This study aims to identify common grammatical errors that first-year NTT university students majoring in English often make.. After considering the possible causes of grammatical errors
INTRODUCTION
The need to master the English language has become a global tendency, and the necessity to improve proficiency in English is becoming more crucial than ever considering the fact that Vietnam is accepting English as a second language The following analysis targets an enormously significant element of English called grammar This study aims to identify common grammatical errors that first-year NTT university students majoring in English often make This investigation will try to clarify common granunatical errors and, therefore, focus on morphological ones as well as systematize them to have the most accurate view of the grammatical difficulties these students are currently encountering Conducting process will be collecting data from roughly 100 first-year English majors at NTT University Moreover, the recommendation for this study serves the hope of being able to systematize grammatical errors and the desire to be able to point out the causes of grammatical errors In addition, these results will be compared with data obtained from other studies related to the field and the personal opinions of approximately 10 individuals who participated in this paper to give the most objective view on this issue, serving as a premise or prompting for further research following the identical directions or seeking solutions for mentioned problem.
English is gradually becoming an indispensable trend in the education system of Vietnam and many other countries around the world, the need to teach and leam English is becoming more popular and urgent than ever I used to be pretty bad at learning English, especially grammar In the process of teaching for a considerable number of organizations, schools, and English centers, I suddenly realized that although the grammar lessons taught at school are somewhat dense even so an enormous number of Vietnamese students met with difficulties understanding and using English grammar accurately This paper aims to detail what these errors are and their frequency This matter has been looked into, based on the research of Young, D.J
(2013), grammar often has errors related to a common example of such properties in English is its tenses, how verb forms change to express the time or manner Brown
(2007) stated that the problem of burdening the English learning process with dense and ineffective grammar lessons and cramming grammatical knowledge while ignoring the fundamental nature of grammar In (Todd, 1987) and (Stageberg, 1981) reports, they grouped a lot of grammatical errors as morphological errors, in short, they claimed that morpheme has two types, free base and bound base Morphology errors are often related to bound base, free base errors appear less frequently While looking for the causes, I found Norrish (1983), whose report showed that the interference from LI to L2 emphasizes the process of fossilization Corder (1974) mentioned the problem of grammar In addition, Richards and Sampson (1974) claimed seven sources of English grammatical enors such as simplifying the grammatical structures, lack of familiarity with key lilies, lack of ability to involve, semantic errors, lack of understanding of context & sociolinguistic, modality, age, wrong grasp of the appropriate notions After considering the possible causes of grammatical errors, I decided to conduct this study with 108 NTT University first-year English majors, the data will be collected by having participants write short essays and then process an in-depth analysis of them, The acquired data will be compared to the results from interviewing 10 students at NTT University to give most accurate outcomes This study aims to answer two questions, what are the common graimnatical errors of these participants, and what are the causes responsible for those errors?
EFL English as a Foreign Language: the teaching of English to students whose first language is not English (Verspoor, & van Rem, 2011).
SLA Second-language acquisition (SLA), sometimes called second-language learning - otherwise referred to as L2 (language 2) acquisition, is the process by which people learn a second language Second-language acquisition is also the scientific discipline devoted to studying that process (Ortega, 2014).
ELF English as a lingua franca (ELF) is the use of the English language "as a global means of inter-community communication (Murata, 2015) and can be understood as "any use of English among speakers of different first languages for whom English is the communicative medium of choice and often the only option" ELF is "defined functionally by its use in intercultural communication rather than formally by its reference to native-speaker norms" whereas English as a second or foreign language aims at meeting native speaker norms and gives prominence to native-speaker cultural aspects.
1 4 1 The intention of the research
This research was proposed with two primary aims as follows:
- To analyze common grammatical errors of first-year English Majors studying at NTT University.
-To investigate the sources of the problems & list out possible causes of said issue using interviews with the participants.
This research paper studies common grammatical errors of English majors at NTT University Regarding the statistics obtained, this study will aim to analyze in-depth morphological errors Moreover, errors related to spelling and punctuation will not be mentioned.
Although the distinction between mistakes and errors will be cited in the literature review to provide a more general and objective view for readers, however, this study will not put forward the distinction between mistakes and errors because, in Vietnam,
English learners are considered EFL learners, therefore, all the deviations in both languages will be counted as errors.
