INTRODUCTION
Rationale
Language is a fundamental aspect of national identity, representing the unique characteristics of each country To effectively learn a foreign language, students must develop four essential skills: listening, speaking, reading, and writing Among these, speaking is often the most challenging skill, requiring significant time and practice Many students initially struggle with speaking, but mastering this skill is crucial for unlocking the full potential of the language and enhancing their overall learning experience.
Learning English can be challenging due to its complex grammar rules Many learners mistakenly believe that mastering grammar structures and writing skills will automatically translate to speaking proficiency However, they often struggle to articulate their thoughts clearly in conversation, sometimes feeling satisfied with their speech without realizing underlying grammatical errors To address these issues, a study titled “Grammatical Errors Made by English Major Students at Hai Phong Private University When Speaking English and the Solutions” aims to explore common grammatical mistakes and provide corrective strategies.
Aims of the study
Providing learners an overview of English sentences and some parts of speech in English sentences (particularly Subject and Verb)
Analyzing most common grammatical errors in English sentences during speaking related to Subject and Verb
Giving some causes and suggested solutions to overcome these mistakes, to help English major students in HPU with promoting and enhancing English speaking skill.
Methods of the study
A survey was conducted among first and second-year English major students at HPU to investigate grammatical errors in spoken English and potential solutions The study utilized a questionnaire as the primary data collection tool, enabling the collection and analysis of relevant data.
_ Consulting several ideas with supervisor
_ Gathering information through reference books and related Websites.
Scope of the study
Mistakes are an inevitable part of the language learning process, particularly in English communication To effectively address these errors, it's essential to examine their causes and explore strategies for correction Common types of mistakes include lexical, grammatical, pronunciation, and written errors However, due to my current limitations in knowledge and experience, I will focus on a select few of these error types for further analysis.
3 the grammatical mistakes related to Subject and Verb are covered in this graduation paper.
Design of the study
The study consists of three parts: Introduction, Development, Conclusion
_ Part I: Introduction on showing reasons to choose the study, aims, methods, scope and design of the study
_ Part II: The main part of the study: including four chapters
Chapter I: The theoretical background of English sentences
Chapter II: Common grammatical errors related to Subject and Verb in sentence
Chapter III: Data collection and analysis
I Comment on the interview and survey questionnaires
II Data collection and analysis III Main findings
Chapter IV: Some suggested solutions
_ Part III: Summarize and make a conclusion to the main points which have been explored in the study, propose recommendations to develop the effectiveness of teaching and learning English
THEORETICAL BACKGROUND
Understanding speaking skill
Speaking is a complex productive skill that goes beyond mere word pronunciation It encompasses various elements, making it more intricate than it initially appears.
There are three kinds of speaking situations in which we find ourselves: _ Interactive,
Speaking a second language is a unique communication skill that has played a significant role in language teaching history It is essential to prioritize speaking alongside literary skills in both first and second languages Learners often require the ability to speak confidently to perform basic transactions effectively This skill is crucial, as it is how learners are most often evaluated and is instrumental in forming and maintaining friendships.
According to Oxford Advanced Learner‘s Dictionary (2005), ―speaking is the activity of using voice to say something‖
Speaking, as stated by Chaney & Burd (1998) is ―the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts‖
―Speaking is an interactive process of constructing meaning that involves producing and processing information‖ (Brown 1994; Burn & Joyce
Sentence definitions
Throughout our lives, we have relied on sentences to express our thoughts in both spoken and written forms While there are various ways to define a sentence, we favor a traditional grammar-based approach.
A sentence is the largest grammatical unit that conveys a complete thought or idea, characterized by a specific grammatical structure, including one finite verb and one subject It serves as a unit of speech that expresses a relatively complete thought, accompanied by distinct intonation Each sentence reflects the speaker's perspective on the relationship between the statement and reality.
(https://en.wikipedia.org/wiki/Clause)
A sentence is typically composed of five key components known as sentence elements: subject (S), verb (V), complement (C), object (O), and adverbial (A) For example, in the sentence "John carefully searched the room," each element plays a crucial role in conveying meaning and structure Understanding these elements is essential for constructing coherent and effective sentences.
The girl is now a student at a large university
The subject of a sentence is identified through syntactic features such as position, concord, pronominalization, and reflection in tag questions Semantically, the subject can encompass nearly all participant roles and can be expressed through various groups and clauses.
The Oxford Advanced Learner's Dictionary defines a "subject" as the word or words in a sentence that identify who or what performs or experiences the action described by the verb, or the word or words about which information is conveyed.
Ex: I am keeping most of my money in the blank
They are placing the blame on us
The kettle is now on the store
The subject of a sentence is commonly defined as the element that indicates what the sentence is focused on, serving as its foundational point While traditional definitions emphasize the syntactic aspect of the subject, it's essential to also consider its semantic role in conveying meaning within the sentence.
Subject can be expressed by a wide variety of groups and clauses but it‘s usually a noun or a pronoun
Subjects determine number (singular or plural) and person concord with the verb Concord is manifested only in those verb forms which show inflectional contrast:
Ex: The librarian/ he/ she has checked the book
The librarians/ I/ you/ we/ they have checked the book
Verb is word or phrase indicating an action, an event or a state, or a condition of the subject such as bring, do, eat, play, sleep, etc
He eats two sweet cakes
According to Quirk (2010), verbs are categorized into three main types based on their function within a verb phrase: full verbs (or lexical verbs) like "leave," primary verbs (such as "be," "have," and "do"), and modal auxiliary verbs (including "will," "might," and "can") Full verbs serve exclusively as main verbs, while primary verbs can function as both main verbs and auxiliary verbs.
