Generative Grammar In A Valdman (Ed.),
Trends in Modern Language Teaching NY: McGraw-Hill
Seligar, H (1988) Psycholinguistic Issues in SecondLanguage Acquisition In L M
Beebe (ed.), Issues in Second Language Acquisition: Multiple Perspectives
Sparks, R., Patton, J., Ganschow, L., & Humbach, N (2009) Long‐term crosslinguistic transfer of skills from L1 to L2 Language Learning, 59(1), 203-243
Thanh Pham, T H., & Gillies, R M (2010) Group composition of cooperative learning:
Does heterogeneous grouping work in Asian classrooms? International Education
Vainikka, A & Young-Scholten, M (1996) Gradual development of L2 phrase structure
White, L (1985) The pro-drop parameter in adult second language acquisition Language
Worth, C A (1987) Evaluation and selecting EFL teaching materials London:
Wyatt, D K (2003) Thailand: A short history Connecticut: Yale University Press
This questionnaire seeks to explore the impact of your mother tongue on your English learning process Your responses will not be used to evaluate your English proficiency in any way.
When composing your paragraphs, it's essential to follow the provided directions closely You may use the suggested topics as inspiration, but feel free to select any subject that resonates with you Ensure that each paragraph is coherent and captures the essence of your chosen theme while adhering to SEO best practices for optimal online visibility.
1 Compose a short paragraph (from 5 to 7 sentences) to describe your best friend:
I have known him/her for several years, and currently, he/she resides in [current location] At present, he/she is engaged in [current occupation or activity], showcasing a vibrant and dynamic personality What I admire most about him/her is [specific quality or trait], which truly sets him/her apart In addition to his/her professional pursuits, he/she enjoys [hobbies or interests], reflecting a well-rounded and passionate individual.
2 Compose a short paragraph (from 5 to 7 sentences) to describe your future job:
The job I aspire to is a dynamic and rewarding role that allows me to leverage my skills and passions I am drawn to this profession because it combines creativity with problem-solving, making each day unique and fulfilling Ideally, I want to work in a collaborative environment that fosters innovation and growth My background and experiences make me a strong candidate, as I possess the necessary skills and a genuine enthusiasm for the field To prepare for this opportunity, I actively seek out relevant training, stay updated on industry trends, and engage in networking to enhance my expertise and connections.
3 Compose a short paragraph (from 5 to 7 sentences) to describe your hometown or your village:
Suggested ideas: a) What the weather is like there b) How people are c) How the scenery is d) How the air is there e) What people do f) How the food is g) Anything special
4 Compose a short paragraph (from 5 to 7 sentences) to describe your school:
My school is a vibrant and welcoming place, characterized by its modern architecture and well-maintained facilities that foster a positive learning environment The teachers are dedicated and passionate, always willing to support students in their academic journeys The student body is diverse and friendly, creating a sense of community and collaboration What I like best about my school is the emphasis on extracurricular activities, which enrich our educational experience However, I wish there were more resources available for mental health support, as it’s an essential aspect of student well-being In the future, I hope my school continues to evolve by incorporating more innovative teaching methods and enhancing its facilities to better serve the needs of all students.
5 Compose a short paragraph (from 5 to 7 sentences) to describe your classmates:
In our diverse community, we have a vibrant mix of individuals, each bringing their unique backgrounds and experiences Many come from various regions, contributing to a rich cultural tapestry Learning takes place through interactive methods, fostering engagement and collaboration among peers During breaks, they enjoy activities that promote relaxation and socialization, enhancing their overall experience Their friendly demeanor and openness create a welcoming atmosphere, making it enjoyable to connect with them What I appreciate most is their willingness to share knowledge and support one another However, at times, differing opinions can lead to misunderstandings, which is a challenge we navigate together.
6 Compose a short paragraph (from 5 to 7 sentences) to describe your English class:
The class is engaging and interactive, fostering a positive learning environment Our teacher is supportive and encourages us to participate actively My friends in class are friendly and approachable, making discussions enjoyable We frequently talk during lessons, sharing thoughts and ideas on various topics such as travel, culture, and current events I believe my friends' English skills are impressive, contributing to our conversations However, we sometimes encounter difficulties with complex grammar and vocabulary, which we work together to overcome.
7 Compose a short paragraph (from 5 to 7 sentences) to describe one of your unforgettable past events:
During my recent trip to the serene mountains last summer, I experienced a mix of emotions as I hiked through breathtaking landscapes The vibrant scenery, with its lush greenery and stunning vistas, was both invigorating and calming I encountered friendly locals who shared their stories, enhancing my appreciation for the area This adventure taught me the importance of connecting with nature and the joy of exploring new places Overall, it was a memorable experience that left me feeling inspired and grateful.
8 Compose a short paragraph (from 5 to 7 sentences) to describe changes in your hometown:
In recent years, numerous changes have significantly impacted our lives, from shifts in daily routines to evolving social dynamics People's lifestyles have transformed, adapting to new technologies and changing work environments, while weather patterns have become increasingly unpredictable, affecting both local and global climates These changes are largely driven by factors such as climate change, urbanization, and advancements in technology Personally, I find a mix of enjoyment and challenge in these transformations, as they bring both opportunities and obstacles Looking ahead, I anticipate that these trends will continue to evolve, shaping our future in ways we may not yet fully understand.
9 Compose a short paragraph (from 5 to 7 sentences) to describe your family:
My family consists of five members, each with unique professions that contribute to our household dynamics My father is an engineer, my mother is a teacher, while my siblings are pursuing their studies and exploring career options What I cherish most about our family life is the strong bond we share, filled with love, support, and shared experiences However, one aspect I find challenging is the occasional lack of personal space due to our close-knit nature Looking ahead, I envision our family growing even closer, adapting to new changes, and supporting each other’s dreams and aspirations in the future.
10 Compose a short paragraph (from 5 to 7 sentences) to describe your learning of English:
Learning English is a valuable skill that opens up numerous opportunities for personal and professional growth I believe that mastering English is essential in today's globalized world, as it enhances communication and understanding across cultures I typically dedicate several hours each week to studying English, although I often face challenges such as complex grammar rules and vocabulary retention Despite finding certain aspects of English difficult, I remain committed to improving my proficiency and have plans to enroll in advanced courses and practice speaking with native speakers.
11 Compose a short paragraph (from 5 to 7 sentences) to describe your daily routines:
Suggested ideas: a What you do in the morning b What you do in the afternoon c What you do in the evening
Many thanks for your assistance
Categories Codes Numbers of errors
Vmismorph Vlackmorph Vlackagr VlackTO Vlackaux VomiBE Vreg-irreg Vinf-part Vadv-adj Vpart-inf
Nc-u NomisE-ES Nlackagr NmisS-ES Nclfier ARTomisindef
PREPmisuse PREPomisOF PREPadd PREPlackcollo NPadj-n