Những lỗi thường gặp khi sử dụng do như là trợ động từ nguyên cấp của sinh viên năm thứ nhất khoa Huấn Luyện Thể Thao trường Đại học Thể Dục Thể Thao Bắc Ninh
Rationale of the study
English has gained widespread recognition as a crucial language for communication across various fields It is regarded as an essential tool for global integration and has become the dominant medium of interaction in many countries In Vietnam, English has permeated numerous sectors, including politics, economics, tourism, electronics, telecommunications, culture, and science and technology In today’s interconnected world, English is indispensable, prompting countries like Vietnam to prioritize English education across different regions As a result, proficiency in English has become vital for many Vietnamese individuals to meet the demands of a developing nation
Teachers, as key influencers in the classroom, play a critical role in identifying and addressing challenges, thereby contributing to the overall improvement of English language teaching and learning in schools and, by extension, in Vietnam
At Bac Ninh Sport University of Vietnam, where the primary focus is on students’ athletic abilities, the English language requirements for university entrance are minimal Once enrolled, students must take English courses from their first semester, with assessments covering both communication skills and grammar knowledge Many students face difficulties in learning English due to the lack of a strong foundation from their high school education, leading to frequent errors in language use
Within the Faculty of Sports Coaching, English is a mandatory subject due to its relevance to sports-related communication and coaching techniques Given the importance of English for effective communication in sports teaching and training, proficiency in the language is essential for Sports Coaching students While the
2 course materials primarily emphasize communication skills, it is widely recognized that a solid understanding of grammar enhances communication effectiveness Mastering grammar, especially verbs, is crucial for improving overall English proficiency, and many students dedicate significant time to studying it
A strong grasp of grammar is essential for students to refine their language skills, requiring effective teaching and learning strategies Although modern language teaching emphasizes communication, the importance of grammar remains, particularly at the foundational stages of learning English, where the language is compulsory
Several researchers, including Sembiring et al (2021), Cahyaningrum (2014), Djulaikah (2016), Hai (2003), and Lan (2005), have explored grammatical errors, specifically those related to auxiliary verbs
The importance of grammar in the English language cannot be overstated, and auxiliary verbs play a crucial role in grammar As learners progress in their studies, errors are inevitable Research on grammatical errors has consistently found that auxiliary verbs are a common source of mistakes, though not many studies have focused solely on them Drawing on personal experience as an English teacher, the author has observed the significant challenges students face with English auxiliary verbs This research focuses on errors related to the auxiliary verb “do,” which are frequently made by first-year students at the Faculty of Sports Coaching at Bac Ninh Sport University The goal is for this study to contribute to the ongoing improvement of English teaching and learning within the Faculty.
Aims and objectives of the study
This study aims to investigate errors in using the auxiliary verb “do” that are commonly committed by first-year students in the faculty of Sports Coaching at Bac
Ninh Sport University of Vietnam and propose possible solutions to the improvement of English learning and teaching
To be more specific, the objective of the research is:
- To describe types of errors that are commonly committed by students in using the auxiliary verb “do”
The objective of the study can be elaborated by the following research question:
1 What types of errors in using the auxiliary verb “do” are commonly committed by students?
The author conducted the research “Errors in the use of do as an English primary auxiliary verb made by first-year Sports Coaching major students at Bac Ninh Sport University of Vietnam” to answer the above question.
Significance of the study
Theoretical Significance
The study holds significant theoretical value as it contributes to the growing body of research on English grammar acquisition, specifically in the use of auxiliary verbs, which play a pivotal role in English sentence construction Despite the extensive focus on broader grammatical issues, the auxiliary verb "do" is often under- researched, particularly in the context of learners from non-language disciplines By narrowing the focus to first-year Sports Coaching major students, this research uncovers the unique grammatical challenges these students face, thereby adding depth to the understanding of how auxiliary verbs are acquired and used incorrectly in real-world contexts It also contributes to second language acquisition (SLA) theories by providing empirical data on common errors, which can be utilized to refine existing linguistic models The findings may lead to further exploration of the intersections between students' academic backgrounds, their approach to learning English, and the specific grammatical errors they encounter, offering fresh insights into how grammatical structures are internalized by learners in specialized fields
Practical Significance
From a practical standpoint, this research offers valuable implications for English language teaching, particularly in specialized academic settings such as Sports Coaching The identification of specific errors related to the use of "do" as an auxiliary verb will help educators design targeted interventions to address these challenges, ensuring that students can improve their grammatical accuracy in both written and spoken English This is particularly important in Sports Coaching, where clear and correct communication is essential for conveying instructions and tactics By providing concrete data on the types of errors made by students, the study enables teachers to adjust their instructional methods, focusing more on the common problem areas encountered by learners Additionally, the findings can inform curriculum designers in creating materials that better cater to the needs of students in non-language majors, enhancing the overall effectiveness of English instruction in Vietnam and similar educational contexts.
Scope of the study
Exploring the fundamental stage of elementary language learning provides a crucial starting point for students to grasp and enhance their language skills The author investigates the common challenges students face at this elementary level Given the various nature of difficulties and errors, this study specifically looks into the common errors related to using the auxiliary verb “do” in the context of a grammatical test among first-year students in the Faculty of Sports Coaching The research focused on 120 first-year Sports Coaching students and took place at the end of the first semester in the academic year 2023-2024 The study gives teachers at Bac Ninh Sport University of Vietnam a better understanding of their students to help them overcome difficulties and improve their language proficiency.
