Luận văn thạc sĩ teachers correction of written errors and students uptake

1 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - o0o - PHẠM THỊ VIỆT DUNG TEACHERS' CORRECTIONOFWRITTENERRORS ANDSTUDENTS' UPTAKE ( Cách chữa lỗi viết giáo viên tiếp nhận học sinh ) M.A MINOR PROGRAMME THESIS METHODOLOGY CODE: 601410 HA NOI, AUGUST 2010 z VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - o0o - PHẠM THỊ VIỆT DUNG TEACHERS' CORRECTIONOFWRITTENERRORS ANDSTUDENTS' UPTAKE ( Cách chữa lỗi viết giáo viên tiếp nhận học sinh ) M.A MINOR PROGRAMME THESIS METHODOLOGY CODE: 601410 SUPERVISOR: CAO THỊ PHƯƠNG HA NOI, AUGUST 2010 z TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii Table of contents iv List of abbreviation vii Part 1: Introduction Rationale Aims of the study Scopes of the study Method of the study Design of the study Part 2: Content Chapter 1: Literature Review 1.1 Errors in language learning process 1.1.1 Definition of errors 1.1.2 Errors and mistakes 1.1.3 Error Analysis in second language acquisition 1.2 Second Language Acquisition Perspectives on Error Correction in Second Language Learning 1.2.1 Definition of feedback z 1.2.2 Second Language Acquisition Perspectives on Error Correction in Second Language Learning 1.3 Written Error Correction Strategies 1.3.1 Direct corrective feedback 1.3.2 Indirect corrective feedback 10 1.3.3 Metalinguistic corrective feedback 11 1.3.4 Focus of the feedback 12 1.3.5 Reformulation 12 1.4 Effectiveness of corrective feedback strategies 12 1.5 Error Correction and Learners‘ Uptake 13 Chapter 2: The Study 2.1 Research questions 15 2.2 The setting of the study 15 2.3 Informants 15 2.4 Instrumentation 16 2.5 Procedures 2.5.1 Data collection 16 2.5.1.1 Task 1: (Direct corrective feedback applied) 17 2.5.1.2 Task 2: (Indirect corrective feedback applied) 17 2.5.1.3 Task 3: (Metalinguistic corrective feedback applied) 18 2.5.2 Techniques of analysis 18 2.5.3 Presentation of results 19 2.6 Discussion of results 21 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 2.7 Data analysis 25 2.8 Learner Responses to Feedback: Uptake and Repair 30 Chapter 3: Implications and Suggestions for written error correction 3.1 General Implications 34 3.2 Suggestions for written error corrections 35 Part 3: Conclusion 3.1 Conclusion 39 3.2 Limitations and suggestions for further research 40 References 41 Appendices I z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 LIST OF ABBREVIATIONS ART ARTICLE A.G AGREEMENT BETWEEN SUBJECT AND VERB CA CONTRASTIVE ANALYSIS CF CORRECTIVE FEEDBACK EA ERROR ANALYSIS ESL ENGLISH SECOND LANGUAGE L1 FIRST LANGUAGE L2 SECOND LANGUAGE PREP PREPOSITION 10 PS PAST SIMPLE TENSE 11 SVA SUBJECT VERB AGREEMENT 12 WF WORD FORM 13 WO WORD ORDER z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 10 PART I: INTRODUCTION Rationale English serves as a major language for international communication and people all over the world are making increasing use of English as their ―second language‖ Writing is one of four skills in language learning process and it is seen as a language skill which is the most difficult and complex because it‘s required widely perception and needs good understanding on grammar and structures It is a task that no two people the same way However, there are some logical steps that every writer seems to follow in the creation of a paper In writing process that need grammatical and spelling understanding well to make the composition well and can be understood English is very complicated for Vietnamese learners, as English and Vietnamese are of two different linguistic types Besides, there are quite a lot of differences in the way of thinking, lifestyle, and literature between the two cultures These contrasts themselves have caused Vietnamese learners to meet some difficulties and commit errors while learning English Most teachers hope their feedback will not only improve their students‘ current writing, but also help their writing and language development How to deal with and when to give feed back to the errors are vital in teaching English as it may either result in motivation or discouragement in language learning There have been a number of B.A, M.A thesis making error analysis by Vietnamese ELT methodologists and applied linguists, such as Nguyen Van Loi (1999), Do Hong Yen (2002), Tran Thi Hai Binh (2005), etc, but none of them mentioned the responding of students to their teachers‘ correction It is hoped that the findings of this thesis in the area of writing and the influence of teachers‘ correction as well as students‘ uptake would be relevant to teachers as well as students at school Aims of the study This study investigates the effect of teacher corrective feedback and is aimed at making an analysis of the errors made by students of English in learning writing skill Basing on the results of the above error analysis, the researcher finally hopes: - giving a better awareness of pupils‘ errors in written English z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 11 - helping teachers have positive attitudes towards students‘ written errors - to find out solutions to the problems in the students‘ learning process as well as the teachers‘ teaching process so that students‘ errors in writing can be