1 4 3 This research aims at answering two questions:
- What are common morphological grammar errors made by 108 first-year English Majors at NTT University?
- What are the causes of the errors?
The paper is structured as follows:
Chapter One: Introduction - background of the study, the purposes and objectives, the scope of the study, and the research questions.
Chapter Two: Literature Review - reviews previous studies related to common grammatical errors, especially, morphological errors.
Chapter Three: Methodology - implicates the method and procedures used in the research, a depiction of the population, and the concept of the study settings.
Chapter Four: Findings and Discussion - presents and discusses the results collected from the students’ writings and the interviews.
Chapter Five: Conclusion and Recommendations - summarizes the findings and discusses the implications for EFL teachers & students, and recommendations for further studies will be conferred in this chapter.
LITERATURE REVIEW
In the literature review section, related studies will be mentioned in detail These studies provide the most comprehensive overview and form the framework for this research paper Wliat are the issues that need attention and why? Why choose this research method for your topic? In addition, other complete studies that mention frequently used definitions in the research will also be mentioned to provide readers with an understanding and systematization of the knowledge needed to be able to follow this research most comfortably and accurately.
2 1 THEORETICAL BACKGROUND AND PREVIOUS STUDIES
2 1 1 1 What is grammar and what are grammatical errors?
Grammar is the set of rules for how a natural language is structured, used, and interpreted as demonstrated by its speakers or writers Grammar rules may concern the use of clauses, phrases, and words In descriptive linguistics, grammar is how well-formed sentences in a target language, or how to appropriately use them in writing, speaking, etc Every known language has a set of somewhat restricted set of rules or patterns, which is its own system to represent and express most accurately how native speakers use a certain language, which can be understood as grammar Declerck (1991) Grammatical errors occur when one fails to follow these set of rules in a target language, said, speaking in part of speech, the role of how words played in sentences, wrongly imply nouns, verbs, adj, and adv to form correct sentences, and lack of agreement form how verbs, nouns, sentences' subject, and objects interact with each other James (2013) stated that grammatical errors are errors when inaccurately utilizing the systems or formats of a language The English language has a structure that is genuinely diverse from Vietnamese It's indisputable that the feature of this difference is the capacity to transform its vocabulary to suit distinct meanings and expressions, while Vietnamese does not have such traits For these rationales, learning a foreign language as a second language brings many tribulations for learners Because of that distinction, expressing or misusing English structures is inevitable for most EFL learners Before going into the details of common grammatical errors, it is crucial to mention the origm or reasons why grammatical errors appear in language learning.
Grammatical errors occur when switching between two languages; this is predictable because the structure of different languages will always be considerably diverse Young, D.J (2013) Using the expression and morphology of one language to apply to another will definitely cause countless problems Such issues will result in grammatical errors They can be divided based on the endemic properties of grammar into three distinct parts First, grammar is a function of thinking or how the brain operates when looking for a way to express ideas or opinions through written and spoken language This first property of language is closely related to the native language of one individual speaker The second property of grammar is a measure of the ability to use a target language The thừd property of grammar is its meaningful nature The most common example of such properties in English is its tenses, how verb forms change to express the time or maimer in which actions and expressions are performed.
2 1 1 2 What are mistakes and errors?
From a linguistics viewpomt, being able to give precise definitions as well as absolute distinctions for the two concepts of errors and mistakes is not an easy task It becomes even more demanding to analyze them based on the biased understanding of people learning English as a second language (EFL) The definition can be briefly stated as follows Errors are systematic misuse when not clearly understanding the rules and structure of a language These errors can be misinterpreting the wrong conjugation of verbs in English, singular, plural, order of adjectives, nouns, verbs, adverbs, etc (James, 1998) also emphasized the most recognizable feature of errors
7 such as Learners will not know what they did wrong and, therefore, unable to correct those errors by themselves Mistakes are unintentional mishaps due to carelessness, laziness, or slip-of-the-tongue problems Because of this characteristic, mistakes are often not too challenging for learners to glimpse and fix without needing help from teachers In short, errors are structured, while mistakes are unstructured.
One more definition of ‘error’ worth mentioning was provided by Lennon (1991, p.182), who said that an error is “a linguistic form or combination of fonns which, in the same context and under similar conditions of production, would, in all likelihood, not be produced by the speakers’ native speaker counterparts” As stated above, The need to distinguish between errors and mistakes proves to be urgent and, therefore, expanding such discussion will be a must for numerous English-related fields.