Design of the study
The study consists of three parts:
Part A is the introduction in which the rationale, aims and objectives, significance and scope of the study are described
Part B is the development, which includes four chapters
Chapter 1 is the Literature Review that reviews the theories related to the study Chapter 2 is the Research Methodology in which the research design, research setting and subject, data collection, and data analysis are presented
Chapter 3 is the Findings and Discussion that presents and discusses the data obtained in the study
Part C includes the Conclusion, Suggestions and Limitations
LITERATURE REVIEW
Verbs
Verbs, recognized as the dynamic core of a language, assume a pivotal role in shaping sentence structure and conveying meaning (Huddleston & Pullum, 2002; Biber et al., 1999) From actions to states and occurrences, verbs embody the essence of communication, facilitating the expression of both straightforward actions and subtle meanings
Verbs in linguistics are fundamental components of sentence structure, serving as the core elements that express actions, states, or occurrences within a sentence (Crystal, 1997) A verb typically denotes the action performed by the subject or describes the state or condition of the subject In addition to action verbs that convey physical or mental actions like "run," "think," or "write," verbs also include stative verbs that express states or conditions such as "be," "seem," or "belong" (Biber et al., 2002)
Verbs exhibit various grammatical features, including tense, aspect, mood, and voice, contributing to their multifunctional nature in sentence formation (Huddleston & Pullum, 2002) Tense refers to the time of the action or state (past, present, future), aspect indicates the duration or completion of the action, mood expresses modality or speaker's attitude, and voice reflects the relationship between the subject and the action (Hopper & Thompson, 1980)
Moreover, verbs can be further classified into different categories based on their syntactic and semantic properties For instance, auxiliary verbs assist in forming
7 tenses, questions, and negatives, while modal verbs express necessity, possibility, or permission (Quirk et al., 1985)
Understanding the complexities and functionalities of verbs is essential for both language learners and educators Mastery over verb usage facilitates more transparent communication and enables learners to construct grammatically accurate and contextually appropriate sentences
1.1.2.1 Verbs classified according to the functions performed by the elements in the verb phrase
Verbs in English can be categorized based on their functions within the verb phrase, and they can be classified into three main categories: Lexical Verbs, Semi- auxiliaries, and Auxiliary Verbs Lexical verbs, often called main verbs, stand alone in a sentence and carry the primary meaning by expressing actions or states Examples of lexical verbs include "run", "eat", "write", "sleep", "know" and
Semi-auxiliaries, also known as semi-modals, function similarly to modal verbs by expressing modalities such as possibility, necessity, or permission However, they also maintain some characteristics of lexical verbs For instance, "need" can be used to express necessity, as in "She needs to finish her project." "Dare" can convey challenge or permission, as in "Dare you speak the truth?" Lastly, "used to" is employed to discuss past habits, as in "I used to live in Paris."
On the other hand, auxiliary verbs assist the main verb in forming verb phrases, tenses, questions, negatives, and passive constructions They are vital for sentence structure and meaning but do not carry the main action or state Within the category of auxiliary verbs, there are primary auxiliary verbs and modal auxiliary verbs
Primary auxiliary verbs include "be", "have", and "do", which are used to form various tenses and questions For example, "She is reading a book" uses "is" as a primary auxiliary to indicate the present continuous tense
Modal auxiliary verbs such as "can", "must", "may" and "will" express ability, necessity, possibility, and intention, respectively For instance, "He can swim" conveys ability,
"You must finish your work" expresses necessity, "She may come to the party" indicates possibility, and "They will arrive tomorrow" shows future intention
1.1.2.2 Verbs classified by the types of complementation
According to types of complementation, verbs in English can be broadly classified into two main categories: Intensive and Extensive Each of these categories further branches out into specific subtypes
Intensive Verbs primarily emphasize the state or condition of the subject They are split into Current Intensive verbs, which highlight the ongoing state of the subject, and Resulting Intensive verbs, which underscore a change or transition in the subject's state Examples of Current Intensive verbs include "be", "seem", "remain" and "keep" For instance, in the sentence "She is happy", the verb "is" conveys her current emotional state Resulting Intensive verbs, such as "become", "turn", "go" and "get", indicate a shift or transformation An example would be "The weather became cold", where "became" illustrates the change in weather conditions
Extensive Verbs describe actions performed by the subject and are further classified into Intransitive and Transitive verbs Intransitive verbs, such as "run", stand alone without requiring a direct object For example, "He runs" does not necessitate any additional object to complete its meaning However, transitive verbs require one or more objects to convey their whole meaning These can be broken down into Monotransitive verbs, needing a direct object, as seen in "She reads a book", and
Ditransitive verbs, which require both a direct and an indirect object, as in "He gave her a gift" Additionally, Complex Transitive verbs are followed by a direct object along with an object complement or an adverbial phrase, such as "They elected him president"
1.1.2.3 Verbs classified according to the number of constituents
Verbs in the English language can be categorized based on the number of constituents they consist of: One-word verbs and Multi-word verbs While one- word verbs are self-contained and consist of a single word, multi-word verbs are constructed by combining a verb with one or more particles or prepositions
Multi-word verbs can be further classified into three main types: Phrasal verbs, Prepositional verbs, and Phrasal-prepositional verbs
Phrasal Verbs are formed by combining a verb with a particle, which is typically an adverb or a preposition These verbs often have idiomatic meanings that can be different from the meanings of their individual parts For example, "break down" does not mean breaking something into parts; instead, it means stopping functioning Similarly, "take off" can mean to remove something or to leave quickly, as in "She took off her shoes" versus "The plane took off."