Primary verb: have, do, be:
Form: have, has, had do, does, did be, am , is, are, was, were, been, being
Modal auxiliary verb: can, could, may, might, must, shall, should, will, would, ought to
In addition to this, some verbs (variously termed marginal modals, semi-auxiliaries, etc) have a status intermediate between that of main verbs and that of auxiliaries
The semantic definition of meaning-based criteria can be misleading, as nouns derived from verbs through zero derivation (such as strike, kick, and throw) retain their verbal sense of action Additionally, both nouns and verbs in English have a limited capacity for inflectional endings, with verbs exhibiting specific inflections.
_ Base form (we symbolize verbs with this inflection as V)
_ -S form : Third person singular present tense (we symbolize verbs with this inflection as Vs)
Ex: Ann plays that game very well
_ Past tense (we symbolize verbs with this inflection as V-ed)
Ex: Ann played that game last night
_ Present participle form (we symbolize verbs with this inflection as V-ing) Ex: Ann is playing that game now
_ Past participle form (we symbolize verbs with this inflection as V-en) Ex: Ann has played that game since 2010
The V-ing form, commonly referred to as the progressive, is frequently utilized to create progressive verb structures, such as "is playing." Additionally, V-ing appears in what are traditionally recognized as gerunds It is important to note that only the progressive use of the -ing form is considered an inflection.
Also, V-en has been called the past participle form of the verb However, V-en can function as the head of the verb phrase
The ability to accept these inflections is sufficient to qualify a word as a verb in English However, because of both zero derivation and identical
To accurately identify a word as a verb in a sentence, it is essential to verify that it concludes with a verb inflection Understanding the correct spelling of specific derivational endings is crucial in this process.
We must distinguish between main verbs and auxiliary verbs The main verbs can appear themselves in a verb phrase; an auxiliary verb regularly appears only preceding a main verb.
What is concord?
Concord, also known as agreement, refers to the relationship between two grammatical units where one unit reflects a specific feature that aligns with a corresponding feature in the other unit This concept is essential in understanding grammatical structures and ensuring clarity in communication.
Ex: Economics has become an increasingly popular course at university
I know what is on your mind
There are five kinds of concord: subject – verb concord, subject – object concord, subject – subject complement and object – object complement concord, distributive concord, and pronoun concord.
Significance of grammar in speaking English
If individuals use language according to their personal preferences, it will lead to excessive variations, resulting in ambiguity and vagueness This could cause miscommunications and communication issues, as no single language would serve as a universal standard.
Effective communication relies on properly constructed sentences; otherwise, the intended message may be lost Incorrect word usage or punctuation can alter a sentence's meaning, leading to misunderstandings The primary goal of grammar is to convey thoughts and ideas clearly If your message isn't understood, communication fails For instance, using a dictionary to speak in a foreign language may yield correct words, but improper sentence structure can result in confusion or even danger.
Proper grammar is essential for creating engaging and interesting prose or verse When writing or speaking without correct grammar, you risk losing the audience's interest Adhering to grammatical rules ensures a smooth flow of language, making communication more effective If the recipient becomes disinterested, the message you intend to convey may fail to resonate.
In business communication, it is crucial that language is devoid of grammatical errors, as the success of deals and collaborative efforts hinges on the clarity of documents and discussions Even minor mistakes in data transfer, a hint of forcefulness in requests, or any semblance of disrespect can undermine correspondence and lead to significant losses for individuals and their companies Such errors are unfortunately common and can have serious repercussions.
COMMON GRAMMATICAL ERRORS RELATED TO
Mistakes in combination between Subject and Verb
1 Subject is not defined clearly
In English grammar, the subject of a sentence is often a noun phrase, such as "a flock of birds" or "a hand of bananas," which can lead learners to mistakenly identify "birds" or "bananas" as the subject Additionally, when the subject is a noun without clear number indicators, like "license" or "memoranda," it can further complicate the correct identification of the verb's number.
Incorrect: A flock of birds are flying in the sky
(The subject of this sentence – A flock of birds – is singular, so the Verb must be singular)
Correct: A flock of birds is flying in the sky
Incorrect: The memoranda is not important
Correct: The memoranda are not important
Some examples: The study of languages is very interesting
Serveral theories on this subject have been proposed The view of these disciplines varies from time to time The danger of forest fires is not to be taken lightly
Some words like that: flock of birds/ sheep, school of fish, herd of cattle, pride of lions, pack of dogs
To clearly define the subject in a sentence, learners must carefully consider the number of nouns serving as the subject This assessment will help them determine whether the verb should be singular or plural.
(http://2012books.lardbucket.org/books.html)
2 Elements standing between subject and Verb
In both spoken and written English, it's crucial to use sentences with elements placed between the subject and verb with care Learners often make the mistake of combining these elements with the main subject, incorrectly treating the entire phrase as the subject of the sentence.
Ex: She, as well as us, feels sad when he leaves
In this sentence, the singular subject "She" requires a singular verb The phrase "as well as" serves merely as a modifier for the subject and does not function as the subject of the sentence.
