TABLE OF CONTENTS TABLE OF CONTENTS 1 Report on research results from the initiative application 5 1 Introduction 5 2 The name of the initiative 6 3 Author’s information 6 4 Application field 6 5 The[.]
TABLE OF CONTENTS TABLE OF CONTENTS Report on research results from the initiative application Introduction The name of the initiative Author’s information .6 Application field .6 The first application date 6 Description of the initiative .6 PART ONE INTRODUCTION I-Rational II-Research presupposition III-Research objectives .8 IV-Research scope V-Research tasks VI-Research methods VII-Significance of the proposed research VIII-Design of the research work PART TWO DEVELOPMENT CHAPTER ONE: THEORETICAL BACKGROUND skkn I.1.Literature review in brief .10 I.2.Inversion 12 I.2.1 Definition .12 I.2.2 Types .12 I.2.2.1 Full Inversion 12 I.2.2.2 Auxiliary Inversion 14 I.2.3 Structures .15 I.2.3.1 In structure VS .15 I.2.3.2 In structure AVS 16 I.2.3.3 In structure CVS 17 I.2.3.4 In structure PREDICATION + BE + SUBJECT 18 I.2.3.5 In structure OPERATOR + SUBJECT + PREDICATION 18 I.2.3.6 In structure PRO-FORM + OPERATOR + SUBJECT 19 I.2.4 Functions 19 I.2.4.1 Emphasis .19 I.2.4.2 Discourse function 21 I.2.5 Uses of inversion 22 I.2.5.1 Inversion after adverbs 22 I.2.5.1.1 After negative adverbs .22 I.2.5.1.2 After adverbs of place and direction 24 I.2.5.1.3 After adverbs of time .25 I.2.5.1.4 After adverbs of order 25 I.2.5.2 Inversion in conditional sentences 25 I.2.5.3 Inversion after adjectives .26 I.2.5.4 Inversion in comparatives 27 I.2.5.5 Inversion with so, such 27 I.2.5.6 Inversion with ing-form and ed-form 28 I.2.5.7 Inversion with story speech or reporting 28 I.2.5.8 Inversion with so, neither, nor, as 28 I.2.5.9 Inversion in questions 29 skkn I.2.5.10 Inversion in exclamations 29 I.2.5.11 Inversion with may 30 CHAPTER TWO: COMMON ERRORS IN THE USE OF INVERSIONS II.1 Survey 31 II.1.1 Purpose of the survey 31 II.1.2 Population of the survey .31 II.1.3 Type of the survey 32 II.1.4 Construction of the survey 32 II.1.5 Preparation of the survey 32 II.1.5.1 Test items .32 II.1.5.2 Arrangement of the survey 33 II.1.6 Administration of the try-out 33 II.1.7 Method of data analysis 33 II.1.8 Results of the survey .34 II.2 Common errors and causes 35 II.2.1 Errors in the use of inversion after adverbs of place and direction 35 II.2.2 Errors in the use of inversion after negative adverbials 35 II.2.3 Errors in the use of inversion after here, there 36 II.2.4 Errors in the use of inversion in conditional sentences 37 II.2.5 Errors in the use of inversion after some expressions with only 37 II.2.6 Errors in the use of inversion after reporting or story speech .38 II.2.7 Errors in the use of inversion after ing-phrase and ed-phrase 38 II.2.8 Errors in the use of inversion with so, such 39 II.2.9 Errors in the use of inversion after time expressions 39 II.3 Suggested solutions and suggested exercises .40 II.3.1 Suggested solutions 40 II.3.2 Suggested exercises 41 skkn PART THREE CONCLUSION CONCLUSION 43 APPENDICES .45 SURVEY QUESTIONNAIRE 45 SUGGESTED EXERCISES 49 Information security 51 The necessary conditions to apply the initiative 51 The benefits of applying the initiative 52 REFERRENCES 53 skkn REPORT ON RESEARCH RESULTS FROM THE INITIATIVE APPLICATION Introduction: Language is a very important means of communication in daily human life Human beings use language, both written and spoken form, to express their ideas In a wider scope, language functions as a means of international communication by at least two persons In a smaller group whose members share the same language, for instance, there are likely no difficulties in using the language since the persons involved in the process of communication are used to speaking their own native language On the other hand, if the people taking part in the conversation speak different languages, they must have difficulties and obstacles in getting along with each other One of the problems causing the difficulties is the language used Accordingly, they need a language which is understood by both sides, the speaker and his or her counterpart This will occur when the speakers are from different backgrounds: nationality, race, and language In this case, an international language is very badly needed, especially the one that is the most widely spoken in the world One of the languages is the English language In Vietnam as well as in other countries, there is a greater and greater need to learn English, from young to old, from male to female No one can deny the importance of English in Vietnam