avoided Scopes of the study Due to the limited time, this research confines itself to errors in written language, which are collected from written tasks performed by second language high school students Method of the study: This is a quantitative research using compositions as a technique of eliciting data for the analysis and statistical counting as measurement of results Design of the study: For achieving the aims stated above, the research starts with an introduction giving an overview of what is researched, why and how it can be done Followed are three chapters presenting the main part of the research In chapter one, literature related to the study is reviewed It is divided into main sections Section introduces some Errors in language learning process The notion of errors is discussed in the opinions of Corder, Duskova, and Richards Section summarizes Second Language Acquisition Perspectives on Error Correction in Second Language Learning In section 3, the researcher provides some Written Error Correction Strategies, which are suggested by the former Section and section mention the effectiveness of corrective feedback strategies and how learners uptake Chapter two is composed of two parts: research design and discussion of results In the first part, the research method is clearly described with specific procedures in collecting and analyzing data The statistical results are shown up to determine the most effective corrective feedback among those applied in the research Chapter is finished with some implication and suggestions to elimination and prevention of errors Finally, the study closes with a conclusion, which gives a summary of the whole study problem, and provides suggestions for further study z 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 12 PART II: CONTENT CHAPTER 1: LITERATURE REVIEW 1.1 Errors in language learning process 1.1.1 Definition of errors According to Corder (1975:112), an error is referred to as a linguistic form which is either superficially deviant or inappropriate in terms of the target language Besides, James (1998: 1) provisionally defines a language error as an unsuccessful bit of language In an article about some problems of definition, identification, and distinction, Lennon (1991: 181), from the university of Kassel, suggested that notwithstanding native speaker intuitions, errors not constitute as easily recognizable a feature in production as might be imagined It can be therefore, said that it is not easy to define what can be considered to be errors in terms of linguistics In order to limit the scope of the research and to have a clear, consistent set of corpus as the subject of the research, the researcher would like to propose this working definition: The language usages which are, to some extent, contrary to the general rules or styles in English, or any deviated forms or structures that cannot account for the English model of usage assumed by educated users are considered erroneous, ungrammatically or unacceptable, thus being regarded as errors 1.1.2 Errors and mistakes A distinction is sometimes made between an error, which results from incomplete knowledge, and a mistake made by a learner when writing or speaking and which is caused by lack of attention, fatigue, carelessness, or some other aspects of performance Mistakes are of no significance to the process of language learning However, the problem of determining what is a learner‘s mistake and what a learner‘s error is one of some difficulty and involves a much more sophisticated study and analysis of errors than is usually accorded them Corder (1967: 59) made a distinction between a mistake and an error Whereas a mistake is a random performance slip caused by fatigue, excitement, etc, and therefore can be z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 13 readily self-corrected, an error is a systematic deviation made by learners who have not yet mastered the rules of the second language A learner cannot self-correct an error because it is a reflective product of his or her current stage of second language development or underlying competence In other words, he associates errors with failures in competence and mistakes with failures in performance 1.1.3 Error Analysis in second language acquisition Errors are now viewed as natural and important part of learning process because they can yield information about language This positive attitude towards errors is especially important in the wake of the Communicative Language Learning and Teaching Many researchers on errors in second language learning have been done by several scholars like Corder (1967), Richard (1992), and Spelunker (1992) Error Analysis is the study and analysis of the errors made by second and foreign language learners Error Analysis may be carried out in order to: - identify strategies which learners use in language learning - identify the causes of learners‘ errors - obtain information on common difficulties in language learning, as an aid to teaching or in the preparation of teaching materials Error Analysis developed as a branch of applied linguistics in the 1960s, and set out to demonstrate that many learners‘ errors were not due to the learners‘ mother tongue but reflected universal learning