INTRODUCTION
Rationale
English has become a vital component of globalization, modernization, and integration in Vietnam, with the government emphasizing its importance during the renovation process Consequently, learners are encouraged to master English to enhance their access to information and improve interactions In today's world, English proficiency empowers professionals by providing greater access to information, technology, and career development It has emerged as the most popular foreign language among Vietnamese, from primary education to university English serves as a valuable tool for both English majors and non-majors, with writing skills being particularly essential Proficient writing in a second language fosters logical thinking and helps students meet the demands of various professions However, achieving writing proficiency remains a significant challenge that requires considerable effort and practice for second language learners.
Teaching and learning a foreign language focus on equipping learners with effective communication skills To develop communicative competence, educational institutions emphasize four key language skills: reading, speaking, listening, and writing Among these, writing is considered the most crucial skill, as it enhances the learners' ability to master the other language skills more effectively.
Writing enhances students' understanding of grammatical structures, idioms, and vocabulary It encourages them to explore the language creatively and take risks beyond their current knowledge Additionally, the writing process fosters deep engagement with the language, as students actively work to express their ideas, leading to a greater need for precise word choice and sentence construction.
Writing skills are a crucial component of the high school English syllabus, yet they often receive insufficient attention, as observed by the writer's experience at Đại Cường High School (DCHS) Many students rarely complete writing assignments, and numerous textbook exercises go unused, leading to a neglect of writing instruction Teachers often view teaching writing as a daunting task, contributing to students' poor writing abilities characterized by frequent mistakes and an inability to compose coherent paragraphs Key issues identified include grammatical errors and vocabulary misuse, such as incorrect verb tenses and a lack of cohesive linking words This research aims to identify common writing errors among 10th-grade students and propose solutions to enhance their paragraph writing skills.
Writing skills are often viewed as the most challenging to master, especially for second language learners, as proficiency enhances logical thinking and meets professional demands Vietnamese teachers and researchers are actively seeking innovative methods to improve writing instruction, focusing on understanding and preventing common errors made by students With the rise of private high schools in Vietnam, concerns about the actual quality of students have grown As a teacher at DCHS, the author has identified significant weaknesses in grade 10 students' English writing skills Addressing the challenge of common mistakes and their underlying causes is crucial for both EFL learners and educators Consequently, the author has chosen to research "Common errors made by 10th graders in writing English paragraphs at a high school in Hanoi" to find effective solutions.
M.A thesis It is hopeful that the outcomes of this research will be really meaningful for not only teachers but also students in teaching as well as learning writing skill in particular and in improving their writing capability h
Aims and Objectives of the Study
This study aims to enhance English writing skills among Vietnamese students while providing insights for teachers and students to identify common errors By understanding the causes of these errors, educators can adjust their teaching methods, and students can refine their learning strategies The research seeks to achieve these objectives effectively.
- To explore the types of written errors often committed by the 10th grade students at DCHS in writing English paragraphs
- To find out possible causes of common errors made by 10th grade students in writing English paragraphs at DCHS
- To recommend some effective ways of overcoming such errors in students’ writing papers.
Research Questions
For the objectives of the study, the following research questions are addressed:
- What are the common types of errors made by the 10 th grade students in writing English paragraphs at DCHS?
- What are the causes of the common types of errors committed by the
10 th grade students in writing English paragraphs?
Scope of the Study
This study, constrained by time and the scope of an M.A thesis, primarily aims to identify common written errors and their causes among 10th graders at DCHS The errors are categorized following Chaney's model (1999), while the causes are analyzed based on the theoretical frameworks established by two researchers.
The study conducted by Norrish (1992) and Richards (1971) highlights that the classification of errors and their causes can be somewhat subjective Research involving 19 students from classes 10A1 and 10A4 at DCHS was carried out over five weeks during the second semester of the 2020-2021 school year, focusing on a total of 276 tenth graders The investigation categorized errors into six groups: verb errors, noun errors, article errors, word choice errors, sentence structure errors, and mechanical errors Additionally, five primary causes of these errors were identified: mother tongue language interference, overgeneralization, ignorance of rule restrictions, incomplete application of rules, and carelessness.