at present Therefore, English is being taught at every educational level However, learning a language is difficult, because each language has its own system which is different from that in the learner’s native language The differences in the system of language may bring about learning problems for foreign language learners Hence, it is inevitable that in learning English as a foreign language Vietnamese students usually have problems on account of the differences between Vietnamese and the target language It is proved that English grammar is complex and often causes embarrassment to students The inversion is one of the language categories that students at high school have to learn much Due to its various uses, it is assumed that there are many errors which may be made In fact, many students confess that the inversion is one of the biggest skkn problems of English grammar and they often make errors in the use of inversions For example: On the grass did an enormous frog sit Only two days before the show tourists can buy the tickets With regard to the errors quoted above, the problem is with grammatical structures The correct versions could be: On the grass sat an enormous frog Only two days before the show can tourists buy the tickets For the reasons above, this study is conducted, which focuses on errors in the use of inversions among the students of English in grade 10 at Nguyen Viet Xuan High School The name of the initiative: Common errors in the use of inversions Author’s information: - Full name: Nguyen Thi Lan Anh - Address: Nguyen Viet Xuan High School - Phone number: 0974322659 Email: lananhnguyen90@gmail.com Application field: This initiative can be applied in teaching inversions for students to deal with some grammar points in English GCSE and excellent student contests The first application date: 10/2019 Description of the initiative: skkn PART ONE INTRODUCTION I RATIONAL Inversion is an interesting category of English grammar It has two main types including full inversion and auxiliary inversion It appears with various forms of structures and has function of emphasis and discourse function However, the uses of inversion referred to in some books have not been dealt with in full and sometimes cause confusion to learners of English As a result, students of English often make errors when they use inversions Therefore, this research work entails studying the uses of inversions and conducting survey for error analysis As a teacher of English, I would like to make a contribution to the English teaching in Vietnam This study is conducted to find out the types of errors and causes in the use of inversions among the students of English in grade 10 at Nguyen Viet Xuan High School and suggest some solutions to the problems based on the results of the survey II RESEARCH PRESUPPOSITION Some questions are raised: 1) What kinds of errors are made by the students of English in grade 10 at Nguyen Viet Xuan High School in the academic year of 2019/2020? 2) What kind of error in the use of inversions is the most often made by the tenthgrade students of English at Nguyen Viet Xuan High School in the academic year of 2019/2020? 3) What are the causes of the errors in the use of inversions made by the students of English in grade 10 at Nguyen Viet Xuan High School in the academic year of 2019/2020? Based on the questions above, I am eager to learn about the problems and make an error analysis in inversions so that the major errors in the use of inversions may be found skkn III RESEARCH OBJECTIVES The study is aimed at the following goals: 1) To find out kinds of errors made by the tenth-grade students of English at Nguyen Viet Xuan High School in the academic year of 2019/2020 in using inversions 2) To find out the main errors in the use of inversions most often made by the students of English in grade 10 at Nguyen Viet Xuan High School in the academic year of 2019/2020 3) To find out the causes of the errors in the use of inversions made by the tenthgrade students of English at Nguyen Viet Xuan High School in the academic year of 2019/2020 IV RESEARCH SCOPE The general research area of this study is grammar The phenomenon is errors in the use of inversions made by the students of English in grade 10 at Nguyen Viet Xuan High School in the academic year of 2019/2020 Others relating to the inversion are also briefly mentioned The population involved in the study is seventy six students of English in class 10A1 and 10D4 at Nguyen Viet Xuan High School V RESEARCH TASKS The study involves fulfilling the following tasks: 1) To