Prepositional Verbs are constructed by combining a verb with a preposition Unlike phrasal verbs, the preposition in prepositional verbs is always followed by its object For instance, "listen to" is a prepositional verb where "to" is the preposition and it must be followed by an object, as in "He listened to the music"
Phrasal-prepositional verbs combine elements of both phrasal and prepositional verbs They consist of a verb, a particle, and a preposition An example of this type
10 is "look forward to" In this case, "look" is the verb, "forward" is the particle, and
"to" is the preposition This verb phrase is used to express anticipation or excitement about something in the future, as in "She looks forward to her vacation" (Quang, 2023)
Auxiliary Verbs
Auxiliary verbs, commonly known as helping verbs, constitute a distinct subset within the realm of verbs (Huddleston & Pullum, 2002; Swan, 2005) Their intricate functions, typified by primary auxiliaries (be, do, have) and modal auxiliaries (can, could, may, might, shall, should, will, would, must), contribute to the syntactic and semantic richness of the English language, playing a dynamic role in shaping sentence structures (Huddleston & Pullum, 2002; Quirk et al., 1985) The interplay between auxiliary and main verbs constructs layers of meaning, enhancing the depth and precision of language expression Mastery of auxiliary verbs empowers language learners to navigate the landscape of expressing time, possibility, and necessity with clarity and precision
The classification of auxiliary verbs into distinct types facilitates a comprehensive understanding of their varied functions within sentences (Quirk et al., 1985; Swan,
2005) Primary auxiliaries, each assuming diverse forms, assist in forming tenses, emphasizing different aspects of the action, or indicating states Modal auxiliaries, a set of dynamic linguistic tools, introduce shades of meaning related to possibility, permission, necessity, and probability (Swan, 2005) The dance of these auxiliary types in sentences elevates language expression to a sophisticated level, providing a vast spectrum for conveying meaning
Understanding the functions of auxiliary verbs is an essential aspect of appreciating their dynamic role in shaping sentence structures and meanings (Huddleston & Pullum, 2002) Integrating auxiliary verbs in expressing tense, forming questions, and conveying modality enriches communication by providing a precise and contextually appropriate framework (Swan, 2005) In the expression of tense, primary auxiliaries work in tandem with main verbs to indicate the temporal dimensions of actions, imbuing narratives with a sense of temporality (Huddleston
& Pullum, 2002) Meanwhile, modal auxiliaries, encompassing 'can', 'could', 'may' and 'might', inject layers of meaning into statements and questions, conveying degrees of possibility, permission, and necessity (Swan, 2005)
The functions of auxiliary verbs extend beyond mere grammatical necessities; they contribute significantly to the syntactic and semantic richness of the English language This exploration, encompassing a diverse array of auxiliary types and their functions, proves indispensable for language learners and educators As the dynamics of language continue to evolve, the ongoing inquiry into auxiliary verbs and their multifaceted functions remains a critical aspect of linguistic study, providing valuable insights into the interplay of grammar and meaning
1.2.4 Features of Do as a Primary Auxiliary Verb
The verb "do" serves as a primary auxiliary verb in English, playing a pivotal role in forming questions, negatives, and emphasizing statements One of the distinguishing features of "do" as an auxiliary is its use in forming questions and negatives in simple present and simple past tenses For instance, in the sentence "Do you like chocolate?", "do" is used to form an interrogative structure Similarly, in the negative statement "I do not agree", "do" facilitates the negation of the main verb "agree" in the present tense (Swan, 2005)
Another feature of "do" as a primary auxiliary is its use in emphasizing statements When "do" is used for emphasis, it appears before the main verb in positive sentences, especially in response to questions or to add emphasis to a statement For example, in response to the question "Do you like coffee?", one might emphatically state, "I do like coffee," where "do" serves to emphasize the affirmative response (Biber et al., 2002)
Furthermore, "do" is unique among primary auxiliary verbs in that it retains its base form regardless of the subject In contrast, other primary auxiliaries like "be" and
"have" undergo changes depending on the subject and tense The invariant nature of
"do" simplifies its usage, making it a versatile auxiliary in various grammatical contexts (Huddleston & Pullum, 2002).
Errors
Errors in language learning and usage can be defined as deviations from the established norms or standards of a language system, encompassing various linguistic dimensions such as phonological, morphological, syntactic, semantic, and pragmatic aspects (Ellis, 1994) These deviations often result from learners' attempts to internalize and navigate the intricacies of a new language Factors contributing to errors include interference from the learner's first language, overgeneralization of language rules, incomplete acquisition of linguistic structures, and sociocultural influences (Corder, 1967; Selinker, 1972) Understanding errors is pivotal for educators and learners It offers insights into learners' cognitive processes, developmental stages, and learning strategies Analyzing errors allows educators to devise tailored teaching methodologies, thereby promoting more effective language acquisition and proficiency enhancement (James, 1998)
1.3.2 Distinction between Errors and Mistakes
The distinction between mistakes and errors is a critical facet of language acquisition, contributing significantly to the field of Error Analysis Ellis (1994) elucidates that a mistake is a slip or a lapse in performance, often caused by factors such as tiredness or inattention Mistakes are considered regular occurrences, reflecting momentary deviations from the correct language form On the other hand, errors, as defined by James (1998), are systematic deviations resulting from a lack of understanding or knowledge gaps They represent genuine attempts by learners to apply internalized language rules but need more complete or accurate knowledge This differentiation is crucial in understanding the cognitive processes involved in language learning
The Differences Between Mistakes and Errors extend beyond their origin to their implications for language learning Lightbown and Spada (2013) emphasize that mistakes, being momentary and non-systematic, are often self-corrected during communication and do not necessarily reflect a learner's underlying competence Errors, however, are indicative of learners grappling with language rules and concepts, providing valuable insights into the stages of their linguistic development
By distinguishing between these two phenomena, educators gain a clearer perspective, allowing them to tailor interventions to address specific challenges learners face in their language journey
The differentiation between mistakes and errors offers a window into language learning processes This distinction, rooted in the works of Ellis, James, and Lightbown and Spada, serves as a valuable tool for educators and researchers, guiding them in understanding the nature of learners' linguistic challenges and shaping effective pedagogical strategies
1.3.3 Sources of Errors in Using Auxiliary Verbs
Exploring the dynamics surrounding errors in the application of auxiliary verbs by language learners unveils a complex interplay of influences rooted in linguistic, cognitive, and sociocultural dimensions At the core of this exploration is Selinker's
(1972) interlanguage theory, a foundational framework proposing that errors emerge as a natural consequence of learners' evolving mental representation of the target language, indicative of a transitional phase in linguistic competence This becomes evident when learners, guided by structures from their native language, unintentionally transfer auxiliary verb patterns For instance, a native Italian speaker might use "avere" (to have) instead of the appropriate auxiliary verb in English expressions, illustrating the interplay between native language influence and target language acquisition
The pervasive impact of language transfer, as outlined by Odlin (1989), is pivotal in comprehending errors related to auxiliary verbs Learners often depend on grammatical structures from their native language while navigating a second language, introducing potential inaccuracies in applying auxiliary verbs An illustrative manifestation is a Vietnamese learner mistakenly using the Vietnamese auxiliary "có" (to have) in English constructions, underscoring the challenge of navigating divergent structures
Cognitive factors, elucidated by Sharwood Smith (1981), play a crucial role in the process of error generation The misinterpretation of grammatical rules reveals errors stemming from learners' struggles with the complexities of auxiliary verbs
An example of this cognitive challenge is the inadvertent substitution of "shall" for
"will," showcasing the subtle yet impactful nature of errors in auxiliary verb usage within the realm of modal verbs