2 1 1 3 Common grammatical errors in English
Brown (2007) brings readers back to the past time of the English teaching process in most public schools globally Therefore, he pointed out the problem of burdening the English learning process with dense and ineffective grammar lessons and cramming grammatical knowledge while ignoring the fundamental nature of grammar will lead to countless hardships for EFL students he has been working on He strongly spoke out against this somewhat inaccurate approach to foreign language teaching methods Furthermore, based on the above research, another study also shows that the trend of teaching English in the new era will gradually declme or even integrate grammar lessons into four skills of English sessions, such as listening, speaking, reading, and writing Langacker (2008) also indicated that the grammar classes' poor reputation in the past will slowly replaced by the concept of learning integrated grammar in its most natural way It is how native speakers acquire and memorize the grammar of their mother tongue Grammatical errors can be divided into multiple subgroups such as tense errors, preposition enors, article eiTors, active and passive voice errors, and morphological errors Among these grammatical errors, morphological errors often occur in large numbers and tendency EFL learners all over the world also make a considerable number of en’ors related to moiphology.
Hence, the study will focus on morphological errors and try to systematize and explain possible causes for them Typical grammatical errors in English that all learners of said language struggle to overcome can be divided into several main categories as follows: tense errors, preposition errors, article errors, active and passive voice errors, morphological errors, errors with using to be and verbs Therefore, this paper will focus on the most common grammatical errors in terms of Morphological ones.
Morphology is the study of morphemes, which are the smallest significant units of grammar (Todd, 1987) Morphemes are of two kinds, free and bound A free morpheme is one that can be uttered alone with meaning, whereas a bound morpheme cannot be uttered alone with meaning It is always annexed to one or more morphemes to form a word (Stageberg, 1981) Morphological errors also account for the largest part of the grammatical errors that EFL students encounter.
This research paper studies common grammatical errors of English majors at NTT University Regarding the statistics obtained, and how frequently the errors occurred, this study will aim to analyze in-depth morphological errors and then- causes Moreover, errors related to spelling and punctuation will not be mentioned.
2 1 1 5 Possible causes of graiHHiatical errors
Several mentioned causes have been cited in numerous studies, Seiinker (1972) stated several sources of English grammatical errors The first one is the language transfer or transfer speed and competency of learners, and how the lack of grammar and characteristic development of the L2 affect students' competency and thereby become "fossilized" in the learners' minds and hinder their further studies Tills is followed by strategies of L2 learning, which can be generally understood as how students attempt to develop their linguistic and sociolinguistics in the targeted language Students are confused about the complexity of lexical morphemes and the overgeneralization of TL rales and semantic stractures Another report that supports
9 said idea can be viewed in the study of Ellis & Barkhuizen (2005), “One obvious reason why learners make errors is the difficulty they experience in accessing tlieir L2 knowledge when communicating” (p 62) In other words, faulty or incompetency in one's target language when students fail to cope with the deviation between then- mother tongue and the language they are learning, as a result, create wrong ideas or ways of expressing things they want to imply using the TL Corder (1974) identified three causes for English grammar errors, he mentioned interlingual errors, or other words, the procedure of transferring LI to L2, and the challenges students face Leaner's overgeneralization of rules in the TL He also pointed out astoundingly suggestions of how faulty teaching methods and techniques can negatively affect language learning outcomes.
Norrish (1983) stated that there are three causes of grammatical errors, the first thing he mentioned is the attitude of the learners or one's carelessness, he pointed out that when an individual, who does not have a positive attitude towards English, often makes errors due to s/he own ignorance and indifference The second reason he pointed out is the interference of LI, like other studies mentioned above, Norrish agrees that people often "fall back" to then LI when coming to then speech Finally, he mentioned translation, he cited the deviations from LI idioms, abstract meanings, and ways of speech, and how they impeded one's L2 translation accuracy Richards and Sampson (1974) claimed seven causes of English grammatical errors such as overgeneralization, ignorance of TL lilies, incompetency of TL uses, semantic errors, lack of understanding of context and sociolinguistic situations, modality, age, wrong grasp of the appropriate concepts/systems, and difficulty overgeneralization.
