Điều tra những lỗi thông thường trong sử dụng trợ động từ của sinh viên năm thứ nhất Khoa Công nghệ Thông tin - Đại học Thái Nguyên

VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES NGUYỄN THỊ PHƯƠNG HOA AN INVESTIGATION INTO SOME COMMON ERRORS IN USING AUXILIARY VERBS MADE BY FIRST-YEAR STUDENTS AT THE FACULTY OF INFORMATION TECHNOLOGY – THAI NGUYEN UNIVERSITY Điều tra lỗi thông thường sử dụng trợ động từ sinh viên năm thứ Khoa Công nghệ thông tin – Đại học Thái Nguyên M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10 HA NOI - 2010 VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES NGUYỄN THỊ PHƯƠNG HOA AN INVESTIGATION INTO SOME COMMON ERRORS IN USING AUXILIARY VERBS MADE BY FIRST-YEAR STUDENTS AT THE FACULTY OF INFORMATION TECHNOLOGY – THAI NGUYEN UNIVERSITY Điều tra lỗi thông thường sử dụng trợ động từ sinh viên năm thứ Khoa Công nghệ thông tin – Đại học Thái Nguyên M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10 SUPERVISOR: NGUYỄN MINH CƯỜNG, M A HA NOI - 2010 TABLE OF CONTENTS PAGES ACKNOWLEDGMENT …………………………………………………………… …… i ABSTRACT …………………………………………………………… …………….……ii TABLE OF CONTENTS …………………………………………………………… … iii LIST OF TABLES …………………………………………………………………….……v LIST OF FIGURES ……………………………………………………………………… vi PART INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Significance of the study 1.4 Scope of the study 1.5 Method of the study 1.6 Design of the study PART DEVELOPMENT CHAPTER LITERATURE REVIEW 2.1 Auxiliary verbs in English 2.2.1 Types of auxiliary verbs 2.2.1 Functions of auxiliary verbs 2.2 Sources of errors in using auxiliary verbs 2.2.1 Performance errors…………………… 2.2.2 Imperfect learning…………………… 2.2.3 Overgeneralization…………………… 10 2.2.4 L1 transfer…………………………… 10 2.3 English learners’ common auxiliary errors 11 2.3.1 Omission of auxiliary 12 2.3.2 Mis-ordering auxiliary 13 2.3.3 Confusion of auxiliary 13 2.3.4 Wrong subject-verb agreement 13 2.3.5 Addition of auxiliary 13 iii CHAPTER RESEARCH METHODOLOGY 3.1 Research setting 15 3.2 Participants 15 3.3 Questionnaire design 16 3.4 Exercises 16 3.5 The interview 17 3.6 Data collection 17 CHAPTER PRESENTATION, ANALYSIS AND DISCUSSION OF THE DATA 4.1 Presentation of the data 18 4.1.1 The questionnaire for students 18 4.1.2 The questionnaire for teachers 23 4.1.3 The interview with teachers 24 4.1.4 The exercises for students 25 4.2 Discussion of the findings 31 4.2.1 Confusion of auxiliary 32 4.2.1Omission of auxiliary 33 4.2.2 Wrong subject-verb agreement 33 4.2.3 Mis-ordering auxiliary 34 4.2.5 Addition of auxiliary 34 4.3 Implications for teaching auxiliary verbs……………………………………………….35 4.3.1 What teachers should take into consideration? 36 4.3.2 Suggested techniques for corrective feedback 37 4.3.3 Suggested solutions for practice 38 5.4 Suggestions for further research 39 PART CONCLUSION ………………………… ………………………….… …… 40 REFERENCES 41 APPENDICES iv LIST OF TABLES Tables Titles Pages Summary of respondents’ answers 17 Summary of teachers’ answers 22 Students’ errors in exercise 26 Students’ errors in exercise 27 v LIST OF FIGURES Figures Titles Pages Students’ purposes in learning English 19 Frequency of errors 19 Students’ attitudes toward the role of auxiliary 20 Frequency of auxiliary errors in different types of sentences 21 Students’ methods of learning auxiliary 21 Students’ sources of errors in using English auxiliary 22 Ratio of errors in using auxiliary 26 Errors in negative sentences 29 Errors in affirmative sentences 30 10 Errors in interrogative sentences 30 vi PART INTRODUCTION 1.1 Rationale of the study English has been considered an international language and used in many fields for years It is, nowadays, widely recognized as the key language tool in the integrating process into the world As English is used widely in many countries over the world, it has become the most popular means of communication Thai Nguyen University, being a mountainous university, receives students mainly from the mountainous and rural areas where English is not improved considerably Entering university, these students have to study English as a compulsory subject right from the first semester and they are evaluated with both communication skill and grammar knowledge At the same time, they not have a good basis of English from high school; therefore, they meet difficulty in learning the language and often make mistakes In the FIT, English is a compulsory subject and is paid much attention to as it is essential in information and communication technology As computer language is mainly English, students in FIT need English for their studies Although the course book chosen to teach English to students in the FIT focuses on communicating skills, it is undeniable that grammar makes communication smoother and more proper Further more, to better one‟s English, grammar is essentially important In fact, many students spend a lot of time studying grammar; however, the verb is the area which they have much difficulty understanding and mastering It is widely agreed that to students grammatical use is of substantial significance in