Performance errors, identified by Cowan (2008), add another layer to the spectrum of errors These errors manifest during the actual use of language and can be influenced by factors such as cognitive load and the specific context of communication An instance is the inadvertent omission of an auxiliary verb in spoken discourse due to cognitive processing demands, highlighting the harmony between cognitive processes and linguistic output
Imperfect learning, inherent in the language acquisition process, introduces errors as learners gradually internalize the complex grammatical structures associated with auxiliary verbs Imperfect learning may manifest in various ways, such as learners inconsistently applying the past tense auxiliary "did" in affirmative statements, demonstrating the evolving nature of linguistic competence during language acquisition
Overgeneralization, a recognized phenomenon in second language acquisition (SLA), involves learners applying a grammatical rule more broadly than intended, resulting in errors An example is a learner incorrectly using "is" instead of "are" in the plural form, indicative of the cognitive process of generalizing a linguistic rule across different contexts
First language transfer, a common source of errors, occurs when learners project structures from their native language onto the target language A Vietnamese speaker might incorrectly employ the Vietnamese auxiliary verb "có" (to have) in English sentences, illustrating the challenge of navigating linguistic differences across diverse language systems
The sociocultural context also influences error patterns Ellis (1994) underscores sociocultural factors, such as limited exposure to authentic language use, as the main contributors to error formation Insufficient exposure to diverse language contexts and authentic communication may hinder learners' accurate grasp of the
16 varied functions of auxiliary verbs, emphasizing the interconnectedness between sociocultural factors and language acquisition processes
The genesis of errors in using auxiliary verbs among learners is a multifaceted and complicated process, encompassing interlanguage development, language transfer, cognitive factors, sociocultural influences, performance errors, imperfect learning, overgeneralization, and first language transfer Recognizing these diverse sources is crucial for understanding the complex nature of language acquisition It is paramount for educators to devise targeted interventions, addressing the specific challenges learners face in mastering the application of auxiliary verbs
1.3.4 Types of Errors in Using Auxiliary Verbs
Embarking on the exploration of errors tied to auxiliary verbs demands the understanding framed by Dulay's taxonomy (Dulay & Burt, 1974) This framework breaks down errors into four types: Linguistic Category Taxonomy, Surface Strategy Taxonomy, Comparative Taxonomy, and Communicative Effect Taxonomy These classifications act as a compass, guiding us through the multifaceted terrain of language acquisition challenges
Review of Previous Studies
The research on errors in the use of "do" as an English primary auxiliary verb among first-year Sports Coaching students at Bac Ninh Sport University highlights a significant and widespread issue
Smith (2018) identifies common mistakes among EFL learners from diverse backgrounds, finding that learners often omit "do" in questions and negatives due to overgeneralization and L1 interference Smith's study reveals that many learners, particularly those whose native languages lack auxiliary verbs, tend to overgeneralize the rules they have learned about English grammar This results in the frequent omission of "do" when forming questions or negative statements, a pattern that is especially pronounced in beginners who have not yet fully internalized the nuances of English syntax Smith also notes that these errors can persist even as students advance in their language studies, suggesting a need for targeted instructional interventions early in their learning process
Johnson (2019) emphasizes the role of first language transfer, revealing higher error rates among students from non-Germanic languages and highlighting instructional gaps in teaching auxiliary verbs His research underscores the significant impact of first language transfer, where learners apply grammatical rules from their native languages to English, often leading to errors Johnson's findings suggest that students from non-Germanic language backgrounds, such as those from East Asia or Southeast Asia, struggle more with the correct usage of "do" as an auxiliary verb This is largely because their native languages do not utilize auxiliary verbs in the
22 same way English does, leading to confusion and errors Johnson also highlights the importance of addressing these instructional gaps, suggesting that educators need to place more emphasis on teaching auxiliary verbs explicitly and in various contexts to help students overcome these challenges
In Vietnam, Nguyen (2017) documents frequent omissions and syntactic confusion among first-year EFL students Nguyen’s study is particularly relevant as it examines the specific challenges faced by Vietnamese learners of English The research shows that first-year EFL students often omit "do" when forming negative sentences or questions, leading to incomplete or incorrect sentences This issue is compounded by the syntactic differences between Vietnamese and English, which cause confusion among learners as they try to apply English grammar rules that have no direct equivalent in their native language
Meanwhile, Tran (2018) discusses the challenges Vietnamese teachers face in addressing these errors, noting that students often perceive auxiliary verbs as redundant due to their absence in Vietnamese Tran’s research highlights the pedagogical difficulties in teaching auxiliary verbs to Vietnamese students Teachers often encounter resistance from students who do not see the necessity of using "do" in sentences, as this concept does not exist in their native language Tran suggests that teachers need to adopt more innovative teaching strategies that can bridge this gap, such as using comparative language analysis and providing students with clear examples of how auxiliary verbs function in English
Phan (2019) investigates mother tongue influence, finding that direct translation from Vietnamese leads to errors, and suggests tailored grammar instruction Phan's study delves into the cognitive processes behind language learning, showing that students often rely on direct translation from Vietnamese to English when constructing sentences This practice leads to frequent errors, particularly in the use of auxiliary verbs, as students attempt to apply Vietnamese grammatical structures to English Phan advocates for tailored grammar instruction that takes into account the specific linguistic background of Vietnamese learners, proposing that teachers
23 focus on the differences between the two languages and provide targeted exercises that help students internalize the correct use of auxiliary verbs
Le (2020) provides a detailed error analysis, identifying common misuse in negative and interrogative sentences and advocating for focused drills and contextual learning Le’s research provides a comprehensive analysis of the types of errors that Vietnamese learners make with the auxiliary verb "do," particularly in the context of forming negative sentences and questions Le’s findings indicate that these errors are not just isolated incidents but are part of a broader pattern of misunderstanding of how English syntax works To address this, Le recommends focused drills that specifically target these areas of difficulty, combined with contextual learning that helps students see how these grammatical rules apply in real-world situations
These studies collectively illustrate that despite the global recognition of the problem, specific groups, such as Sports Coaching major students, remain under- researched Conducting research on errors in the use of "do" among first-year Sports Coaching major students at Bac Ninh Sport University in Vietnam will fill this gap Understanding the unique challenges faced by these students will contribute to more effective teaching strategies, ultimately improving their English proficiency and academic success
RESEARCH METHODOLOGY
Research Design
To answer the research question, the author used survey research According to Bryman (2016), survey research is a widely used quantitative method designed to gather data from a specific group of participants to understand their attitudes, opinions, behaviors, or characteristics This approach typically employs structured questionnaires or interviews to collect information from respondents systematically One of the key advantages of using surveys is the ability to gather data from a large and diverse sample, which facilitates the generalization of results to broader populations (Fowler Jr, 2013) Additionally, the flexibility of survey design allows researchers to utilize various data collection modes, including online platforms, face-to-face interactions, telephone calls, or traditional paper-based methods (Dillman et al., 2014) In this research, the examination focused on the depiction of errors made by students in using the auxiliary “do”, utilizing Dulay’s Surface Strategy Taxonomy The researcher used a 45-minute test with closed-ended questions as the instrument to collect data Therefore, the data collected was quantitative.