Significance of the Study
This study investigates common writing errors among students at DCHS and across Vietnam, aiming to identify their causes to enhance writing skills It highlights the progress students make in foreign language learning, particularly in writing, and emphasizes the importance of understanding error origins to adapt learning methods effectively Additionally, the findings can assist teachers and educators in recognizing the nature of these errors, which will aid in structuring their syllabi and teaching materials The study aims to empower students to improve their writing by avoiding specific errors, provide teachers with alternative teaching strategies, and offer readers valuable insights to expand their knowledge Ultimately, it serves as a resource for the writer to enhance their teaching expertise in writing lessons.
Research Methods
This study utilized both quantitative and qualitative research methods, employing analysis and interviews to gather data Interviews were conducted with 10 students to explore the reasons behind their paragraph writing choices Additionally, nineteen paragraphs on five distinct topics were collected from these students, allowing for the identification and classification of errors into various categories A statistical analysis was performed to reveal the common errors made by 10th grade students at DCHS Data collection involved both interviews and writing tests, with careful recording of interviews to ensure reliability.
Structure of the Study
The study consists of five chapters:
Chapter 1 - Introduction: provides the overview of the study with the rationale, the objectives, the research questions, the methods, the scope, the significance and the design of the study
Chapter 2 - Literature review: Dealing with the literature review relevant to errors in the study, the theoretical framewok, previous studies
Chapter 3 - Methodology: Describing the methodology, procedures that will be implemented in the research, and how the study is carried out
Chapter 4 - Referring to the findings, data analysis and discussion
Chapter 5 - Conclusion: Reviews what has been presented in the study and suggests some implications for improving the effectiveness of paragraph writing activities during the process of teaching and learning writing lessons The study includes conclusion, implications, limitations of the study and suggestions for further studies h
LITERATURE REVIEW
Writting and paragraph writing
Many linguists give the definition of writing However, it is difficult to choose which is the most exact and trustworthy
According to Flower (1984, p 16), “writing is simply the act of expressing what you think or saying what you mean” whilst Byrne (2000, p 1) thinks the
Writing involves the use of graphic symbols, such as letters or combinations of letters, and is defined as the action of forming these symbols on a surface However, writing is a more intricate process than merely producing graphic symbols; it requires arranging these symbols according to specific conventions to create words and sentences Additionally, writing is a productive and learned language skill that is challenging to acquire, often necessitating formal instruction rather than being easily picked up through exposure.
EFL learners encounter numerous challenges in developing their writing skills, particularly at DCHS in Hanoi and throughout Vietnam Key obstacles include low language proficiency, diminished motivation to learn English, and insufficient background knowledge As defined by Hornby (1989, p 895), a paragraph is a distinct section of written text that typically comprises several sentences focused on a single theme and begins on a new line.
According to Tidyman (1987), a paragraph is a cohesive group of sentences that elaborates on a central idea, characterized by unity where all sentences relate to the main point Paragraphs can be categorized into 12 genres, including recount, report, discussion, explanation, analytical exposition, hortatory exposition, news item, episode, narrative, procedure, description, and review, each serving distinct functions Writing, especially in a second language, is a complex skill that requires effective communication and the ability to construct coherent paragraphs Consequently, successful paragraph writing demands conscious effort, practice in composing, and the evaluation of ideas.
A paragraph is defined as a section of writing that typically consists of several sentences focused on a single subject, with the first sentence beginning on a new line, according to the Oxford Advanced Learner’s Dictionary This definition emphasizes that a paragraph serves as a coherent unit within a larger text, centered around a specific topic.
A paragraph is defined as a collection of sentences centered around a single idea, aimed at clearly organizing thoughts for the reader (Feist, 1996) Oshima & Hogue (1999) further emphasize that these sentences should be related and share the same topic The length of a paragraph can vary based on the writer's intent.
According to Oshima & Hogue (1999), a paragraph is defined as a cohesive unit where all sentences are interconnected and revolve around a single topic, providing clarity and coherence for the reader.
A well-structured paragraph consists of three essential components: a topic sentence, supporting sentences, and a concluding sentence The topic sentence conveys the core idea of the paragraph, clearly stating its main focus (Feist, 1996, p 17) Supporting sentences elaborate on the topic by presenting related ideas, including causes, effects, reasons, and examples (Feist, 1996, p 23) These sentences are interconnected through cohesive devices, ensuring a smooth flow of information Finally, the concluding sentence wraps up the paragraph by summarizing or restating the key points made by the writer.