Incorrect: Miss Ann, together with some friends are having a big party
Correct: Miss Ann, together with some friends is having a big party Some words like that: together with, along with, as well as, accompanied by
Ex: Mary, along with her manager and some friends, is going to a party tonight
Mr Robbins, accompanied by her wife and children, is arriving tonight
(http://2012books.lardbucket.org/books.html)
To address this type of error, it is essential to recognize that elements placed between the subject and verb serve merely as supplementary information to clarify the main subject Therefore, focus primarily on the core subject while disregarding these additional details.
Incorrect: His father, as well as his mother and his brother, like listening to the music
Correct: His father, as well as his mother and his brother, likes listening to the music
3 Elements of subject are connected to each other by the conjunction
When two nouns or pronouns serve as the subject of a verb and are linked by the conjunction "or," the noun or pronoun that is closest to the verb determines its form.
Ex: You or he is to feed the cat
Incorrect: We or John are certain to be punished
Correct: We or John is certain to be punished
(http://2012books.lardbucket.org/books.html)
The principal of this circumstance lies on the conjunction ―or‖ It splits sentence into two clauses:
Ex: You or he is to feed the cat can be paraphrased: “You are to feed the cat or he is to feed the cat”
Therefore, learners should rewrite the sentence in full form if they could not be confident about their choice of Verb
Incorrect: Jimmy or you is to see them off at the airport
Correct: Jimmy or you are to see them off at the airport
4 Indefinite Pronouns any + singular noun no + singular noun some + singular noun anybody anyone anything nobody no one nothing somebody someone something every + singular noun everybody everyone everything each either neither
Ex: Everybody who wants to buy a ticket should be in this line
Something is in my eye
Anybody who has lost his ticket should report to the desk
Neither of his pens is able to be used
If either of you takes a vacation now, we will not be able to finish the work
No problem is harder than this one
Nobody works harder than John does
―None‖ and ―No‖ are both used with singular and plural Nouns
None of the + non-count noun + singular verb
None of the + plural count noun + plural verb
Ex: None of the counterfeit money has been found
None of the students have finished the exam yet
No + {singular noun / non-count noun} + singular verb
No + plural noun + plural verb
Ex: No example is relevant to this case
No examples are relevant to this case
(Angela Downing and Philip Locke, 2006)
6 V-ing is used as Subjects
When V-ing is used as Subjects, verbs in the sentences must be 3 rd person singular Verbs
Ex: Knowing her has made him what he is
Not studying has caused him many problems
Washing with special cream is recommended for scalp infection
Being cordial is one of his greatest assets
Writing many letters makes her happy
7 Collective Noun and definition of “collective”
A collective noun refers to a group of two or more individuals, objects, or concepts Typically treated as a singular noun, it necessitates the use of a singular verb form.
Ex: The committee has had a meeting and it has rejected the proposal
However, sometimes, the collective Noun refers to the plural and in this case the Verb must be plural
Ex: The club are discussing the tasks
Following is the mistake in using collective Noun
Incorrect: The jury are giving their verdict now
Correct: The jury is giving its verdict now
There are some Nouns refer to a group or organization In fact, they are singular Nouns Therefore, pronouns or verbs after them will be 3 rd person singular
Congress family group committee class
Organization team army club crowd
Government jury majority minority public
Ex: The committee has met, and it has rejected the proposal
The family was elated by the news
The crowd was wild with excitement
Congress has initiated a new plan to combat inflation
The organization has lot many members this year
Our team is going to win the game
However we should remember some complicated cases that:
The majority of the + plural noun + plural verb
Ex: The majority believes that we are in no danger
The majority of the students believe him to be innocent
Collective nouns representing time, money, and measurement are treated as singular entities Therefore, the verbs and pronouns that accompany these nouns should be in the third person singular form.
Ex: Twenty-five dollars is too much for the meal
Fifty minutes isn‘t enough time to finish this test
Twenty dollars is all I can afford to pay for that radio
Two miles is too much to run in one day
If above Subjects refer to the whole collection, the Verb is singular However, if they refer to the member of the collection, the Verb is plural
When dealing with collective nouns, it's essential to note that the verb can be either singular or plural The choice of verb form hinges on the context in which the collective noun appears in the sentence.
8 “A number of” and “The number of”
A number of + plural noun + plural verb
Ex: A number of students are going to the class picnic
A number of applicants have already been interviewed
The number of + plural noun + singular verb…
Ex: The number of days in a week is seven
The number of residents who have been questioned on this matter is quite small
9 “There is” and “There are”
When we use sentence with ―there is‖ and ―there are‖ we often refer to the order like that:
Ex: There are books in the bag
However, the above order is reversely used, not in natural order:
Ex: Books are there in the bag
So, it makes learners distracted in recognizing the Subject
Here is the similar case:
Incorrect: There is a few errors in this paragraph
Correct: There are a few errors in this paragraph
Some structures related to ―There is‖: there is certain/ sure/ likely/ bound to be
Ex: There is sure to be trouble when she gets his letter
Do you think there is likely to be snow
To address issues of subject/verb agreement, it is essential for learners to accurately identify the subject of the verb and adjust the verb accordingly to ensure they match It's important not to be misled by intervening words that may separate the subject from the verb.