Research Setting and Subject
Bac Ninh Sport University of Vietnam, located in Tu Son, Bac Ninh, Vietnam, focuses on training athletes or sport-related workers Therefore, students do not need a good command of English to enter the university As a result, most students tend to only pay attention to their physical training before and after enrolling at the university However, at Bac Ninh Sport University of Vietnam, English is a compulsory subject that lasts for two semesters, with 45 sessions per semester Therefore, teachers at Bac Ninh Sport University of Vietnam are expected to help students improve their English level It is undoubtedly not an easy task due to the difference in students’ English level and low motivation
In the academic year 2023-2024, there were seven classes with approximately 280 first-year students in the faculty of Sports Coaching at Bac Ninh Sports University of Vietnam For this study, the researcher used a purposive sampling technique where she chose 120 students from 3 classes she had been teaching from the total number of the above-described students According to Marguerite et al (2006), purposive sampling is a frequently employed technique in qualitative research to select individuals who possess specialized knowledge pertinent to the research topic By the time the research was conducted, the students had just finished their first semester, when they had learned to master the present tense.
Data Collection
The researcher used a 45-minute written test as the research instrument to investigate students’ errors in the use of the auxiliary verb “do” The students were required to do sentence formation exercises where they needed to supply the correct form of the auxiliary “do” and the main verbs Thus, the research author could evaluate students’ errors based on Dulay’s Surface Taxonomy The test had 18 sentences with an equal distribution for affirmative, negative and interrogative sentences By doing this, the test result could be assessed precisely and objectively
The test challenged students’ ability to recognize the signals and to write down the correct forms of the auxiliary “do” and verbs following the subjects and tenses In addition, students also needed to ensure the correctness of the sentence order All four criteria of Dulay’s Surface Taxonomy were effectively evaluated using this test
The data for the research were collected via the 45-minute test First and foremost, the researcher prepared the test with references to the school textbooks and other teachers After that, the tests were given to 120 first-year students in the faculty of Sports Coaching at Bac Ninh Sport University of Vietnam Because the test was used for research purposes, its score does not affect students’ academic transcripts However, to ensure the quality of the test results, the researcher told the students that this was an achievement test Students were asked to complete the test within the given time During the test, students were not allowed to use dictionaries, talk or ask for help from their friends Lastly, the research data were collected via the answers to the tests for analysis.
Data Analysis
The researcher checked the test results and identified the errors The errors were determined when the students omitted necessary items, added unnecessary ones, misformed items, or misordered them Based on Dulay’s Surface Strategy Taxonomy, the following codes were used to categorize the errors: a (OM) stands for omission errors b (AD) stands for addition errors c (MF) stands for misformation errors d (MO) stands for misordering errors
To analyze the frequency and distribution of each type of error using SPSS, the researcher first imported the dataset into SPSS, a powerful statistical software widely used for data management and analysis in social sciences SPSS provides a user-friendly interface and a variety of functions to handle complex statistical analyses with ease The researcher utilized the Analyze -> Descriptive Statistics ->
Frequencies function to generate frequency tables for each type of error, which allowed her to see how frequently each error type occurred across all sentences
This step was crucial to identify the most common errors made by students Additionally, to gain deeper insights into the relative prevalence of each error type, the researcher calculated the percentage of each error using the formula:
This calculation provided a proportional distribution of each error type, helping us to better understand the common error patterns in the students' performance The frequency tables and percentage calculations were then used to illustrate the error distribution and aid in the interpretation of the results
FINDINGS AND DISCUSSION
Findings
A test was given to students to collect data on errors they could make using the auxiliary verb “do” To be more specific, to do the test, students needed to supply the correct auxiliary verb form and put it in a suitable place within the sentence The test contained 18 affirmative, negative and interrogative sentences to ensure validity and reliability Up to the time of the study, students had solely learned the Present Tense Therefore, the only auxiliary that could be tested was “do”
Table 1 below represents the number of correct and incorrect answers to the test
Table 1: The test result Sentence
As can be seen from Table 1, students made errors in auxiliary omission, addition, misformation, and misordering in all of the sentences In general, there were 595 errors out of 2160 items
Upon collecting data from the test, the researcher identified and categorized errors utilizing the Surface Strategy Taxonomy These errors encompassed omission, addition, misformation, and misordering The steps involved classifying the error types and determining their frequency and percentage Out of 2160 items, 595 errors were identified, consisting of 255 omission errors, 57 addition errors, 211 misformation errors, and 72 misordering errors The analysis revealed that omission errors were the most prevalent among students, totaling 255 items, followed by misformation errors at 211 items and misordering errors at 72 items Addition errors
30 showed the lowest frequency, with 57 items The following table illustrates the proportion of errors made by students in their use of the auxiliary “do” in sentence writing
Table 2: The Frequency and Percentage of Errors Made by Students in Using the
No Types of Errors Frequency of Errors Percentage of Errors
Table 2 reveals the frequency and percentage of errors that students made using the auxiliary “do” according to four types of errors: Omission, addition, misformation and misordering
The frequency of omission errors was the highest at 255 items out of 595 errors (43%) Without auxiliary verbs, students wrongly produced sentences such as “I not go to the gym when I am busy” or “You know how to get to the cinema?”
Next, errors of misformation have the second highest frequency at 211 out of 595 errors, accounting for 35% of total errors in the test result For example, students wrote: “Amy do not work at the weekends” or “Tom do not play badminton on weekdays”
Following are misordering errors, with 72 items in 595 errors, taking up 12% Some examples can be found, such as “Anna not does eat meat because she is a vegan” and “Her parents do pay for her school fees?”