order to perfect their language skills and it requires effective teaching and learning methods Though teaching grammar nowadays does not play a requisite role as it was in the past because of communicating purpose, it is still important, especially at the elementary level of learning the language where English is a compulsory subject Accordingly, there have been many studies in the area of students‟ grammatical errors Lan (2005), Houng (2005), Ngat (2003), and Hai (2003) conducted researches on grammatical errors and among the errors they found were those in using auxiliaries As can be seen, the role of grammar in English is realized While grammar is important, the auxiliary is part of it When learners learn the language, errors are unavoidable The studies on grammatical errors show a certain number of errors in auxiliary verbs However, not many have chosen the auxiliary as the main focus in their research In addition, from the writer‟s own experience in English teaching, she has observed a lot of difficulties in students‟ using English auxiliary verbs Therefore, she would like to conduct a study on some common errors in using auxiliary verbs made by first-year students at Faculty of Information Technology - Thai Nguyen University Hopefully, the research „An investigation into some common errors in using auxiliary verbs made by first-year students at Faculty of Information Technology - Thai Nguyen University‟ will be a contribution to better teaching and learning English in the FIT 1.2 Aims of the study The aims of the study are: - To investigate the types of errors in using auxiliary verbs made by first-year students in The FIT-Thai Nguyen University - To find out how students learn and use auxiliary verbs - To find out the sources of the errors - To give suggestions and solutions for reducing the errors and teaching and learning English more effectively To achieve the aims of the study, the following questions are proposed: What types of errors in using auxiliary verbs the students often make? What are the sources of the errors in using auxiliary verbs? What should be done to help them reduce the errors in using auxiliary verbs? The research „An investigation into some common errors in using auxiliary verbs made by first-year students at Faculty of Information Technology - Thai Nguyen University‟ was conducted to find the answers to the questions above 1.3 Significance of the study During learners‟ process of learning English, errors are various and unavoidable This study‟s purpose is to investigate the types of errors in using auxiliary verbs of first-year students in the FIT and the sources of the errors Corder (1967) observes that errors tell teachers of language where and when learners need help, what sort of help learners need and what they should to better acquire the language Hopefully, the findings of the research on common errors in using auxiliary verbs by firstyear students in The FIT will give teachers better awareness of students‟ problems, what they should to help students reduce the errors and what change should they need in their teaching methods to cover students‟ weak area 1.4 Scope of the study As elementary level is the basis and the starting point from which students understand and improve the language, I would like to study what difficulties students often meet with in this level However, difficulties and errors are various; the study only focuses on the common errors in using auxiliary verbs made by first-years students in the FIT The subjects of the research are the first-year IT students and the research is conducted at the end of the first semester of the academic year 2009-2010 When the errors and sources of errors are identified, solutions then can be given in hoping to improve the matter 1.5 Method of the study Although communicative skills receive much attention in teaching and learning English nowadays, a large number of studies reveal that grammar helps to form proper English utterances, which leads to agreeable communication Therefore, there have been researchers who share the same interest in the usefulness and necessity of grammar and studied learners‟ grammatical errors Bùi Thị Đào (2008) observes that 80% learners commit such errors as misuse of structures, misordering and misuse of auxiliary verbs Sayuri Kusutani‟s (2006), Chandra Bose (2005), Lim (2006), Cowan (2008), Astasari (2009), and María Mayo & María Lecumberri (2003) Therefore, this study would like to have a focus on common errors in using English auxiliary made by first-year students The study uses the survey method as it is useful when a researcher wants to collect data on phenomena that cannot be directly observed and it is used to assess attitudes and characteristics of a wide range of subjects by sampling a population The subjects of the study were teachers of English and 100 first-year students in the FIT to investigate the common errors in using English auxiliary verbs The study used questionnaires, exercises and interviews to collect data The questionnaires were delivered to 100 students