Bod (2009) stated that if learners of a certain target language do not clearly understand the structure of phrases to express complete sentences, they will often tend to summarize incorrect grammatical points for that language, or in order word, overgeneralization, and thereby generating grammatical errors The incompetency in using this problem, or what Bod calls a “structural analogy” failure, happens quite often when considering the connection between the previous and next sentences in the same writing papers, ranging from phrasal verbs to auxiliary fronting He also emphasized that learning the syntactic structures of a certain language needs to be done scientifically and in parallel with the process of understanding implicit grammar in sentences He further researched how children imitate the language they learn from all sources, the smallest pieces they pick up in life, and then find ways to create abstract sentences, what errors this causes, and why.
Abushihab (2014) conducted an investigation to classify grammatical errors that EFL students often encounter This research was conducted with thirty students at Gazi University of Turkey These students participated in a writing course in the first semester of the 2011 - 2012 period A total of 179 grammatical errors were discovered through analysis of these students' writing data The author divides them into 5 specific categories as follows: 27 tense errors, 50 preposition errors, 52 article errors,
SUMMARY CONCLUSION AND RECOMMENDATIONS
IMPLICATIONS
5 2 1 Implications for Vietnamese EFL learners
Common grammatical errors of first-year English majors at Nguyen Tat Thanh University, why named this paper after this one, the answer is simple because the main purpose of this paper is to find out and make statistics about the most common grammatical errors of students studying NTT After carefully analyzing 108 essays of participating students, this study found a total of 385 grammatical errors, including
265 errors related to word morphemes, such as errors in missing words, /es/ed for verbs, irregular forms of nouns, adjectives, adverbs, etc The remaining grammatical errors, although not appearing many, can be mentioned as follows: errors in prepositions, articles, tenses, and active & passive voice with specific parameters of
46, 37, 29, and 8 tunes respectively Because the primary goal of the study is to analyze the most common grammatical errors of NTT students, this study decided to focus on the largest error area, which is morphological errors Therefore, teaching and learning English grammar needs to pay close attention to these outstanding features of English Its characteristics and peculiarities of morphemes should be focused early on when aiming at English training A few suggestions for Vietnamese EFL learners can be viewed as follows:
- Access knowledge about morphemes from early on.
- Careful analysis of the key elements of morphemes, and therefore create a logical study approach.
- Cultivate in-depth knowledge about this issue.
- Continuously update oneself to achieve the best result in learning English grammar.
The errors related to word morphemes will be divided into two large categories: free base, also known as root, and bound base The bound base will be divided mto two smaller categories: derivational and inflectional morphemes The interesting thing
57 here is that I had not previously identified these enors of using compound words incoiTectly were counted as morphological errors until I read Sampson's (1974) study, where this error was mentioned and also classified in the category of morphological errors because its nature is also the inaccurate combmation of free bases After comparing the answers from the interview as well as considering previous studies why students indiscrnninately abuse the word "very" for all adverbs and adjectives is also shown very clearly in the writings of these students the answers of 7 out of 10 interviewed students emphasized that they do know those words, however, when asked why they don't use more sophisticated words, the answer is shocking and also extremely disturbing as follows Because they are not confident enough to use them, to be more precise, they know those words, however, when studying throughout public schools, in addition to learning vocabulaiy and grammar, where those words are already printed in the sentence, they understand them, but if you ask them to write it down by themselves when there are too few, or even no writing classes in these schools, they fail to understand how those words are properly put into sentences and that's why they tend to avoid using them This, however, adds one more point to the faulty educational system critics Therefore, several implications for EFL teachers will be cited as follows:
- Provide useful assignments for students to practice these grammatical elements.
- Provide students knowledge in L1-L2 impedance as well as other causes.
- These personal opinions partly reflect that teaching and learning at public schools is ineffective, is this true, need further look into this matter.
- Supply students with knowledge about morphological errors and, therefore, help them to avoid these errors.
- Create more writing courses at schools if possible.
As mentioned above, this research was conducted by in-depth analysis of common grammatical errors of first-year students studying at NTT University, then pointing out what these errors are and highlighting the possible causes The fact that this study was conducted on 108 participants can be viewed as a relatively acceptable number, however, if future studies can be perfonned on more participants, the results will be more accurate and objective In addition, by only analyzing the writing of participants who are first-year students at NTT University, it means that these participants have relatively good English competency or even higher, maybe this is partly tine but it does not accurately reflect the results obtained when compared with the overall EFL learners in Vietnam If I have the opportunity to do the subsequent research, as well as considering the interesting outcomes of this investigation, I would like to conduct an identical or perhaps more refined examination, targeting high school students.