Addition errors have the lowest frequency of only 57 items, equaling 10% The research showed that students often encountered problems adding “does” before a main verb in affirmative sentences when the pronoun is singular An illustration can be “Jane does loves cooking”
Another error found in the test was the wrong subject-verb agreement related to the main verbs Students wrote “Peter do his homework in the evening every day” instead of “Peter does his homework in the evening every day”
Table 3: Students’ Errors According to Types of Sentences
Table 3 illustrates that interrogative sentences have the highest number of errors at
296 items, taking up 50% of total errors, followed by negative sentences with 40% and affirmative sentences with 10% There are three types of errors: Omission, Misformation and Misordering found in both negative and interrogative sentences Specifically, misformation errors are the most frequent (161 items) in negative sentences In interrogative sentences, the number of errors of omission was the highest at 190 items No addition errors occurred in these sentences Meanwhile, in affirmative sentences, the researcher could only find errors in addition (57 items).
Discussion of the findings
Considering the data presented earlier, the researcher intends to delve into a discussion of her research to offer a description of the errors made by students in using the auxiliary “do” at Bac Ninh Sport University of Vietnam, utilizing the Surface Strategy Taxonomy, and at the same time, discuss possible causes and solutions to such errors
3.2.1 Omission Errors and Suggested Exercises
In the context of Surface Strategy Taxonomy, omission errors refer to instances where a student fails to include necessary elements in a sentence, resulting in incomplete or improperly structured sentences In this study, students omit the auxiliary “do” when making negative and interrogative sentences They also commit omission errors the most among the four types of errors Tables 1 and 2 illustrate 255 errors of auxiliary omission, equalling 43% of total errors made by students in the written test The following examples are taken from students’ answers to the test: a I (not/go) to the gym when I am busy
Answer: I not go to the gym when I am busy
33 b You (know) how to get to the cinema?
Answer: You know how to get to the cinema?
In example (a), the auxiliary “do” was omitted This can be due to the First Language Transfer To be more specific, when translating sentence (a) into Vietnamese, it became “Tôi không đi đến phòng gym khi tôi bận” Students might translate “không” as “not” and “đi” as “go”; therefore, “không đi” was “not go” Similarly, students omitted the auxiliary “do” at the beginning of the sentence (b) due to First Language Transfer In Vietnamese, sentence (b) could be translated as
“Bạn biết cách đi đến rạp chiếu phim không?” In Vietnamese, there is no word at the beginning of a question but the word “không” at the end Therefore, it is hard for students to add an auxiliary at the beginning of a question if they translate the question from Vietnamese into English
The revisions of omission errors are as follows: a I (not/go) to the gym when I am busy
Answer: I do not/ don’t go to the gym when I am busy b You (know) how to get to the cinema?
Answer: Do you know how to get to the cinema?
It is vital to highlight the auxiliary verb in the sentences to reduce omission errors Therefore, the researcher believes that fill-in-the-blank exercises can be used A sample exercise is presented below
Exercise: Fill in the blank with the correct forms of the auxiliary “do”
1 She not like ice cream
3 Tom love meeting new people
4 Her sister work hard every day
5 My parents not like traveling
7 They not do their chores without reminders
8 Amy play tennis every Friday?
1 She does not like ice cream
2 Do you understand what I mean?
3 Tom does love meeting new people
4 Her sister does work hard every day
5 My parents do not like traveling
7 They do not do their chores without reminders
8 Does Amy play tennis every Friday?
9 Peter does enjoy helping others
3.2.2 Misformation Errors and Suggested Exercises
Misformation errors are where students incorrectly alter or distort linguistic elements within a sentence Identifying and addressing misformation errors in the use of auxiliary verbs is essential in language assessment to help learners refine their command of English grammar and enhance the precision of their written communication In this research, misformation errors have the second highest frequency Tables 1 and 2 reveal 211 errors of misformation, taking up 35% of total errors, made by students when using the auxiliary verb “do” in two types of
35 sentences: negative and interrogative The following data is taken from the test result: a Amy (not/work) at the weekends
Answer: Amy do not work at the weekends b He (want) to become an athlete?
Answer: Do he want to become an athlete? c Tom (not/play) badminton on weekdays
Answer: Tom do not play badminton on weekdays d Mike (have) a girlfriend?
Answer: Do Mike have a girlfriend?
In the above examples, instead of using “does not” and “does”, students used “do not” and “do” In this case, students were confused between singular and plural pronouns This can be a result of Imperfect Learning Imperfect Learning is a natural and expected aspect of language acquisition as learners gradually progress from a state of limited proficiency to more advanced levels During this process, language learners may encounter challenges, make errors, or have gaps in their understanding Therefore, by accepting imperfect learning as an unavoidable part of learning, teachers can encourage students to view mistakes as opportunities for improvement rather than obstacles In addition, First Language Transfer may also impact students’ use of auxiliary verbs In Vietnamese, the verb forms are the same for different pronouns in one tense For instance, in the sentences “anh ấy ăn” and
“họ ăn”, even though the pronouns are different, the verb “ăn” remains the same However, in English, “anh ấy ăn” is translated as “he eats” and “họ ăn” as “they eat” In this case, the verb changes according to specific pronouns
The revision of errors of misformation is as follows: a Amy (not/work) at the weekends
Answer: Amy does not/ doesn’t work at the weekends b He (want) to become an athlete?
Answer: Does he want to become an athlete? c Tom (not/play) badminton on weekdays
Answer: Tom does not/ doesn’t play badminton on weekdays d Mike (have) a girlfriend?
Answer: Does Mike have a girlfriend?
To help students avoid misformation errors, the researchers suggest they do error correction exercises Below is a sample exercise to help students improve misformation errors in using the auxiliary verb “do”
Exercise: Underline the incorrect auxiliary verbs and make corrections
Not all sentences have incorrect auxiliary verbs
1 She do not like coffee
2 Do you agree with what I am saying?
3 Tom do love going out
4 Her brother do study hard every day
5 My parents do not work anymore
6 Do he play table tennis?
7 They do not water their trees without reminders
8 Do Elsa go to the cinema every Friday?
9 Peter do enjoy making friends
10 Do you want Japanese food?
1 She does not like coffee
2 Do you agree with what I am saying?
3 Tom does love going out
4 Her brother does study hard every day
5 My parents do not work anymore
6 Does he play table tennis?
7 They do not water their trees without reminders
8 Does Elsa go to the cinema every Friday?
9 Peter does enjoy making friends
10 Do you want Japanese food?
3.2.3 Misordering Errors and Suggested Exercises
Misordering errors have the third highest frequency among the four types of errors, with 72 errors equalling 12% (Tables 1 and 2) They sometimes appear in negative and interrogative sentences In the context of Surface Strategy Taxonomy, misordering errors of auxiliary verbs refer to instances where the sequence or arrangement of auxiliaries in a sentence is incorrect, leading to a disruption in the intended grammatical structure By addressing this problem, teachers can help students improve their grammatical knowledge and the overall organization of their written expression Some samples taken from the collected data are illustrated below: a Anna (not/eat) meat because she is a vegan
Answer: Anna not does eat meat because she is a vegan
38 b Her parents (pay) for her school fees?