and teachers of English in the FIT to investigate their attitudes towards auxiliary teaching and learning, and their experience and difficulties in learning and teaching auxiliaries Exercises were also designed and delivered to students to study the errors they would make There are different exercises on the exercise sheet The interviews were conducted with teachers for their ideas about role of auxiliary verbs, how they teach auxiliary verbs, what errors their students often make in using auxiliaries and what they to help their students The data collected were then analyzed and discussed 1.6 Design of the study The study consists of part: Part 1: Introduction The chapter gives an overview of the study It states what will be studied, why and how the study should be done Part 2: Devlopment Chapter 1: Literature review The chapter reviews the theories and researches related to the study Chapter 2: Research methodology The chapter gives a brief view of the setting and participants It also states how the study is done and how data are collected Chapter 3: Presentation and discussion of the findings The chapter presents and analyzes the data obtained in the study It also suggests solutions to help students reduce errors in using auxiliaries Part 3: Conclusion PART CONCLUSION In the Faculty of Information and Communication Technology, English is an obligatory subject and also a difficult subject to a great number of students who come from rural and mountainous areas where English education is not people‟s focus Therefore errors in using auxiliary can be seen frequently The study aims at investigating the errors made by FIT first-year students The writer conducted the study in the first semester of the academic year 2009-2010 when students had learnt the present simple and past simple with two types of auxiliary (do & modal) Data from the study show that: From the findings of the study, the following conclusions are drawn: (1) Both teachers and students find grammar important in teaching and learning English However speaking receives more attention in class while errors in speaking are often ignored; as a result, students keep making errors with little correction from teachers Therefore teachers should spend more time in class attending to students‟ grammar knowledge as well as correct students‟ errors in speaking (2) Errors in auxiliary often in both speaking and writing, especially in interrogation This is the area where teachers and students should take more notice during the process of teaching and learning (3) Students are most likely to make confusion-of-auxiliary errors while they are least likely to make errors with modals Thus, other auxiliary verbs should receive as much explanation as modals It is hereby implied that, although error correction is important, teachers should consider when to correct so as not to interrupt students‟ flow of conversation and discourage them Another implication is that, when possible, teachers should leave students to self-correct and peer-correct When students cannot self-correct and peer-correct, teachers then make correction and clear explanation for the error While correcting, teachers should consider the appropriate correction technique to suit different individuals For error correction in speaking, five correction techniques are suggested: recasting, explicit correction, clarification request, metalinguistic clues, and repetition Seven exercises are proposed to help students practice grammar with English auxiliary verbs Since auxiliary errors are frequently made by first-year students at the Faculty of Information Technology – Thai Nguyen University, it is suggested that a study on auxiliary errors at later stages should be conducted 40 REFERENCES A Chandra Bose (2005) The problems in learning modal auxiliary verbs in Eglish at high school level Language in India Volume 5: 11 Astasari, I (2009) Grammatical errors in students‟ narrative writing From http://karyailmiah.um.ac.id.index.php Bùi Thị Đào (2008) Một số lỗi thơng thường khi8 sử dụng câu hỏi có khơng Tiếng Anh: nguyên nhân cách khắc phục Tạp chí khoa học ĐHGHN Busha, Charles H., and Stephen P Harter, (1980) Research Methods in Librarianship: Techniques and Interpretation Orlando, FL: Academic Press, Inc Hagège, C (1996) The child between two languages Editions Odile Jacob Corder, S P 1967 "The significance of learners‟ errors” International Review of Applied Linguistics Cowan, R (2008) The Teacher's Grammar of English: A Course Book and Reference Guide Cambridge University Press Ellis, R (1994) “The Study of Second Language Acquisition”, Oxford University Press Hà, N T (1995) “First Language Transfer and Vietnamese Learners' Oral Competence in English Past Tense Marking: A Case Study.” Master of Education (TESOL) Research Essay, La Trobe University, Victoria, Australia Hải, H T H (2003) A study on grammatical and textual errors in paragraphs written by the 2nd year students at the English department – college of foreign languages – Vietnam national University MA Thesis VNU Hiền, N T T (2007) Negative