Common mistakes in tense usage
The term ―tense‖ simply indicates the time Therefore, we form a relationship in time in utterance or speech by using the correct tense of Verb
According to Quirk (2010), English has two primary tenses: present and past These tenses are intricately linked to four aspects that describe how actions are performed: simple, progressive, perfect, and perfect progressive.
Aspect/ tense Simple Progressive Perfect Perfect
Present V, Vs am, is, are + Ving have/ has + Ved2 have/ has + been+ Ved2
Past Ved1 was/ were + Ving had + Ved2 had been + Ved2
In English, there is no distinct future tense like there is for present and past tenses Instead, future time is expressed through various methods, including modal auxiliaries, semi-auxiliaries, simple present forms, and progressive forms The concepts of futurity, modality, and aspect are interconnected, allowing for multiple ways to convey future actions or events.
Shift in tense occurs when learners combine two or more tenses which are not synchronic in a sentence
Incorrect: She promised she will not tell anyone my secret
Correct: She promised she would not tell anyone my secret
Unless required by context, learners should be consistent in using tense or combining tenses in a sentence, avoid making mistake by shifting tense
The general truth is an event happening in the past or in the present and in great possibility will happen in the future
Ex: The sun rises at the East
The general truth often causes difficulties to a sentence in the past tense because learners tend to use the past tense to express the general truth in this case
Incorrect: Last week, our clearyman reminded us that living the upright life was a discipline
Correct: Last week, our clearyman reminded us that living the upright life is a discipline
The general truth often remains for a long time, so that it always requires the verb in the present tense
Incorrect: Professor Jacques told us yesterday that iodine was effective in removing silver nitrate stains
Correct: Professor Jacques told us yesterday that iodine is effective in removing silver nitrate stains
3 Mistakes between the present perfect tense and the simple past tense
Present Perfect Simple Past Simple
Unfinished actions that started in the past and continue to the present:
I 've known Julie for ten years (and I still know her)
I knew Julie for ten years (but then she moved away and we lost touch)
A finished action in someone's life
(when the person is still alive: life experience):
My brother has been to
A finished action in someone's life (when the person is dead):
My great-grandmother went to Mexico three times
A finished action with a result in the present:
I 've lost my keys! (The result is that I can't get into my house now)
A finished action with no result in the present:
I lost my keys yesterday It was terrible! (Now there is no result I got new keys yesterday)
With an unfinished time word (this week, this month, today):
I 've seen John this week
With a finished time word (last week, last month, yesterday):
(http://www.perfect-english-grammar.com)
The past simple tense is utilized for events or actions that occurred in the past without any relevance to the present In contrast, the present perfect tense describes actions that began in the past and continue into the present, or completed actions that have a current connection It's important to note that the present perfect tense cannot be used with specific time expressions indicating a completed timeframe.
Ex (NOT): I've been to the museum yesterday
I have already seen that movie
Most has just finished his homework
The value of the Johnsons‘ house has doubled in the last four years
The mistakes occurs when learners use the simple past tense in the sentence which requires the present perfect tense
Incorrect: I did not drink any coffee so far today
Correct: I have not drunk any coffee so far today
Learners must differentiate between the present perfect tense and the simple past tense, as each is indicated by specific time signals The present perfect tense is often accompanied by adverbs such as "just," "already," "yet," "for," and "since," while the simple past tense is marked by terms like "yesterday" and "last" (week, month, year, etc.).
Common mistakes in voice usage
Inappropriate passive or active voice
The choice between active and passive voice is not a matter of grammatical correctness, but rather about appropriateness in context While the passive voice can effectively eliminate the actor from the subject position, making it suitable for specific scenarios like scientific writing and business communication, the active voice is generally preferred for clarity and engagement.
Incorrect: I poured the solution into the beaker
(The active voice would be inappropriate here if this is part of a lab report In science writing, the person performing an experiment should be irrelevant to the process.)
Correct: The solution was poured into the beaker
(Using the passive voice, the "I" can be removed from the sentence.)
Incorrect: Native Americans were repeatedly pushed further west
(Removing the actor from this sentence is inappropriate because it is important here to know who caused this action to occur )
Correct: European settlers repeatedly pushed Native Americans further west
(Using the active voice makes it clear who caused the action.)
(http://wac.gsu.edu/49577.html)
An author may write a sentence in one of two "voices"—active or passive Theactive voice emphasizes theperformer(or agent) of the action:
Ex: Wind disperses plant seeds
Smith et al investigated the relationship
We have analyzed the results
The active voice is direct (performer–verb–receiver), vigorous, clear, and concise The reader knows who is responsible for the action
The passive voice, in contrast, emphasizes the receiver (or product) of the action:
Ex: Plant seeds are dispersed [by wind]
The relationship was investigated [by Smith et al]
The results have been analyzed [by us]
The passive voice structure (receiver–verb–performer) can often lead to weak, awkward, and wordy sentences It typically consists of a form of the verb "to be" followed by a past participle, such as "dispersed" or "investigated," along with a "by" phrase When the "by" phrase is omitted, known as the truncated passive, the reader may remain unaware of the action's performer.
A particularly awkward and ambiguous form of the passive voice occurs when an author uses it as the receiver rather than the first-person pronouns I or we:
Ex: It is concluded that the treatment is effective
These types of passive-voice sentences are a form of hedging
Incorrect: The jockeys were exercising their horses; the troughs were being filled by the grooms; and the stable boys were laying out the hardnesses
Correct: The jockeys were exercising their horses; the grooms were filling the troughs; and the stable boys were laying out the hardnesses
In passive voice sentences, the object of the active voice becomes the subject, necessitating that the verbs used are transitive, meaning they must have an object.