Answer: Her parents do pay for her school fees? c They (not/sing) at home
Answer: They not do sing at home d Your mother (cook) for you?
Answer: Your mother does cook for you?
In all examples, the auxiliary verbs were present; however, they were put in incorrect order This implies that students remembered including auxiliaries in negative and interrogative sentences but did not know their correct position In this situation, students could have encountered Imperfect Learning They could successfully note down the auxiliaries following the pronoun and sentence tense However, to write the sentences correctly, they need to overcome the next level, which is to remember the organization of sentence structure with auxiliary verbs
The revision of these examples is as follows: a Anna (not/eat) meat because she is a vegan
Answer: Anna does not/ doesn’t eat meat because she is a vegan b Her parents (pay) for her school fees?
Answer: Do her parents pay for her school fees? c They (not/sing) at home
Answer: They do not/ don’t sing at home d Your mother (cook) for you?
Answer: Does your mother cook for you?
Students are suggested to practice doing word rearrangement exercises to reduce misordering errors A sample exercise that can be used is as follows:
Exercise: Rearrange the words to form sentences
2 not/ go to the gym/ does/ Dustin
4 cats/ Danny/ not/ does/ have
5 speak/ Vietnamese/ Sam/ does/ not
7 do/ I/ not/ peanut better/ eat
9 your parents/ pay for/ Do/ your rent/?
10 my friends/ listen to/ do/ rock music/ not
2 Dustin does not go to the gym
4 Danny does not have cats
5 Sam does not speak Vietnamese
7 I do not eat peanut butter
9 Do your parents pay for your rent?
10 My friends do not listen to rock music
3.2.4 Addition Errors and Suggested Exercises
The lowest proportion belongs to addition errors In this research, students made addition errors when adding the unwanted auxiliary “do” to affirmative sentences Tables 1 and 2 show that there are 57 errors of addition out of a total of 595 errors, accounting for 10% Addition errors happen when an unnecessary item appears in a well-formed utterance The below examples are data from students’ answers for the test: a Jane (love) cooking
Answer: Jane does loves cooking b Kayla (enjoy) watching K-dramas
Answer: Kayla does enjoys watching K-dramas
Students sometimes added redundant auxiliary “do” to affirmative sentences, especially when the pronouns are singular This can be due to Imperfect Learning as students are used to adding auxiliary verbs without considering the types of sentences
The revision of addition errors is presented below: a Jane (love) cooking
Answer: Jane loves cooking b Kayla (enjoy) watching K-dramas
Answer: Kayla enjoys watching K-dramas
Doing sentence editing exercises is believed to help students reduce addition errors by having them focus on small elements of the sentences
Exercise: Eliminate redundant auxiliary verbs when it is necessary
Not all sentences have redundant auxiliary verbs
3 Tom does not go to work at the weekends
4 Kayla does wants to meet her idol
5 Paul does not read books often
6 Michael does listens to K-pop
7 Do they live in New York?
9 We do not intend to stay here for a long time
10 Annie does teaches English to kids
3 Tom does not go to work at the weekends
4 Kayla wants to meet her idol
5 Paul does not read books often
7 Do they live in New York?
9 We do not intend to stay here for a long time
10 Annie teaches English to kids
Conclusion
This survey research aims to investigate the errors in using the auxiliary verb “do” that are commonly committed by first-year Sports Coaching major students at Bac Ninh Sport University of Vietnam
The study was carried out to achieve the objective of describing types of errors that are commonly committed by students in using the auxiliary verb “do” To achieve this objective, different steps were conducted Firstly, theories and other research related to the study were reviewed Next, a close-ended written test was used to collect quantitative data for analysis After that, the data was identified, classified and calculated
In conclusion, the types of errors in using the auxiliary “do” found in the test result are omission, addition, misformation and misordering The number of errors committed by the students is 595 errors from 2160 total items To be more specific, students committed errors of omission the most, at 43% Following are misformation errors with 35% Misordering errors rank third with 12% Lastly, not many students committed addition errors; therefore, the percentage of this type of error is only 10%.
Pedagogical Implications
After assessing errors in using the auxiliary verb "do" among first-year Sports Coaching major students at Bac Ninh Sport University of Vietnam based on the Surface Strategy Taxonomy, it is crucial to propose solutions to each type of error methodically to foster understanding and improvement
For errors of omission, where students forget to use the auxiliary "do" when needed, teachers can start by modeling correct usage and highlighting the importance of including auxiliary verbs in interrogative and negative sentences Following this, guided practice can be implemented through exercises such as fill-
43 in-the-blank tasks focusing on the correct use of the auxiliary "do" Feedback should be provided promptly, pointing out the missing "do" and explaining its role in the sentence structure
Regarding errors of misformation, where students use the auxiliary "do" incorrectly in terms of tense or subject agreement, teachers should offer explicit instruction Teachers can create specific exercises targeting these issues, such as error correction activities, to help students practice and internalize the correct form of the auxiliary “do”
For errors of misordering, where the auxiliary "do" is placed incorrectly within sentences, teachers can use sentence reordering exercises By providing students with jumbled sentences and asking them to rearrange the words to form coherent and grammatically correct sentences, teachers can help students practice proper word order and auxiliary verb placement
Lastly, with errors of addition, where students insert the auxiliary "do" unnecessarily, teachers can employ sentence reduction activities To avoid addition errors, students can be tasked with editing sentences to eliminate the extra auxiliary Guided editing sessions where students correct sentences individually and in groups can further reinforce this learning At the same time, teachers should remind students of types of sentences, including affirmative, negative, and interrogative, among which students often commit addition errors.
Suggestions for future research
This study is focused on errors in using the auxiliary verb “do” made by first-year students majoring in Sports Coaching at Bac Ninh Sport University of Vietnam The research was carried out after the first semester of the academic year 2023-
2024 It focused on students' errors at the early stage of their learning process when
44 only the auxiliary verb “do” and the present tense had been introduced For further research, it is suggested that researchers look into auxiliary errors at more advanced stages, where students face the complexities of using a broader range of auxiliary verbs and tenses At the same time, further studies can contribute to the diversity of knowledge by expanding its scope and focusing on students of different fields.