A well-structured paragraph requires unity and coherence to effectively convey its message Unity ensures that the paragraph focuses on a single main idea, while coherence guarantees that the text is easy to read and understand A coherent paragraph features sentences that logically connect and flow seamlessly, avoiding any abrupt transitions To achieve coherence in writing, it is essential that the progression from one sentence to the next is smooth and logical, creating a clear and cohesive narrative.
According to Feist (1996), there are four main kinds of paragraph: informative, descriptive, narrative and persuasive
An informative paragraph is a paragraph that informs information h
A narrative paragraph is a paragraph that explains something that happened
Persuasive writing aims to convince readers to take action or endorse a particular idea (Feist, 1996, p 54) The central concept of a persuasive paragraph is the writer's opinion, typically articulated in a clear topic sentence, with subsequent sentences providing supporting reasons and evidence To effectively encourage the reader to act, the tone of a persuasive paragraph should be assertive yet polite.
A descriptive paragraph vividly conveys the characteristics of a person or object, engaging the senses of leaders to visualize, experience, and perceive the subject The topic sentence encapsulates the main idea, while supporting sentences provide specific details that enhance the overall impression and depth of the description.
According to Khansir (2014), a well-structured paragraph consists of three key elements: the topic sentence, supporting sentences, and a closing sentence The topic sentence, typically positioned at the beginning, introduces the main idea of the paragraph Following this, supporting sentences provide detailed explanations that elaborate on the topic Finally, the closing sentence summarizes the main idea in different words, reinforcing the paragraph's message for the reader.
The English 10 textbook emphasizes the importance of writing descriptive paragraphs, with the highest expectation being the ability to compose a complete paragraph To gather data effectively, the author selects topics specifically focused on descriptive writing for students to explore.
Errors
Error has been given various definitions Choon (1993) describes
Errors in language are often seen as structural misuses that native speakers cannot accept According to Richards (1989), errors indicate incomplete language learning Defining errors can be challenging, as making mistakes is a natural part of acquiring any language Both native and non-native speakers can make errors, though the nature of these errors differs Writing is inherently complex, testing an individual's language proficiency and ability to express thoughts, which can lead students to make more mistakes Numerous definitions of errors have been proposed by experts in the field.
Some scholars advocate for defining errors based on their frequency, with Cunning Worth (1987) describing errors as "systematic deviations from the norms of the language being learned." This suggests repeated violations of language rules, but the term "learned" is relative and problematic Students might acquire language skills outside the classroom or may forget what they once learned, complicating teachers' ability to assess their knowledge accurately.
Some scholars associate the term "errors" with students' inability to self-correct their mistakes Edge (1997) defines an "error" as a situation where a student cannot rectify a mistake in their English, even when the teacher believes the class knows the correct form.
Edge's definition shares a key aspect with Cunning (1987), highlighting that certain elements of the language being learned pose challenges for students As a result, learners often make unconscious errors, leading to difficulties in self-correction Additionally, some experts integrate these two dimensions when discussing the concept of "errors" in language acquisition, as noted by Corder (1967).
22) regards "errors" as the "systematic and regular deviant form of language produced by second language learners at competence level due to linguistic reason.” Accordingly, second language learners repeatedly produce deviant forms of language because of their deficient competence of selective items of the target language but not because of their carelessness or lack of attention
Based on the definitions discussed, the researcher chooses to adopt Corder's (1967) third perspective, which is deemed the most comprehensive Corder identifies two key characteristics of an error: systematic deviancy and the learner's inability to self-correct Various linguists and methodologists have offered their definitions of writing errors.
Errors in language usage indicate areas where a learner's proficiency in the target language may be lacking This issue is prevalent across nearly all languages globally.
2.2.2 The differences between Errors and mistakes
To gain a clearer understanding of errors, it is essential to differentiate between errors and mistakes According to Brown (2000), a mistake is defined as a performance error resulting from a random guess or a slip, indicating a failure to correctly apply a known system Mistakes are typically non-systematic and arise from factors such as lack of consideration, fatigue, or carelessness, allowing language learners the opportunity to identify and correct them independently In contrast, errors are systematic, stemming from a learner's lack of competence, ignorance of the correct rules, interference from their mother tongue, and the inherent characteristics of rule learning.