Passive voice can be used in three situations:
_ When you don‘t know who did something For example,
Ex: My handbag was stolen
_ When the action is more important than who did it
Ex: John was just promoted at work
_ When you want to avoid blaming someone
Ex: The outstanding payment hasn‘t yet been paid
In other cases, it‘s better to use active voice There are two benefits to this:
_ Learners‘ speeches will be more energetic and engaging
_ Learner can avoid making grammar mistakes like those above
Understanding the parts of speech is essential for learners to effectively edit common issues like subject-verb agreement and sentence fragments Additionally, improving accuracy and fluency in English will empower learners to become proficient in the language.
Learning a new language often presents challenges, particularly when it comes to grammar, which many learners find tedious and complex The intricate rules and structures can lead to confusion, yet grammar is essential for clear and systematic communication Without a solid understanding of grammar, language can become ambiguous, hindering effective interpretation and understanding.
In addition to vocabulary, a solid understanding of grammar is essential for students to comprehend sentence structure and the correct combination of words, ensuring accurate meaning A lack of grammar knowledge can lead to confusion with complex expressions Conversely, when students possess a strong foundation in grammar, they find it easier to enhance their four language skills.
In speaking, producing comprehensible meaningful sentences and utterances, and relating them depend to a large extent on grammar
Good grammar is essential for learners as it equips them with the fundamental elements of language and its standard rules, while also enhancing their opportunities for effective communication in real-world contexts.
DATA COLLECTION AND ANALYSIS
Data collection and analysis
Chapter IV: Some suggested solutions
_ Part III: Summarize and make a conclusion to the main points which have been explored in the study, propose recommendations to develop the effectiveness of teaching and learning English.
Main findings
Chapter IV: Some suggested solutions
_ Part III: Summarize and make a conclusion to the main points which have been explored in the study, propose recommendations to develop the effectiveness of teaching and learning English
Speaking is a complex productive skill that goes beyond mere word pronunciation It encompasses various elements that contribute to effective oral communication, highlighting the intricacies involved in mastering this essential ability.
There are three kinds of speaking situations in which we find ourselves: _ Interactive,
Speaking a second language is a crucial communication skill that has held a significant place in language teaching history It is essential to focus on speaking just as much as on literary skills in both first and second languages Learners often require confidence in their speaking abilities to effectively handle everyday transactions This skill is the primary means by which learners are evaluated and plays a vital role in forming and maintaining friendships.
According to Oxford Advanced Learner‘s Dictionary (2005), ―speaking is the activity of using voice to say something‖
Speaking, as stated by Chaney & Burd (1998) is ―the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts‖
―Speaking is an interactive process of constructing meaning that involves producing and processing information‖ (Brown 1994; Burn & Joyce
Throughout our lives, we have relied on sentences to express our thoughts in both spoken and written forms While there are various definitions of a sentence, we favor a traditional grammar-based approach.
A sentence is the largest grammatical unit that conveys a complete thought or idea, characterized by a specific grammatical structure, including one finite verb and one subject It serves as a unit of speech that articulates a more or less complete thought, accompanied by distinct intonation Each sentence reflects the speaker's perspective on the relationship between the statement and reality.
(https://en.wikipedia.org/wiki/Clause)
A sentence is typically composed of five essential elements: subject (S), verb (V), complement (C), object (O), and adverbial (A) For example, in the sentence "John carefully searched the room," each element plays a crucial role in conveying meaning Understanding these components is key to mastering sentence structure.
The girl is now a student at a large university
The subject in a sentence is identified through its syntactic features, including position, concord, pronominalization, and reflection in tag questions Semantically, it encompasses nearly all participant roles and can be expressed through various groups and clauses.
According to the Oxford Advanced Learner's Dictionary, the subject in a sentence refers to the word or words that identify who or what performs or experiences the action described by the verb, or the word or words about which something is stated.
Ex: I am keeping most of my money in the blank
They are placing the blame on us
The kettle is now on the store
The subject of a sentence is fundamentally the element that defines its topic, serving as the foundation upon which the sentence is built While traditional definitions focus on the syntactic role of the subject, it is equally important to consider its semantic significance, as it conveys the essence of what the sentence is conveying.
Subject can be expressed by a wide variety of groups and clauses but it‘s usually a noun or a pronoun
Subjects determine number (singular or plural) and person concord with the verb Concord is manifested only in those verb forms which show inflectional contrast:
Ex: The librarian/ he/ she has checked the book
The librarians/ I/ you/ we/ they have checked the book
Verb is word or phrase indicating an action, an event or a state, or a condition of the subject such as bring, do, eat, play, sleep, etc
He eats two sweet cakes
According to Quirk (2010), verbs can be categorized into three main classes based on their function within a verb phrase: FULL VERBS (or lexical verbs) like "leave," PRIMARY VERBS (such as "be," "have," and "do"), and MODAL AUXILIARY VERBS (including "will," "might," and "can") Full verbs serve exclusively as main verbs, while primary verbs can function as both main verbs and auxiliary verbs.