strategies Error Analysis was therefore offered as an alternative to contrastive analysis Attempts were made to develop classifications for different types of errors on the basis of the different processes that were assumed to account for them A basis distinction was drawn between intralingual and Interlingual errors An Intralingual error is one which results from faulty or partial learning of the Target language, rather than from language transfer Intralingual error may be caused by the influence of one target language item upon another For example, a learner may produce He is comes, based on a blend of the English structures He is coming, He comes Intralingual errors can be classified as follows: z 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 40 final correction Consider the change of preposition errors, there has fewer errors after first correction and, 18 fewer errors after second correction Also taking errors of tenses and prepositions for illustration of the change after correction, it can be infered from the table that the decline happened a little considerably when applying error codes for correction Most teachers have found it useful to adopt symbols such as T=tense, Sp = spelling WO = word order, etc.(e.g Norish,1983) to guide students to their errors and indicate the kind of mistake made Examples below show a piece of work which has been corrected using such a coding system: Ag (28) “…Every source of energy play an important role in the economic Ag WF development of all countries However, they exploits their resources ineffective…” WF (29) I ask him for keeping away from me In task 3, in the error type of tenses, there has only 78 fewer errors after first correction and 47 fewer errors after final correction Nevertheless, the number of preposition error reduction is 33 after first correction and after final correction Whereas, in task 2, corrected with Indirect corrective feedback, the reduction of errors happened really significantly There has 112 fewer errors after first correction and 91 fewer errors after final correction Nevertheless, the number of preposition error reduction is 50 after first correction and 17 after final correction Indirect corrective feedback is that which indicates that in some way an error has been made without explicit attention drawn (Ferris, 2003) This may be provided in one of four ways: underlining or circling the error; recording in the margin the number of errors in a given line; or using a code to show where the error has occurred and what type of error it is (Ferris and Roberts, 2001; Robb et al., 1986) Rather than the teacher providing an explicit correction, students are left to resolve and correct the problem that has been drawn to their attention Many teachers find marking to be tedious and unrewarding chore While it is a crucial aspect of the classroom writing process, our diligent attention and careful comments only z 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 41 rarely seem to bring about improvement To ensure that marking becomes an effective tool in our teaching programme, we must persuade students to act on the feedback we provide (23) This is the most comfortable dress that I‟ve bought it (24) English is a very common language that people study it everywhere The minimal marking method, however, makes a virtue of providing even less information to students about their errors Nothing is underlined and no symbols are used to point students in the right direction The technique originated with Haswell (1983) who argues that the surface errors should be indicated only by a cross (*) in the margin alongside the lines in which they occur The sum of these crosses is then entered into a record book and the paper returned with comments to the students Example below shows what this looks like in practice: **** I don‟t like landscape in my hometown because it too hot in summer and too cold in winter * I have been learning English during three years Now students have the opportunity to identify their errors and correct them before returning the paper for reassessment I find this works well as a short class exercise I have found that this method of directing towards their own errors has a high success rate Students are able to correct up to three quarters of their errors without further prodding, and the experience seems to help them avoid the same problems later Because they are actively engaged in correcting their own work, the advantages of editing their first draft quickly become apparent to them For example, with tenses of task 1, there has 67 fewer errors after first correction and 102 fewer errors after final correction Besides, in the error type of tense of task 2, there has 112 fewer errors after first correction and this number accounted for 91 fewer errors after final correction It is suggested that indirect feedback is more effective than direct feedback and it is also argued that it requires students to engage in guided learning and problem solving and, as a result, promotes the type of reflection, noticing and attention that is more likely to foster long- z 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 42 term acquisition (Ferris and Roberts, 2001) On the other hand, three main arguments have been