Linguists have long differentiated between "errors" and "mistakes," though a clear distinction can be challenging Klassen (1991) defines "errors" as structural issues deemed unacceptable by native speakers due to a lack of language proficiency Chomsky (1965) first categorized errors into two types: those stemming from verbal performance and those from inadequate language competence Corder (1967) later referred to the former as mistakes and the latter as errors Mistakes occur sporadically and can be corrected with attention, while errors are systematic deviations from the target language rules, often arising from limited understanding or incorrect assumptions To determine whether a learner has made an error or a mistake, one should assess if they can self-correct; if they can, it is likely a mistake, but if they cannot, it is considered an error.
Corder (1974) differentiates between "systematic errors" and "non-systematic errors," the latter referred to as "mistakes." He defines a mistake as a deviation from language norms that occurs inconsistently, meaning the application of these norms can be correct at times and incorrect at others In contrast, a systematic error is characterized by its repetitive nature, indicating a consistent failure to adhere to language rules.
“when people do not fully command some institutionalized language system” (Corder, 1974)
Distinguishing between errors and mistakes in language use can be challenging Mistakes typically arise from misusing language skills, while errors, particularly those that become fossilized, are repeated by language learners This study aims to examine the common errors made by tenth graders, identify their causes, and propose potential solutions.
Choon (1993) identifies various types of errors in language learning, including semantic errors, grammatical errors, and both global and local errors She emphasizes the importance of a flexible error classification system, allowing teachers to tailor their focus based on the specific language challenges faced by their students This approach enables educators to adapt their syllabi effectively by addressing both individual and common language issues.
In 1982, it was noted that students often make common grammatical errors during language learning Hendrickson (1980) emphasized the importance of identifying these frequent mistakes at different stages of foreign language analysis, as this information is crucial for developing effective teaching strategies.
Research on "hierarchies of language learning features" has identified common errors made by English as a Foreign Language (EFL) and English as a Second Language (ESL) learners, as highlighted by Dulay et al in 1982.
1) Omitting grammatical morphemes, which are elements that do not bring much contribution to the meaning of sentences, as in He hit car
2) Double marking, as semantic feature (e.g., past tense) when only one marker is requiring, as in she didn’t went back
3) Regularizing rules, as in womans for women
4) Using archiforms - one form in place of several- such as the use of her for both she and her, as in I met her last sunday Her had dinner with my boyfriend
Previous studies on error analysis
In the 1970s and 1980s, numerous studies focused on error analysis, which involves identifying, describing, and explaining errors in spoken or written language Structuralist linguists viewed language as mechanical practices, believing that errors could be avoided early in the learning process However, with the emergence of generative-transformational theory, researchers and educators began to embrace errors as a natural aspect of learning, recognizing the importance of a positive attitude towards mistakes in language acquisition.
Communicative Language Learning and Teaching Numerous studies in language teaching and learning were carried out by scholars like Corder
(1967), which categorized errors that learners caused, researcher workers could learn a lot about the second language acquisition mechanism by guessing the approaches that the learners were selecting
In Vietnam, there has been an effort generated by researchers to contribute to the treasure of error analysis
In her 2011 study, Đinh Thị Phương Anh examined common errors in English article usage among first-year students at Hung Yen Industrial College, highlighting that the absence of prepositions is a prevalent mistake, with incorrect article usage being even more significant This research primarily focuses on article errors, reflecting a broader trend among Vietnamese researchers who often emphasize grammatical aspects such as cohesive devices, articles, and verb usage in their investigations.
A significant amount of research has focused on college students, with Đặng Thị Hoàng Lan (2016) examining common verb-tense errors among 42 grade 10 students at Kim Thanh Upper-Secondary School The study utilized two data collection methods: students' written paragraphs and individual open-ended interviews Findings revealed that students made more errors in verb-tense forms than in verb-tense choice, with the Past Simple tense being the most frequently erroneous and the Future Simple tense the least Additionally, omission errors were the most common, while misordering errors occurred the least.
Research indicates that learners encounter various errors during their English writing process, highlighting the need for future studies While learners from diverse backgrounds may share common causes for their mistakes, the types of errors can vary significantly Etherton (1977) asserts that individuals with different native languages tend to make distinct types of errors Therefore, this study aims to identify the specific writing errors of Vietnamese 10th-grade students, explore the underlying causes, and propose potential solutions to improve their writing skills.
Chapter Summary
Chapter 2 provides a comprehensive overview of teaching methods, error classifications, and the distinction between errors and mistakes It identifies five key reasons for student errors: mother tongue interference, overgeneralization, ignorance of rule restrictions, incomplete application of rules, and carelessness Additionally, the chapter discusses various error correction techniques and references previous studies that contribute to the literary framework of this research These studies highlight different aspects and causes of errors, underscoring the importance for researchers to adopt effective methods for identifying common error types and their underlying reasons Ultimately, finding suitable correction techniques is essential for helping tenth graders overcome these challenges.