After careful consideration and research related articles and studies, the application of the descriptive study method combined with interviews shows the effectiveness and objectivity requứed for these styles of research related to this field, so even if I do matching analysis in the future, I still highly recommend using this method In addition, one point that needs modification in this study is to expand or supplement the scope of this study.
The results of the study are extremely positive and fascinating as it not only points out similarities, and reasonable points with previous studies but also shows many discrepancies from subjective to objective.
A total of 385 grammatical errors were found spread across categories such as morphemes, prepositions, articles, tenses, and active & passive voice with a specific number of 265, 46, 3 7, 29, and 8 times respectively, So morphological errors are the
59 most common grammatical errors among first-year English majors at NTT University, while active and passive voice errors are the most periodic.
The lack or excess use of to be in every sentence accounts for the largest portion of free base errors, coming from arbitrarily simplifying grammatical structures based on incorrect conversion from the mother tongue to the target language, or can be comprehended as LI - L2 interference, and finally, it is also the learner's opinion that the error is due to Vietnamese faulty educational systems & Ts' incompetency.
Incorrect use of regular verbs & have/has, and compound words related to the free base such as have/has, and normal verbs when used in irregular form happen much less likely These errors mainly occur with English irregular verbs Have and has also occur but are more periodic The cause of these errors, when compared with related findings, gives relatively in-line results These errors come from not memorizing the special inflections of verbs in the past, or in other words, lack of competency in a TL Students forgetting or not knowing irregular forms of verbs is the most common answer provided by the interview Compound-word errors occurs with a frequency of roughly 1/10, which appears solely 9 times out of 71 errors in the free base Because the characteristic of the last mentioned error is that it infrequently happens and often range from carelessness when writing to not having a deep enough understanding of English semantics When asked about the causes of these errors, most students agreed with the first opinion.
The remaining errors related to morphology are errors of the bound base From the total 194 errors in the bound base category, roughly two-thirds of the provided number were errors related to misused nouns and verbs in trying to encode grammatical points, which are known as inflectional morphemes, and also the most typical ones, which means that there are 129 errors occurred due to students failing to encode grammatical points into the sentences they used The cause of these errors is quite similar to free-base-verb-related errors, however, one should consider other reasons such as English, also known as a polymorphic language, while Vietnamese is also called a monomorphic language, and how students are confused about the complexity of lexical morphemes, or because of the wrong grasp of the appropriate concepts/systems of the two different language types.
Lastly, one-third are errors known as derivational morpheme errors Out of the 65 errors of this type, one-ten come from incorrect use or not knowing how to change adjectives and adverbs, as well as two-tens come from failing to represent the change of meanings or word forms of nouns, and sometimes V-ing, which is also the least common types of errors can be found These errors appear because of the arbitrarily simplifying the complex vocabulary and grammatical structures, which is known as analogical errors or overgeneralization, or a failed adaptation to a TL, which is known as LI - L2 interference, and in learners' opinions, the lack of writing lessons, makes learners feel less confident when usmg sophisticated adjectives and adverbs in English.
5 3 1 Limitations & suggestions for further studies
Errors related to the problem of lack or excess of the verb to be due to a lack of understanding and proficiency with a certain target language, secondly to indifference or possible ignorance of the rules of the language with the results obtained from the interview by questioning 10 students, the results were veiy surprising Although the causes such as lack of proficiency and ignorance of rules are in line with these student's answers, the interesting thing is that 8 out of 10 students affirmed that The lack or excess of the verb to be in a sentence is due to the process of studying at public schools, teachers often deduct points and scold them for missing the verb to be in a sentence without accompanying explanations thoroughly, gradually over time, these errors become fossilized and make these students have the habit of cramming the verb to be indiscriminately into any sentence, and as a result, this is the mam cause of the lack, excess, and incorrect use of the verb to be in whatever the sentences are normal sentences or passive sentences, such things are unaware by these students because they do not understand when they need to use the verb to be or when they do not This is also a remarkable finding because this case is not mentioned or ignored in related studies, perhaps partly because the educational systems of advanced countries
61 have a different approach to English teaching in public schools where theft teaching methods are more accurate and scientific than our Vietnamese This matter is considerably worrying and needs to be looked into in further research.
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