questions in English and Vietnamese - A contrastive MA Thesis VNU Huddleston, R & Pullum, G K (2005) A Student's Introduction to English Grammar Cambridge University Press Hương, P T L (2005) Difficulties in using perfect paspects for Vietnamese secondary school students of English MA Thesis VNU Lakkis, K & Malak, M A (2000) Understanding the Transfer of Prepositions FORUM, Vol 38, No 3, July-September 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 MA Thesis VNU Lyster, R and Ranta, L (1997) Corrective feedback and learner uptake: Negotiation of form in communicative classrooms Studies in Second Language Acquisition, 19 41 Ngát, D V (2005) Common Grammar Mistakes Made by Eleventh Form Students of High Schools in Thanh Hoa city M.A Thesis VNU Lim, Jason Miin-Hwa (2006) Associating Interference with Strategy Instruction: An Investigation into the Learning of the Present Continuous Asian EFL Journal, Volume Issue 2, Article Mayo, M & Lecumberri, M 2003) Age and the acquisition of English as a foreign language Language Arts & Disciplines Sue kay, Vaughanjones&Phillip Kerr (2002) Inside Out – Elementary (students‟ book) Macmillan Publishers Limited Press Doughty, C (2003) Instructed SLA: constraints, compensations, and enhancement In M Long and C Doughty (Eds.), The handbook of second language acquisition New York: Cambridge University Press Doughty, C & Williams, J (1998) Focus on form in classroom second language acquisition New York: Cambridge University Press Lim, Jason Miin-Hwa (2003b) Interference in the second language acquisition of the present simple tense Asian Journal of English Language Teaching (Hong Kong) 13, 1-28 Lim, Jason Miin-Hwa (2003a) Target language interference in the acquisition of the past simple tense In Grammar in the Language Classroom: Changing Approaches and Practices (James, J., ed.), 254-293 Singapore: SEAMEO Regional Language Centre (RELC) .Long, M (1983) Does second language instruction make a difference? A review of research TESOL Quarterly 17(3), 359-382 Quirk, R & Greenbraun , S (1976) A university grammar of English Longman Rutherford, W E., & Sharwood Smith, M (Eds.) (1988) Grammar and second language teaching New York: Newbury House Sayuri Kusutani (2006) The English Copula Be: Japanese Learners‟ Confusion TESL Working Paper Series (2) Thompson, A J & Martinet, A V (1985) A practical English grammar Oxford University Press Truscott, J (1996) The case against grammar correction in L2 writing classes Language learning, 46 42 APPENDICES APPENDIX 1: QUESTIONNAIRE FOR STUDENTS This survey questionnaire is designed for the study on some common errors in using auxiliary verbs made by first-year students at Faculty of Information Technology - Thai Nguyen University Your assistance in completing the following items is highly appreciated All the information provided by you is of great use and solely for the study purpose You can be confident that you will not be identified in any discussion of the data Thank you very much for your cooperation! Please circle your answers How long have you learnt English? a less than year b 3-4 years c 7-8 years d over years What is your purpose in learning English? a to pass the exams b to read and understand IT documents c to be able to communicate with foreigners d for future job What you focus on when you learn English? a Grammar b Speaking c Reading d Listening How often you make errors in using English verbs? a always b often c sometimes d hardly ever Do you pay attention to auxiliary verb usage when making sentences? a Yes b No In what aspects of learning English you think your knowledge of auxiliary verbs help you? a using Auxiliary verbs correctly b making grammatically correct sentences c communicating d understanding English grammar What types of auxiliary verbs have you learnt up to now? Do you know the functions of the Auxiliary verbs you’ve learnt up to now? a Yes b No In what types of sentences you often use auxiliary verbs? a 10 a 11 Positives b Negatives c Interrogatives d Imperatives What sorts of sentences you often make errors in auxiliary verbs? Positives b Negatives c Interrogatives d Imperatives How you learn auxiliary verbs? a Imitating English sentences b Doing grammar exercises c Learning English tenses d Learning English sentence structures 12 What you think the reasons for your errors in auxiliary verbs are? a Being careless in making sentences b confusing with other verbs c not knowing how to use auxiliary verbs d being influenced by mother tongue APPENDIX 2: QUESTIONNAIRE FOR TEACHERS This survey questionnaire is designed for the study on some common errors in using auxiliary verbs made by first-year students at Faculty of Information Technology - Thai Nguyen University Your assistance in completing the following items is highly appreciated All the information provided by you is of great use and solely for the study purpose You can be confident that you will not be identified in any discussion of the data Thank you very much for your cooperation! Please circle your answers How long have you taught English? a