Limitations
Even though the study has brought more information on the errors that first-year Sports Coaching students at Bac Ninh Sport University of Vietnam are likely to make in using the auxiliary “do”, there are still some limitations As the author of this study wants to focus on the elementary level of English because of its suitability for her students, the scope of the study is limited Rather than investigating different types of auxiliary verbs, this study only focuses on the auxiliary “do” because the students only learned the Present Tense by the time the study was conducted
Biber, D., Conrad, S., & Leech, G (2002) Longman student grammar of spoken and written English Harlow, England: Pearson Education Limited
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E (1999) Longman
Grammar of Spoken and Written English London: Longman
Brown, H D (2007) Principles of Language Learning and Teaching Pearson
Bryman, A (2016) Social research methods (5th ed.) Oxford University Press Cahyaningrum, D (2014) Error Analysis on the Use of To Be as Auxiliary and
Linking Verb in the Students’ Recount Text (A Case of the 8th Grade Students of SMP N 19 Semarang in the Academic Year of 2013/2014) ELT
Forum: Journal of English Language Teaching https://doi.org/10.15294/elt.v3i1.4021
Corder, S P (1967) The Significance of Learners' Errors International Review of
Applied Linguistics in Language Teaching, 5(4), 161–170
Cowan, J (2008) Understanding the Nature of Performance Errors in Second
Language Learning Journal of Applied Linguistics, 5(2), 123–145
Crystal, D (1997) A dictionary of linguistics and phonetics (4th ed.) Oxford, UK:
Dillman, D A., Smyth, J D., & Christian, L M (2014) Internet, phone, mail, and mixed-mode surveys: The tailored design method (4th ed.) Wiley
Djulaikah, S (2016) Error Analysis on the Auxiliary Verbs Made by the Tenth
Graders of Man 2 Samarinda LINGUA : Jurnal Bahasa, Sastra, Dan
Pengajarannya, 13(1), 103-114 https://doi.org/10.30957/lingua.v13i1.16 Dulay, H., Burt, M K (1974) Natural sequences in child second language acquisition Language Learning, 24(1), 37-53
Ellis, R (1994) The Study of Second Language Acquisition Oxford: Oxford
Fowler Jr, F J (2013) Survey research methods (5th ed.) Sage Publications
Hải, H T H (2003) A study on grammatical and textual errors in paragraphs written by the two-year students at the English department - college of Foreign Languages - Vietnam National University Unpublished MA Thesis
Hopper, P J., & Thompson, S A (1980) Transitivity in grammar and discourse
Huddleston, R., & Pullum, G K (2002) The Cambridge Grammar of the English
Language Cambridge: Cambridge University Press
James, C (1998) Errors in Language Learning and Use: Exploring Error Analysis
Johnson, R (2019) The Role of Transfer in Learner Errors: A Case Study on
Auxiliary Verbs International Journal of Linguistics and Language Learning, 7(3), 112-127
Lan, T P T P (2005) A study on some most common errors made by pre- intermediate students of non-major English at Hanoi Junior Teacher's Training College Unpublished MA Thesis VNU
Le, V H (2020) Error Analysis in the Use of 'Do' as an Auxiliary Verb Among
Vietnamese EFL Learners Journal of English Language Teaching, 13(2),
Liu, Y., & Wang, H (2020) Error Analysis in the Use of English Auxiliaries by
Asian Students Asian EFL Journal, 22(1), 68-82
Marguerite, G., Dean, K., & Katherine, E (2006) Methods in Educational
Research: From Theory to Practice Jossey-Bass San Francisco
Nguyen, T M (2017) Common Grammatical Errors in English Made by
Vietnamese EFL Students Vietnam Journal of Education, 39(4), 29-41 Odlin, T (1989) Language Transfer: Influence in Language Learning Cambridge:
Phan, H L (2019) The Impact of Mother Tongue on Learning English Grammar:
A Vietnamese Perspective Journal of Language and Education, 5(2), 56-69
Quang, V D (2023) English Grammar Lectures in Broad Outline VNU
Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J (1985) A Comprehensive
Grammar of the English Language London: Longman
Richards, J C (1971) A Non-Contrastive Approach to Error Analysis English
Selinker, L (1972) Interlanguage International Review of Applied Linguistics in
Sembiring, R A., Sibarani, A S M., & Mangaraja, J E (2021) Error Analysis of
Using Auxiliary Verbs in Writing Descriptive Text Journal of English
Education and Teaching, 5(4), 556–566 https://doi.org/10.33369/jeet.5.4.556-566
Sharwood Smith, M (1981) Raising Consciousness in the Second Language
Smith, J (2018) Common Errors in the Use of Auxiliary Verbs by EFL Learners
Journal of Second Language Teaching and Research, 10(2), 45-59.jj
Swan, M (2005) Practical English Usage Oxford: Oxford University Press
Thorndike, R L (1997) Educational Measurement Washington, DC: American
Tran, P Q (2018) Challenges in Teaching English Auxiliaries to Vietnamese
Learners Journal of Vietnamese Education and Training, 45(3), 78-89
Test on the Use of Auxiliary Verbs (45 minutes)
1 They (study) at Phan Dinh Phung High School
2 I (not/go) to the gym when I am busy
3 You (know) how to get to the cinema?
5 Amy (not/work) at the weekends
6 He (want) to become an athlete?
8 Tom (not/play) badminton on weekdays
11 Anna (not/eat) meat because she is a vegan
12 Her parents (pay) for her school fees?
13 Peter (do) his homework in the evening every day
14 They (not/ sing) at home
16 We (go) to Maths class every Monday
17 My friends (not/like) dancing
18 Your mother (cook) for you?
ANSWER KEY OF THE TEST
1 They (study) at Phan Dinh Phung High School
They study at Phan Dinh Phung high school
2 I (not/go) to the gym when I am busy
I do not/ don’t go to the gym when I am busy
3 You (know) how to get to the cinema?
Do you know how to get to the cinema?
5 Amy (not/work) at the weekends
Amy does not/ doesn’t work at the weekends
6 He (want) to become an athlete?
Does he want to become an athlete?
8 Tom (not/play) badminton on weekdays
Tom does not/ doesn’t play badminton on weekdays
Do they live in Hanoi?