Primary verb: have, do, be:
Form: have, has, had do, does, did be, am , is, are, was, were, been, being
Modal auxiliary verb: can, could, may, might, must, shall, should, will, would, ought to
In addition to this, some verbs (variously termed marginal modals, semi-auxiliaries, etc) have a status intermediate between that of main verbs and that of auxiliaries
The semantic definition of meaning-based criteria can be misleading, as nouns derived from verbs through zero derivation, such as "strike," "kick," and "throw," retain their action-oriented verbal sense Similar to nouns, verbs in English have a limited capacity for inflectional endings, which are crucial for grammatical variation.
_ Base form (we symbolize verbs with this inflection as V)
_ -S form : Third person singular present tense (we symbolize verbs with this inflection as Vs)
Ex: Ann plays that game very well
_ Past tense (we symbolize verbs with this inflection as V-ed)
Ex: Ann played that game last night
_ Present participle form (we symbolize verbs with this inflection as V-ing) Ex: Ann is playing that game now
_ Past participle form (we symbolize verbs with this inflection as V-en) Ex: Ann has played that game since 2010
The V-ing form is commonly referred to as the progressive, as it typically helps create the progressive verb structure, such as in "is playing." However, V-ing is also utilized in gerund structures It's important to note that only the progressive use of V-ing is considered an inflection.
Also, V-en has been called the past participle form of the verb However, V-en can function as the head of the verb phrase
The ability to accept these inflections is sufficient to qualify a word as a verb in English However, because of both zero derivation and identical
When examining the spelling of certain derivational endings, it's essential to verify that a word functions as a verb within its specific context A word qualifies as a verb if it concludes with a verb inflection.
We must distinguish between main verbs and auxiliary verbs The main verbs can appear themselves in a verb phrase; an auxiliary verb regularly appears only preceding a main verb
Concord, also known as agreement, refers to the relationship between two grammatical units where one unit exhibits a specific feature that aligns with a corresponding feature in the other unit (Quirk, 2010) This grammatical alignment is essential for maintaining clarity and coherence in writing Understanding concord is crucial for effective communication, as it ensures that subjects and verbs, as well as pronouns and antecedents, agree in number, gender, and person Proper use of concord enhances the readability and professionalism of written content.
Ex: Economics has become an increasingly popular course at university
I know what is on your mind
There are five kinds of concord: subject – verb concord, subject – object concord, subject – subject complement and object – object complement concord, distributive concord, and pronoun concord
IV Significance of grammar in speaking English
If individuals use language according to their personal preferences, it can lead to excessive variations, resulting in ambiguity and vagueness This lack of a universal standard may cause miscommunications and communication issues, making effective interaction challenging.
Effective communication relies on properly constructed sentences; if language is unclear, it fails to convey the intended message Incorrect word choices or punctuation can alter a sentence's meaning, leading to misunderstandings The primary goal of grammar is to facilitate the clear exchange of thoughts and ideas If your message is not understood, the essence of communication is compromised For instance, using a dictionary to speak in a foreign language may yield correct words, but poor sentence structure can result in confusion or even perilous situations.
SOME SUGGESTED SOLUTIONS
Suggested solutions for teacher
1 Creating the comfortable speaking environment
Teachers should embrace a positive attitude towards students' mistakes, as these errors are a natural part of the learning process By analyzing these mistakes, educators can identify common error patterns, which helps them tailor lesson content and teaching methods to better meet the needs of their students.
Teachers must proactively identify the primary causes of various types of errors to implement suitable corrective measures Additionally, they should selectively address specific errors based on the objectives of the day's lesson.
Teachers should foster an environment where learners can identify and correct their own errors, viewing mistakes as valuable opportunities for growth This process not only encourages students to recognize and rectify their inaccuracies promptly but also enhances their independence, autonomy, and creativity in studying English.
Student: Do you go to the cinema yesterday?
Teacher: Mm…try again? (Warning to students to correct) Teacher: Yesterday? (Suggesting for students to fix)
Student: Ah! Did you go to the cinema yesterday?
2.1 Group work and pair work
Pair work and group activities are highly effective for enhancing student communication skills These collaborative settings allow students to discuss topics with peers in a comfortable environment, fostering confidence Immediate feedback from classmates helps correct mistakes, enabling students to refine their presentations and minimize grammatical errors Here are some tips for effectively setting up group work.
_ Be sure to fully explain the procedure before splitting the class up
_ Always demonstrate either yourself of with the help of a volunteer exactly what they have to do
_ Ask them to tell you what they have to do before they do it (in their mother tongue if need be) to check their understanding
Prepare engaging fill-in activities for quick finishers, ensuring they have accurately completed the main task before moving on, rather than rushing through due to misunderstanding the instructions.
Incorporate feedback sessions after pair work to ensure learners feel their time was well spent Sharing their work with the entire group is essential, although it doesn't need to follow a strict format.
Teachers guide students in a speaking activity by encouraging group work, where they interview each other using specific questions Following these interviews, students compose brief reports and discuss their peers' ideas, ensuring the correct use of verb tenses and reported speech.
Sitting back to back they can practice telephone language with each other to improve grammar in speaking skill with some simple conversations such as:
B: Their books are on the table
2.2 How to encourage students to speak
A teacher should aim to create a comfortable atmosphere where students are not afraid to speak and enjoy communicating with him/her and their fellow students
The goal of communication activities is to foster meaningful interactions among students through purposeful speaking tasks These tasks encourage students to bridge information gaps, seek opinions, and exchange real information, reflecting real-life communication scenarios Even structured activities can promote communication when students discuss genuine events and viewpoints In more open-ended tasks, students must actively listen and respond spontaneously, prioritizing effective communication over perfect grammatical accuracy.