less than year b 3-4 years c 7-8 years d over years What you think your students focus on when they learn English? a Grammar b Speaking c Reading d Listening Do you pay attention to auxiliary verbs when teaching English? a Yes b No In what aspects of learning English you think the knowledge of auxiliary verbs help your students? a using Auxiliary verbs correctly b making grammatically correct sentences c communicating d understanding English grammar Do you think your students know the functions of the Auxiliary verbs you’ve taught to them up to now? a Yes b No c No ideas In what types of sentences your students often make errors in using auxiliary verbs? a Positives b Negatives c Interrogatives d Imperatives How you think your students learn auxiliary verbs? a Imitating English sentences b Doing grammar exercises c Learning English tenses d Learning English sentence structures What you think the reasons for your students’ errors in using auxiliary are? a Being careless in making sentences b confusing with other verbs c not knowing how to use auxiliary verbs d being influenced by mother tongue APPENDIX 3: INTERVIEW WITH TEACHERS I am doing a study on some common errors in using auxiliary verbs made by first-year students at Faculty of Information Technology - Thai Nguyen University Your assistance in providing answers to the following questions is highly appreciated All the information provided by you is of great use and solely for the study purpose Thank you very much for your cooperation! What is your name? What you do? Where you work? Do you love your job? Do you think English is important to your students? Why / Why not? What teaching approach you use to teach English to your students? How you think your approach help your students learn English? Do you think your students should know the functions of Auxiliary verbs? Why / Why not? Do you think correct use of Auxiliary verbs help your students speak better? Do you notice any errors in Auxiliary verbs that your students make? How you react to the errors? 10 How often your students make these errors? Why you think they make these errors? 11 What you to help your students reduce the errors? 12 What difficulty you meet in helping your students reduce the errors? APPENDIX 5: EXERCISES FOR STUDENTS These exercises are designed for the study on some common errors in using auxiliary verbs made by first-year students at Faculty of Information Technology - Thai Nguyen University Your assistance in completing the following exercises is highly appreciated All the information provided by you is of great use and solely for the study purpose You can be confident that you will not be identified in any discussion of the data Please the following exercises Thank you very much for your cooperation! Ex Supply the correct forms of the verbs in brackets He (not / go) to school yesterday because he was ill …………………… You (be) a student at a university? ……………………… He (can) play football very well ……………………… My father (work) in an office ……………………… She (not / can) draw ……………………… Where your mother (work)? …………………… My name (be) Peter I (be) from England …………………… Linh (not / be) interested in football ……………………… How many languages Alice (can) speak? ……………………… Ex Make sentences using the given words She / not like / playing tennis / at the weekend Mary / not / can / swim They /not / sad / about coming last in the race Mai’s mother / work /in a hospital Alice / can / speak / foreign languages Hai and Nam / students / at Thai Nguyen University Where / he and his brother / live? How many musical instruments / she / can / play? You / at home / yesterday afternoon? APPENDIX 6: RESULTS FROM INTERVIEW WITH TEACHERS The names of the participants are kept private Teacher of English In the Faculty of Information Technology – Thai Nguyen University Yes Yes To enrich knowledge / for future jobs Communicative language teaching approach Students have more time to practice speaking/ students are freer and more active to express their opinions Speaking receives most attention in class Not paying attention to grammar Maybe Yes They make grammatically correct sentences Ignore in speaking / correct in writing 10 Sometimes Students don’t know how to use auxiliaries 11 What you to help your students reduce the errors? 12 Lack of time APPENDIX 7: SUGGETED ANSWERS FOR EXERCISES FOR STUDENTS Ex Supply the correct forms of the verbs in brackets 10 He (not / go) to school yesterday because he was ill didn’t go 11 You (be) a student at a university? Are you 12 He (can) play football very well can 13 My father (work) in an office works 14 She (not / can) draw cannot (can’t) 15 Where your mother (work)? does your mother work 16 My name (be) Peter I (be) from England is / am 17 Linh (not / be) interested in football is not (isn’t) 18 How many languages Alice (can) speak? can Alice speak Ex Make sentences using the given words She does not like playing tennis / at the weekend Mary cannot swim They are not sad about coming last in the race Mai’s mother works in a hospital Alice can speak foreign languages Hai and Nam are students at Thai Nguyen University Where he and his brother live? How many musical instruments can she play? Were you at home yesterday afternoon? APPENDIX 8: SUGGESTED EXERCISES AND KEYS Exercise Fill in the gap with a suitable word He _ come to school yesterday because he was ill you a student at a university? you got a part-time job? _ you work in an office? _your father got an interesting job? _ your mother speak English? _ your grandfather live near you? She _ often go to the movies the weather good yesterday? 