study types and structures of inversions 2) To research into the functions and uses of inversions 3) To conduct a survey to find out error types and causes On the basis of the findings, possible solutions to the problems are sought to minimize the students’ errors VI RESEACH METHODS To achieve the objectives of the study, the following methods have been applied: 1) Collecting documents from books listed in the references skkn 2) Consulting the experienced teachers and friends 3) Synthesizing theoretical documents on English grammar 4) Conducting a survey and analyzing the results VII SIGNIFICANCE OF THE PROPOSED RESEARCH Errors in any language teaching and learning, particularly in English as a foreign language, are sometimes predictable and sometimes unpredictable It is, therefore, essential for teachers to have better treatment to anticipate errors After the research, it is hoped that the result will be helpful to provide: 1) Input for learners of English in order to minimize their errors in the use of inversions 2) Input for teachers of English with information on error types and solutions to the problems so that they can have good methods of teaching the inversion This study is also beneficial to anyone who is interested in the inversion in English VIII DESIGN OF THE RESEARCH WORK The research work has three main parts, namely: introduction, development, and conclusion The part “Development” consists two chapters Chapter one is entitled “Theoretical background” It consists two sections Section one reviews literature in brief The second one deals with things related to the inversion such as definition, types, structures, and uses of the inversions Chapter two is named “Common errors in the use of inversions” It has three sections Section one is devoted to the survey The second deals with error types and causes The last one is on solutions to the problems and suggested exercises on the inversions PART TWO skkn DEVELOPMENT CHAPTER ONE THEORETICAL BACKGROUND I.1 LITERATURE REVIEW IN BRIEF Inversions have been described by many grammarians like Randolph Quirk (1985), Martin Hewings (1999), Michael Swan (2005), John Eastwood (1994), Michael Vince (2003), George Yule (2006), Ron Cowan (2008) and so on They each have their own way to describe inversion Generally, they focus their attention on the definition, structure, functions of inversion, types of inversion and their uses Martin Hewings (1999) in the book Advanced Grammar in Use focuses his attention on types and the uses of inversions He classifies inversion into specific kinds: Inversions after adverbial phrase of direction and place, inversions after here, there and some adverbs, inversions in conditional sentences, inversions in comparison with as and than, , inversions after negative adverbials and inversions after so, such, neither, nor He introduces formal and literary styles in some types of inversions and suggests the case of a pronoun as the subject which inversion cannot be used In the book The Teacher’s Grammar of English, Ron Cowan (2008) identifies three main types of inversions: lexical, stylistic and information packaging inversions This division can help us understand the uses of inversions It is shown in the book that lexical inversions are the result from the movement of the adverb to the front Adverbs in this type are here, there, never, seldom, not only, neither, nor, so, as, and so on Stylistic inversions are alternative to specific grammatical structures chosen for a specific effect They are inversions in conditional sentences and inversions with initial prepositional phrases used in poetry The last type is information packaging inversions, which distribute information in a sentence in a way more appreciate to the discourse context According to them, this type of inversions are used to avoid the creation of a long subject noun phrase or to emphasize a point related to preceding information, to shift the topic at the start of a paragraph and so on 10 skkn ... on errors in the use of inversions among the students of English in grade 10 at Nguyen Viet Xuan High School The name of the initiative: Common errors in the use of inversions Author’s information:... students of English at Nguyen Viet Xuan High School in the academic year of 2019/2020 in using inversions 2) To find out the main errors in the use of inversions most often made by the students of. .. here, there 36 II.2.4 Errors in the use of inversion in conditional sentences 37 II.2.5 Errors in the use of inversion after some expressions with only 37 II.2.6 Errors in the use of inversion