presented in support of more direct types of feedback (Chandler, 2003) First, it has been suggested that direct feedback is more helpful to students because it reduces the type of confusion that can occur if learners fail to understand or remember what the feedback is saying For example, in situations where error codes are provided, it is argued that students may not always understand or remember what they refer to The second argument in support of direct feedback is that it provides learners with sufficient information to resolve more complex errors (for example, errors in syntactic structure and idiomatic usage) The third advantage that has been identified concerns the belief that direct feedback provides learners with more immediate feedback on hypotheses that they may have made Looking at the tables, we can see clearly that, the number of errors in the areas of subject-verb agreements and tenses are always the biggest ones, eventhough they are also the types that have bigger decline than any others The survey has shown that positive feedback strategy can help students to reduce errors in all areas of writing and among these three strategies, indirective corrective feedback with suitable procedures make great sense z 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 43 CHAPTER 3: IMPLICATIONS AND SUGGESTIONS FOR WRITTEN ERROR CORRECTION After these above necessary analysis, the followings major findings and general implications as well as suggestions for solving the problems have been made: 3.1 General Implications The understanding of students‘ common errors in writing and teacher‘s corrections as well as students‘ uptake have been analyzed and discussed in chapter two, serve as background knowledge which helps teachers to build sufficient error correction strategies to prevent and eradicate these errors One of the most frustrating tasks of language teachers is correcting errors, and seeing them happen again in the students‘ writing Despite a great proportion of time consuming correcting errors, there is often a feeling that the same errors are being corrected again and again Thus, if the error correction is beneficial in students‘ learning is a big question to many writing teachers There is a connection between active correction of errors and improvement in writing skill There are only three strategies applied in this study, which can be separated into two main categories: direct ( the teacher indicates the errors and provides correct form) and indirect ( the teacher marks the errors in some ways such as underlined, coded, and the students have to decide the correction) The first strategy is not favorable by many researchers including Corder (1967); he criticizes that ―simple provision of the correct form may not always be the only or indeed the most effective form of correction‖ Especially, for the errors that have been fossilized, providing the correct form in error correction can be ineffective as these errors have already become students‘ habit, they need a lot of time to drill, recognize, eliminate errors and practise the correct forms The later seems of better effect as it encourages learning through problem-solving Teachers‘ correction can help students in self-correction The study has discovered the frequency of each error type and a contrastive study has also been done to decide which of those three error correction strategies makes great sense to z 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 44 the students‘ writing skill, especially in writing compositions It can be seen that a big number of errors center on grammatical aspects and are derived from the inter-lingual source Areas of difficulty such as Subject-verb agreement, tenses, prepositions, articles, etc should be taken care of during the process of teaching There may be many other aspects that because of its limitation, the study fails to touch upon 3.2 Suggestions for written error corrections Corrective feedback is very necessary for learners to assess and monitor themselves And feedback to errors is of utmost important to the writing process; without individual attention and sufficient feedback on errors , improvement will not take place However, it is often advised that not all errors be fought against, and we all know teachers are confronted with difficulties in elimination of errors This makes us to wonder whether there is an effective curative measure or whether prevention is better in attacking errors before they can appear Suggested measures in this part aim to reduce not all but as many as possible the errors and keep them from happening Within the background that has just been reviewed, what are now brought up are suggestions as how to effectively reduce and prevent the errors derived from the Vietnamese students of English A good remedy should stem from practice and depends on different natures of committing errors Firstly, for those errors, which result from wrong application of rules or false analogy, the best way is to reestablish the habit of using the correct forms A careful drilling should be designed using substitution tables or exercises in identifying errors should be given followed by drills All of these are to be done on the foundation of cognitivism It is convinced that errors