10 _ you get up early this morning? Key: didn’t Are Have Do Has Does Does doesn’t Was 10 Did Exercise Is the bold verb an auxiliary or a main verb? I am hungry They will help you We not know his address My friend Amy does a lot of sports How much is it? I am reading an interesting book at the moment Will you be there? She has never been to London Does he speak English? 10 They have a cat and a dog Key: main auxi aux main main aux aux aux aux 10 main Exercise Complete each sentence with the correct auxiliary verb The train………………………… just arrived A B does C have D has C have D does ………………………you understand? A are B They………………………….been learning English for two years A have B C are D has C is D has C have D does C did D has C does D C D does C D are My uncle ……………………….not eat fish A does B I………………………….not live here A am B …………………anybody here? A are B is She……………………….not play the piano A is B has How……………………….we get there? A are B have Where………………………he live? A is B does 10 Where……………… you living at the moment? A are B have C D did Key: D B A A B B C C B 10 A Exercise Rewrite the following sentences in the negative Use the same tenses as in the positive sentences I drink coffee He is hungry She has been busy I wrote a letter He speaks English They are friendly We will go home now I am going to study harder They danced a lot 10 Mary plays the guitar Key: I don’t drink coffee He isn’t hungry She hasn’t been busy I didn’t write a letter He doesn’t speak English They aren’t friendly We won’t go home now I am not going to study harder They didn’t dance a lot 10 Mary doesn’t play the guitar Exercise Write questions in the tenses given in brackets Decide whether or not to use an auxiliary you/know/this girl (Simple Present) who/say/that (Simple Past) why/she/want to this (Simple Present) he/go home (Present Perfect Simple) she/come/to our party (will-Future) they/travel/by train (Simple Past) they/buy/the present (Present Perfect Simple) you/sleep (Present Progressive) they/be/there (Simple Past) 10 where/he/be/from (Simple Present) Key: Do you know this girl? Who said that? Why does she want to this? Has he gone home? Will she come to our party? Did they travel by train? Have they bought the present? Are you sleeping? Were they there? 10 Where are you from? Exercise Make questions for the underlined parts 1- He named his son David 2- My brother has worked in Lang Son for years 3- I've done hundreds of jobs up to now 4- She is feet tall 5- I want to work in Ha Noi when I graduate from college 6- He often drives at 70 km per hour 7- She went to Ha Noi to find a new job 8- The letter is from Sara 9- He invites a lot of guests to his house for dinner at the weekend 10- They made their money by banking Key: What did he name his son? How long has your brother worked in Lang Son? How many jobs have you done up to now? How tall is she? Where you want to work when you graduate from school? How fast does he often drive? Why did she go to Hanoi? Who is the letter form? What does he at the weekend? 10 How did they make their money? Exercise Build sentences using the given words 1, David / too short / reach / door handle 2, How much / money / you / spend / last month? 3, where / your family / live / when / you / child? 4, My friend / have got / long / blond / hair 5, he / see / family / often / possible 6, Alex / stressed / because / he / have / much work 7, How often / you / see / family? 8, When / last time / you / the shopping? 9, My mother / have / curl / hair 10, He / morning exercise / three times / week Key: David is too short to reach the door handle How much money did you spend last month? Where did your family live when you were a child? My friend has got long blond hair He sees his family as often as possible Alex is stressed because he has too much work How often you see your family? When was the last time you did the shopping? My mother has got curly hair 10 He does morning exercise three times a week ... INFORMATION TECHNOLOGY – THAI NGUYEN UNIVERSITY Điều tra lỗi thông thường sử dụng trợ động từ sinh viên năm thứ Khoa Công nghệ thông tin – Đại học Thái Nguyên M.A MINOR THESIS FIELD: ENGLISH TEACHING... - - - 0 - - agreement 19 - - - 27 - - - - not can - 14 - your 19 Per AA Per 34 Per(%) - isn‟t go is can is work verb Are you 77 - can 81 / works 57 - cannot (can‟t) 79 - isn‟t can 15 does your... am 94 - 0 - - - - isn‟t 93 - not - - - can Alice 66 - 2.5 is Alice 18 - Alice can 16 - can Table 3: Students’ errors in exercise CA: Confusion of auxiliary OA: Omission of auxiliary W S-V: Wrong