METHODOLOGY
Context of the Study
3.1.1 The setting of teaching and learning English at DCHS
Dai Cuong High School, situated in the rural Ung Hoa district of Hanoi, faces unique challenges in promoting English education The district's agricultural focus shapes local attitudes, leading many to believe that proficiency in Vietnamese suffices, diminishing the perceived importance of learning English While English is officially included in the curriculum alongside core subjects like Maths and Literature, it is often undervalued, particularly in lower secondary schools This negative perception results in a lack of engagement from both teachers and students, who view English as a secondary subject, leading to minimal effort in learning it, often only preparing for exams rather than fostering genuine language skills.
At DCHS, students are required to take exams in Maths, Literature, and English at the start of the school year, typically excelling in the first two subjects but struggling significantly in English Despite four years of English education in lower secondary schools, many students have not engaged with the language, making it challenging for DCHS teachers to effectively teach English, especially since the high school curriculum builds on prior knowledge Teachers lack the time to revisit foundational concepts, leading to a monotonous and exhausting experience for both educators and students The researcher observes that writing is particularly challenging for students, with many expressing frustration and teachers often avoiding the complexities of teaching writing skills, highlighting linguistic difficulties as a major barrier in their learning process.
3.1.2 Writing lessons in the new “Tieng Anh 10” textbook
The "Tieng Anh 10" textbook aims to enhance students' linguistic and communicative skills, structured into two terms with a total of 10 units Each term comprises 5 units, totaling 105 periods for the school year, and includes 4 review lessons after every 2 or 3 units The curriculum is organized into four primary activities, ensuring a comprehensive approach to language learning Detailed writing competencies for each unit are outlined in the accompanying table.
Table 3.1: The topics, forms of writing periods in the New Tieng Anh 10
Units Themes / Topics Forms of writing
1 Family life Writing about doing household chores
2 Your body and you Writing about what to eat and not to eat
Review 1 Think about two types of people who have very different lifestyles and write about what each Person’s daily life is like
Writing an application letter letter for volunteer
5 Inventions Writing about the benefits of an invention h
Review 2 Write about the benifits of a handheld device like the one in the photo below Use the following prompts or your own ideas: For information
6 Gender Equality Writing about the disadvantages of working
7 Cultural Diversity Writing about some typical characteristics of the
8 New Ways to learn Writing about the advantages of electronic devices as learning tools Review 3 Write about what customs a visitor to Vietnam should know (Dos and Don’ts)
Writing about environmental problems and gives some practical advice on how to preserve
10 Ecotourism writing a travel brochure promoting an eco tour
Review 4 Write a paragraph about one of the environmental problems and give advice on how to solve them ( Problem and advice)
Participants
The study focuses on a group of 19 tenth-grade students at DCHS Due to time constraints, it is not feasible to conduct individual assessments with all tenth-grade students Consequently, data collection is based on a cluster sample from this grade level.
Information of students Number of responses Percentage
The survey included 19 students, with a majority (94.7%) aged 15 and the remaining 5.3% aged 16 Among the participants, 73.7% were female and 26.3% were male, representing a diverse mix of classes Despite nearly seven years of English study, their proficiency remains at a primary level.
Nineteen students from classes 10A1 and 10A4 were randomly selected from a total of 276 tenth-grade students at DCHS This selection process was conducted after the students had been assigned to their respective classes.
The study involved 10 classes, categorized into two groups based on students' preferred subjects: classes 10A1 to 10A3 focused on natural sciences, while classes 10A4 to 10A6 represented basic subjects This classification allowed the researcher to select participants from both groups, enhancing the reliability and objectivity of the results.
Students in the 10th grade at DCHS are currently studying basic English using the new textbook "TIENG ANH 10." This theme-based textbook features 10 units and 4 review sections, with each unit organized into 8 sections: Getting Started, Language, Reading, Speaking, Listening, Writing, Communication and Culture, and Looking Back and Projects.
In the first term of the school year, students' performance in English was notably poor compared to other subjects, with only 9.5% achieving excellent marks (7-8), 52% receiving good marks (5-6), 14% earning average marks (4), and 23.5% scoring below average (