of such types are resistant to efforts to remove them as they become habitual We all know well that any learner is unable to speak or write a foreign language accurately and fluently unless he has formed a habit of using the language Particularly, when a learner makes errors, being not corrected, they may become habitual If this happens, it is difficult to get rid of them Among language researchers who reject the habit formation assumption in learning a language, Chomsky (1966:43) said: ― It seems to me z 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 45 impossible to accept the view that linguistic behavior is a matter of habit that is slowly acquired by reinforcement, association, and generalization ‖ Encountered with an unwanted form or structure in written work, for example, teachers hastily mark it and suggest a correct form as a substitute and thinking the error has caught their students‘ attention and will not be repeated in later written work They seem unaware of the fact that errors are not so easily to be cleared out once they become habitual Similarly, Corder (1967:26) criticized, ―simple provision of the correct form may not always be the only or indeed the most effective form of correction.‖ For those errors that have been fossilized, the most effective task is to drill them out at the same time with the drilling-in of the correct forms In other word, what we have to is to get rid of the wrong behavior and establish a new one It is suggested that teachers should look at students‘ errors not simply as failures, but as windows into their minds It was further shown that the most frequent grammatical errors that Vietnamese students often have difficulty with seem to be the most basic and most anticipated errors such as Subject-verb agreement (SVA) and verb tense due to the structure of their first language (L1) Thus, learners need to focus on both meaning and form when learning a second language Then, learners need to notice and comprehend the grammatical forms in input or exposure Finally, learners‘ awareness of grammatical forms helps them to acquire grammatical features slowly and gradually The students‘ proficiency level of the English language improved significantly when the researchers used overt teaching which was proven to be effective as the subjects made fewer SVA errors in the returned task as compared to the great number of errors made in the first task before treatment was given Therefore, attention to form can assist learners to move from one stage to another stage of acquisition more rapidly Therefore, it is advisable to draw learners‘ attention to them first Then the wanted substitutes need to be made distinct from the unwanted as they are believed to co-exist in students‘ mind during their attempts to replace the unwanted with the wanted ones They also z 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 46 said to have relationship with each other So what we should is to establish the ―associational chain‖ between these forms It follows that before supplanting the correct form it is essential that the incorrect be pointed out After the remedying process, more exercises or drills should be given so as to give them more opportunity of seeing and repeating the use of these forms Besides, for errors that are results of interference from Vietnamese, a comparison between English and Vietnamese should be adopted That is to say, an analysis of semantic and structural differences between particular features in English and Vietnamese has to be made and instructed to the students Exercises are followed to aim at making the points become automatic in their speech By this way, habits are formed on a conscious, cognitive basis Translation exercises based on these contrasting points are considered a perfect remedying technique to remove the errors Using drill is also suggested as a fight against errors attributable to first language interference In teaching articles, teachers may attract students‘ attention to the existence of articles in English and their non-existence in Vietnamese This makes them aware of having to use articles in their speech Exercises are administered to help the application automatic, but shouldn‘t be over-emphasized Adequate practice should be given to the omission of articles There is one way to lessen the effect of interference, as such errors stemmed from it, is to warn and make students aware of the negative transfer which might appear and teach them how to overcome it To this well, teachers must analyze the point they will teach so as to see if interference from Vietnamese will happen If it is foreseen, then it has to be made known to students, followed by provision of opportunity for practising the learned point Through the analysis of actual errors picked out from our students, it can be remarked that a contrastive technique may be employed in teaching several grammar points Emphasis is to be placed on Subject-verb agreement, tenses, articles, prepositions, etc In general, it is very important for teachers to make their students conscious of any types of errors if an effective treatment is expected It is advisable for the teachers and lecturers to check their students‘ prior knowledge of language structures so that they have an