Effective speaking activities should be meticulously structured, particularly for lower-level students, to minimize their demands Students often struggle to generate ideas while managing language use, so providing prompts like pictures or contexts for role plays can facilitate their speaking As they engage in controlled and guided activities, students gain confidence and become more willing to participate in free speaking tasks However, even free activities require thoughtful planning to ensure success Well-designed tasks such as role plays, picture descriptions, debates, and problem-solving exercises offer clear purposes and guidelines, enabling students to express themselves more freely.
2.3 Perfect time to correct the students’ errors
Effective correction is a crucial aspect of teaching foreign languages, as highlighted by Lightbown & Spada (1999:16) When done properly, it can significantly motivate students to engage actively in English speaking.
Indicating errors in English and other subjects is essential, as failing to correct mistakes may inadvertently reinforce them Many teachers worry that not addressing errors will lead to an increase in mistakes, creating lasting issues in language use that are hard to rectify later Moreover, most students appreciate and support their teachers' efforts to correct their errors.
Many educators are concerned that their corrections may inadvertently make students more timid and hinder their fluency, which contradicts their goal of fostering confidence in language use To address this, teachers must learn effective methods for correcting student mistakes that maintain a positive psychological environment.
2.3.1 When might teacher avoid correcting students’ errors?
_ When the teacher‘s involvement would interrupt the flow of students‘ speeches
_ When correcting the error is significantly beyond the students‘ current abilities in English
_ When the error was a slip of the tongue
_ When teachers are worried that correcting a students‘ spoken errors in front of their friends will knock their confidence
_ When teachers lack confidence in our own grammatical knowledge and fear being found out
2.3.2 When and how can teachers give immediate correction?
Implementing corrections at the end of each session significantly enhances the learning experience for students, fostering effective communication and collaboration between teachers and students This follow-up activity allows for valuable exchanges and shared learning experiences Additionally, it is crucial to provide positive feedback to students who strive to express challenging concepts, as this encourages their growth and development at their current level.
According to Bygate (2009), teachers should categorize errors and provide suggestions to help students correct their mistakes based on their learning To make error correction an integral part of the lesson and an effective learning tool, educators can implement specific strategies that enhance student understanding and engagement.
_ Do correction at the end of the lesson
_ Take note errors that many students make during speaking
_ Comment on students‘ presentations and suggest some errors they make _ Ask students to comment on their mistakes and explain why they make these mistakes
Students often anticipate that their teachers will identify mistakes and offer corrective feedback However, the manner in which teachers address these errors significantly impacts students' confidence in using a foreign language This raises the question of how correction methods can influence learners' willingness to continue practicing and improving their language skills.
43 the correction should be carried out as a last activity of the sessions and English learners will feel more confident for next presentations.
Suggested solutions for students
According to Bygate (2009), speakers often explore their phrasing and meaning in real-time due to limited planning time, resulting in four common features of spoken language Firstly, simpler syntax allows for easier improvisation, while time pressure leads to shortcuts in speech, often resulting in abbreviated messages and the use of incomplete sentences or clauses, a phenomenon known as "ellipsis." Additionally, the use of fixed conventional phrases aids in message production, and speakers frequently employ devices to buy time while speaking Collectively, these strategies enhance the fluency and efficiency of spoken communication.
Speakers can enhance the production of accurate speech through four key methods: simplifying sentence structures, employing ellipsis, utilizing formulaic expressions, and incorporating fillers and hesitation devices.
―Simplification can be found mainly in the tendency to tack new sentenceson to previous ones by the use of coordinating conjunctions like
‗and‘, ‗or‘,‗but‘, or indeed no conjunction at all This way of connecting sentences is called ‗parataxis‘ Instead of parataxis, a speaker might use
Hypotaxis refers to the use of subordination in sentence structure, which can lead to more complex planning in writing However, in spoken language, the constraints of time often limit the use of such intricate subordination.
Parataxis serves as a simplification strategy in speech production, making subordination more challenging Speakers frequently avoid complex noun groups laden with multiple adjectives, opting instead to repeat a consistent sentence structure to introduce additional adjectives individually Consequently, oral language is often more "spread out" and less dense compared to written language.
Many surveyed students attempt to construct complex sentences using the present perfect tense or conditional forms while speaking, leading to significant errors They acknowledge that using simple, familiar sentences is more effective than trying to articulate complicated ideas Although this approach may feel limiting, it ultimately enhances their English learning experience.
Ellipsis is a linguistic tool that streamlines communication by omitting certain parts of a sentence, particularly when time is limited This syntactic abbreviation can be seen in phrases like "Who?", "On Saturday", and "the big one" For effective understanding, listeners must possess the background knowledge that the speaker assumes In many conversational contexts, this shared knowledge is readily available, as illustrated by examples such as "Look", "Why don’t you come out?", or "John knows", where both parties are aware of the implied meaning.
Effective communication often involves the use of ellipsis, allowing speakers to convey meaning without always using complete sentences This approach enables individuals to express their thoughts more economically, focusing on essential information while leaving some details implied Understanding what to emphasize can enhance clarity and engagement in conversation.