z 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 47 idea of the proficiency level of their students and know which areas to focus on Over corrective feedback can be given by supplying explicit explanation for the errors made By drawing the learners‘ attention to the targeted grammatical items to be taught, the learners can acquire these items slowly which they can eventually apply to their writing Although efforts to help students reduce grammatical errors in their writing are worthwhile, it is noteworthy that the quality of students‘ writing requires other things such as the discourse, the flow of argument, etc, not just grammatical errors To sum up, this chapter has provided some suggestions drawn from the results of the study These suggestions are hopefully useful for teachers of English when teaching writing skill and dealing with students‘ errors in this area z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 48 PART 3: CONCLUSION 3.1 Conclusion Learning a second or foreign language cannot be separated from creating errors Even the native speaker themselves are not free from creating errors The error is natural, however, errors made by the learners and the native speaker is different On the other hand, learners not always recognize their errors, thus when their attention drawn to it, they often cannot correct it, and they often commit another in trying to There are several factors that cause students to commit errors, errors connecting with the errors made by the language learners By knowing and understanding the students‘ errors, it is expected that teachers are able to improve their teaching skill and the instructional process The research has based on the viewpoints of some famous error analysts such as Corder (1967, 1971), Richards (1971), Duskova (1969), and many others and found some common types of errors in the students‘ writing as well as applied some error correction strategies It is a full analysis of the errors taken from two intact low intermediate classes at a high school learning English as a compulsory subject These errors are described and classified in terms of linguistics, and their causes are revealed with the help of contrastive analysis techniques particularly an emphasis on the frequency of certain error types The techniques employed in the analysis process are the same ones as ever favored by researchers on this field: identification, labelization, transferation to indexes and classification Especially, the error recognizing and identifying model of Corder (1975) was employed The findings of the study are believed to be beneficial for teachers and learners of English A considerable amount is attributable to Vietnamese interference focusing on the use of articles, prepositions, tenses, subject-verb agreements, etc Besides, some suggestions are provided as to how to reduce errors and prevent them from occuring Correction is not always efficient but it is essential because there is chance for errors to become fossilized if they are not properly corrected Among the three strategies applied for the thesis, Indirect corrective feedback with suitable procedures has the most effective influence on students Self-correction should be encouraged; however, direct z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 49 correction is sometimes necessary Preventing errors needs language learning habit gradually formed since a new item is taught Other language skills are integrated in writing lessons, exercises are various These above factors help to motivate students, raise their awareness on the item In general, different language classes and different errors require certain techniques; teachers should be flexible in dealing with these errors 3.2 Limitations and suggestions for further research This thesis aims at investigating the effect of teacher corrective feedback and making an analysis of the errors made by students of English in learning writing skill However it cannot cover all aspects of errors Aspects of why learners commit errors and all other strategies of error correction as well as how students uptake are not yet touched upon This makes an interesting point for further research into the same problem z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 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„Reformulation: A technique for providing advanced feedback in writing‟ Guidelines 11/2: 1–9 Corder, S (1967) The significance of learners‟errors International Review of applied Linguistics, Vol5 No 4: 161-70 Corder, S.pit Error analysis Paper in Applied Linguistics, Vol5 London: OUP,1975 Corder, S.P.(1974) Error analysis The Edinburgh Course in applied linguistics, Vol 3.Oxford: Oxford University Press Duskova, Libuse 1969 Errors in Foreign Language Learning, IRAL Vol.8.(p.20) 10 Els el al (1984) Applied Linguistics and the Learning and Teaching of Foreign Languages Edward Arnold 11 Etherton, A.R.B 1977 “Error analysis: problems and procedures” English Teaching Journal, vol 22, No 1, Oct (p71) 12 Ferris, D R (1995a) Can advanced ESL students be taught to correct their most serious and frequent errors? CATESOL Journal, 8, 41–62 13 Ferris, D R., & Hedgcock, J S (1998) Teaching ESL composition: Purpose, process, and practice Mahwah, NJ: Lawrence Erlbaum Associates 14 Ferris, D 2006 „Does error feedback help student writers? New evidence on short- and longterm effects of written error correction‟ in K Hyland and F Hyland (eds.) Feedback in Second Language Writing: Contexts and Issues Cambridge: Cambridge University Press 15 Ferris, D R and B Roberts 2001 „Error feedback in L2 writing classes: How it need to be?‟ Journal of Second Language Writing 10: 161–84 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 explicit does 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 51 16 Ferris, D R (2002) Treatment of error in second language student writing Ann Arbor: University of Michigan Press 17 Ferris, D R 2003 Response to Student Writing: Implications for Second Language Students Mahwah, NJ: Lawrence Erlbaum Associates 18 George, H.V (1972) Common errors in language learning Rowley, Mass.: Newbury House 19 Hyland, K and F Hyland 2006 „Feedback on second language students‟ writing‟ Language Teaching 39: 83–101 20 James,C.(1998) Errors in Language Learning and Use Addison Wesley Longman Limited 21 John Norrish (1983) Language Learners and their errors Macmillan Press London 22 Lalande, J.F., 1982 Reducing composition errors An experiment Modern Language Journal 66, 140–149 23 Lee, I (1997) ESL learners‟ performance in error correction in writing: Some implications for college-level teaching System, 25, 465–477 24 Lennon, P (1991) Error: Some Problems of Definition, Identification, and Distinction Applied Linguistics, Vol 12, No Oxford University Press 25 Lyster, R., & Ranta, L (1997) Corrective feedback and learner uptake: Negotiation form in communicative classrooms Studies in SL 26 Maxwell and Meiser (1997) Writing: The of A,19,37–66 conventions of writing: http://www.sasked.gov.sk.ca/docs/xla/ela15c5.html Accessed April 8, 2009 27 Norrish, J 1983 Language learners and their errors London: Macmillan 28 Richards, J (1971) Error Analysis and Second Language Strategies Language Science, 17: 12-22 29 Richards, J.C; Platt, J and Platt, H Longman Dictionary of Language teaching and Applied Linguistics Longman Group UK Limited.1992 30 Selinker, L (1992) Rediscovering language Essex:Longman Group UK Limited 31 Truscott, J 1996: The case against grammar correction in L2 writing classes Language Learning 46: 327_69 32 Ur, P 1996 A Course in Language Teaching Cambridge: Cambridge University Press z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 52 APPENDIX The schedule of the course There are periods of English in a week, so we need at least two weeks for each unit Week Course Introduction Week + Unit 1: Friendship – writing a narative: Writing about your friends Week + Unit 2: Personal experience – writing a personal letter to describe a past experience Week + Unit 3: A party – Writing an informal letter of invitation Week Unit 4: Volunteer work – writing a formal letter expressing gratitude Week Revision for the first mid-term test and midterm test Week 10 + 11 Unit 5: Illiteracy – describing information in a table Week 12 + 13 Unit 6: Competitions – writing a letter of reply Week 14 + 15 Unit 7: World population – interpreting statistics on population from a chart Week 16 + 17 Unit 8: Celebration – describing a celebration‘s activities Final first term test Week 19 + 20 Unit 9: The post office – writing a formal letter to express satisfaction or dissatisfaction Week 21 + 22 Unit 10: Nature in danger – describing a location Week 23 + 24 Unit 11: Sources of energy – describing information from a chart Week 25 + 26 Unitt 12: The Asian Games – describing the preparations for the coming Asian Games Week 27 + 28 Unit 13: Hobbies – writing about a collection Week 29 Revision for the secondt mid-term test and midterm test Week 30 + 31 Unit 14: Recreation – describing a camping holiday Week 32 + 33 Unit 15: Space conquest – writing a biography Week 34 + 35 Unit 16: The wonders of the world – writing a report on a man-made place Final second-term test z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 53 The topics were chosen for the study taken from these units Unit 1: Friendship – writing a narative: Writing about your friends Unit 10: Nature in danger – describing a location Unit 11: Sources of energy – describing information from a chart APPENDIX Topics for writing test Task1: Writing a composition within 150 words about your close friends Task 2: Writing a composition within 150 words to describe a location or a landscape Task 3: Writing a composition within 150 words to describe information of the sources of energy from a chart APPENDIX SAMPLES OF ERRORS Table 1: SAMPLES OF ERRORS IN THE USE OF PREPOSITIONS - On last Tet holiday, my friends visited me - We went to Pumat on yesterday morning - I finished my exercises in a few days ago - We went to camping - Our country lacks of natural resources - Our studying requires about facilities - We have to face with many problems - He gave to me a surprising present - I live at a city with my parents (in the city) - We left our hometown to another place (for) - It existed in my heart in a long time (for) - I like listening music (listening to music) Table 2: SAMPLES OF ERRORS IN THE USE OF RELATIVE CLAUSES OR THAT CLAUSES z 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