A third tool for enhancing spoken language production involves the use of conventional colloquial or idiomatic expressions, often referred to as formulaic expressions These expressions encompass a variety of set phrases, including idioms and other commonly paired phrases that, while having standard meanings, naturally occur together in conversation.
Time-creating devices are essential strategies for enhancing speech production, as they provide speakers with the necessary pause to organize their thoughts Common features of these devices include fillers, pauses, and hesitations A typical example of a filler is the use of phrases that allow speakers to maintain the flow of conversation while they gather their ideas.
Filler words such as "well," "erm," "you see," "kind of," and "you know" are commonly used in speech Additionally, speakers may repeat or rephrase their statements, which serves as another form of filler Another strategy involves hesitating by repeating words while searching for the right term, allowing them extra time to articulate their thoughts or organize their ideas effectively.
Many learners believe that speaking slowly at the beginning of an interview is essential They feel it's acceptable to construct sentences in their minds before speaking This approach helps in achieving both fluency and accuracy, making it easier to communicate effectively.
It is more beneficial for learners to prioritize speaking slowly and accurately rather than quickly and inaccurately By focusing on correct speech at a slower pace, individuals can gradually enhance their fluency and maintain accuracy Conversely, those who speak fluently but make frequent mistakes may find it significantly more challenging to rectify errors and achieve both fluency and correctness.
6 If learners are not sure how to say something, don’t say it
Students interviewed about addressing grammatical errors in spoken English emphasized the importance of avoiding statements they are unsure about They noted that while they can reference dictionaries or online resources for writing, such resources aren't accessible during speaking lessons Therefore, a practical approach is to communicate using phrases or sentences they are confident are correct.
According to Bygate (2009), learners often choose to modify their messages instead of avoiding challenges, a process known as "meaning replacement." This approach allows them to make communication more manageable.
7 Speak as much as learners can
Speaking practice is essential for mastering English, as most surveyed students believe that frequent conversation significantly enhances their speaking skills and accuracy.
―After having found learners‘ motivation to learn English, learners can start making a plan that should include a variety of spoken English exercises
CONCLUSION
This study addresses the significant issue of grammatical errors in English speaking among learners, focusing on when and how these mistakes occur and how to effectively correct them It emphasizes the importance of accepting and learning from these errors as a valuable part of the language acquisition process Additionally, the study offers practical tips to aid learners in navigating their mistakes, ultimately enhancing their speaking skills in English.
Certain concepts most relevant English sentences: definition of English speaking, sentence, main parts of speech in sentence (Subject and Verb)
Common grammatical errors related to Subject and Verb usage in sentence during speaking English
Some causes and suggested solution to overcome the mistakes
In conclusion, making mistakes is an essential aspect of the learning process What truly matters is that learners actively seek various methods to rectify their errors I hope this study serves as a valuable resource for those interested in this topic.
This study focuses on identifying the most common grammatical errors in English speaking, providing examples and corrective measures While mistakes are inevitable during the writing process, this analysis is limited to grammatical errors related to subjects and verbs due to constraints in knowledge, experience, and time Only the most frequent errors in these areas are examined.
Despite the inherent limitations stemming from the author's inexperience, this study has made an effort to enhance the engagement of learning English speaking skills Looking ahead, there is a strong desire to conduct further research that not only addresses grammatical errors related to the subject and verb but also encompasses all parts of speech in English sentences, aiming to improve overall English speaking proficiency.
1 Burns A and Joyce H, (1997) “Focus on Speaking” , Sydney: National
Centre for English Language Teaching and Research
2 Chaney & Burd (1998), “Teaching Speaking ‖, Boston: Allyn & Bacon
3 Angela Downing and Philip Locke (2006), “English grammar”, New York, USA: Routledge
4 Lightbown & Spada (2006) “ How languages are learned” , New York: Oxford University Press
5 Bygate M, (1987) ― Speaking”, Oxford University Press
6 Bygate M, (2009) “Teaching the spoken foreign language”, Berlin
7 Henno Park (2010) “Teaching English as a Second Language” , New
8 Randoiph Quirk (2010), “A University Grammar of English” , University of London
9 Oxford Advanced Learner’s Dictionary (2005), Oxford University Press
1 Website: http://www-01.sil.org/lingualinks/languagelearning.htm
2 Website: https://en.wikipedia.org/wiki/Clause
4 Website : http://www.englishforums.com
5 Website : http://www.trans4mind.com/personal_development/ grammar/parts – of - speech.htm
6 Website: http://grammar.about.com
7 Website : http://www.perfect-english-grammar.com
8 Website : http://www.ecenglish.com
This survey aims to identify grammatical errors made by English major students at HaiPhong Private University when speaking English Your responses will contribute valuable data for my graduation thesis titled “Grammatical Errors Made by English Major Students at HaiPhong Private University and Solutions.” Completing this questionnaire will greatly assist in the fulfillment of my dissertation, so please answer the questions as honestly as possible.
1 How long have you been learning English? a 3 years b 7 years c more than 7 years
2 What do you think about the role of speaking skill? a Very important b Important c Not very important d Not important
3 Do you like learning English grammar? a Yes b No
4 How important is grammar in English speaking skill? a Very important b Important c Not very important d Not important
5 How often do you make these mistakes when speaking English?
1 Mistakes in combination between Subject and Verb