Active and passive participial adjectives in English: Errors commonly made by students at Lang Son technical & economic secondary school and some proposed solutions

VIETNAM NATIONAL UNNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST -GRADUATE STUDIES **************************************** HOÀNG THỊ HẢI ACTIVE AND PASSIVE PARTICIPIAL ADJECTIVES IN NGLISH: ERRORS COMMONLY MADE BY STUDENTS AT LANG SON TECHNICAL&ECONOMIC SECONDARY SCHOOL AND SOME PROPOSED SOLUTIONS (Tính từ chủ động bị động có nguồn gốc phân từ tiếng Anh: Những lỗi học sinh Trường Trung cấp Kinh tế- Kỹ thuật Lạng sơn thường mắc vài giải pháp đề xuất) M.A MINOR THESIS Field: EnglishTeaching Methodology Code: 60 14 10 Hanoi-2011 VIETNAM NATIONAL UNNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST -GRADUATE STUDIES **************************************** HOÀNG THỊ HẢI ACTIVE AND PASSIVE PARTICIPIAL ADJECTIVES IN NGLISH: ERRORS COMMONLY MADE BY STUDENTS AT LANG SON TECHNICAL&ECONOMIC SECONDARY SCHOOL AND SOME PROPOSED SOLUTIONS (Tính từ chủ động bị động có nguồn gốc phân từ tiếng Anh: Những lỗi học sinh Trường Trung cấp Kinh tếKỹ thuật Lạng sơn thường mắc vài giải pháp đề xuất) M.A MINOR THESIS Field: EnglishTeaching Methodology Code: 60 14 10 SUPERVISOR: Assoc Prof Dr VÕ ĐẠI QUANG Hanoi-2011 iii ABSTrACT This research aimed to discover common errors made by students in using English Participial Adjectives The participants of the study were 100 the first-year students (aged 1830) They are from classes K29A1, K29A5, Business Accounting of Lang Son Technical & Economic Secondary school in the school year 2009 / 2010 The instrumentations used to collect data in this study are written grammar test and student interview Numbers and causes of common errors were identified, calculated, and compared in terms of error types The study shows the six most common errors in students’ performance as follows: Errors in Participial Adjectives formation (29.4%); Errors in the use of -ing and -ed Participial Adjectives (31.3%); Failure to identify errors in the use Participial Adjectives (39.5%); Errors in the choice of -ing and -ed Participial Adjectives (47.5%); Errors in sentence transformation (46.7%); Errors in Vietnamese -English translation: Incorrect translation (46.9%) Based on the findings of the study, some possible solutions to students’ errors in using English Participial Adjectives were worked out Recommendations for further study are also included iv LIST OF ABBREVIATIONS AND SYMBOLS E.g For example E.P.Adjs English Participial Adjectives P.Adjs Participial Adjectives SVC Subject + Verb + complement SVOC Subject + Verb + Object + complement L1 First language L2 Second language v LIST OF TABLES AND FIGURES Table 3.1 Errors in word formation (p.24) Table 3.2 Errors in the use of -ing and -ed P.Adjs (p.26) Table 3.3 Failure to identify the wrong use of -ing and -ed P.Adjs (p.270 Table 3.4 Incorrect choice of -ing and -ed P.Adjs (p.29) Table 3.5 Errors in sentence transformation (p.30) Table 3.6 Errors in Vietnamese -English translation (p.320 Figure 3.1 Difference between two groups of students in giving wrong answers to exercise (p.25) Figure 3.2 Difference between two groups of students in giving wrong answer to exercise (p.27) Figure 3 Difference between two groups of students in failing to identify the wrong use of -ing and -ed P.Adjs in exercise (p.28) Figure 3.4: Difference in perceiving and (differentiating -ing P.Adjs from -ed Adjs of students of group and group (p.31) Figure 3.5 Difference between two groups of students in giving wrong answers to exercise (p.31) Figure 3.6 Difference between two groups of students in giving wrong answers to exercise (p.33) vi GLOSSARY OF LINGUISTIC TERMS Code The systems (grammar, meaning and sound) of a language Error A systematic deviation from the accepted code Global error An error which affects the meaning of the whole sentence Local error An error which only affects the meaning of the clause in which it is found L1 transfer Use of what the learner knows about his first language to try and assist expression in the target language Interference The effects of ‘habit’ formed in the speaker’s first language acting from L1 upon the target language (This is the phenomenon of borrowing and transferring learner’s native language patterns into the target language) Target language The language which the learner is learning Over- A failure by the learner to apply restrictions where appropriate to generalisation the application of a rule (It is learners’ previous mother tongue experience that is considered as a means of organizing the second language data.) L1 First language (usually the mother tongue) Ignorance of The second language learners “fail to observe the restrictions of rule restrictions existing structures’’ Intralingual are those which reflect the general characteristics of rule learning errors Developmental are those which illustrate the learner’s attempting to build errors hypotheses about English language from his limited related experience vii TABLE OF CONTENTS Declaration p.i Acknowledgements ii Abstract iii List of abbreviations iv List of tables and figures v Glossary of linguistic terms vi Table of contents vii PART A: INTRODUCTION 1 Rationale of the study Aims and objectives of the study 2.1 Aims of the study 2.2 Objectives of the study Scope of the study Significance of the study Organization of the thesis PART B: DEVELOPMENT Chapter 1: Literature Review 3 1.1 An investigation into English Participial Adjectives 1.1.1 The formation of the Participial Adjectives 1.1.1.1 The definition of the participles 1.1.1.2 Participial Adjectives 1.1.2 Syntactic functions of Participial Adjectives 1.1.2.1 Attributive 1.1.2.2 Predicative 1.1.3 Semantic features of Participial Adjectives 1.1.3.1 Stative / Dynamic viii 1.1.3.2 Gradable 10 1.1.4 Participial Adjectives in collocation with nouns 11 1.2 The meaning of Participial Adjectives compared with their Vietnamese equivalents 13 1.2.1 The meaning of Participial Adjectives rendered into Vietnamese 13 1.2.2 The choice of -ing and -ed Participial Adjectives in English 13 1.3 Error and Error Analysis 14 1.3.1 What is “error”? 15 1.3.2 What is “error analysis”? 15 1.3.3 Classification of errors 15 1.3.4 Possible causes of errors in second language learning 15 1.3.4.1 Overgeneralization in learning and using E.P.Adjs 17 1.3.4.2 Developmental errors 17 1.3.4.3 Teaching - induced errors 17 1.3.4.4 Language transfer 18 1.4 Summary 18 Chapter 2: Research Methodology 19 2.1 The context of the study Participants and their background 2.3 Research method 2.3.1 Research questions 2.3.2 Instrumentation 2.3.2.1 Test 2.3.2.2 Interview 2.2.4 Data collection procedures 2.2.4.1 Data collection 2.2.4.2 Techniques of analysis 2.3 Summary 20 20 20 21 21 22 22 22 22 23 23 ix Chapter 3: The Study 3.1 Some actual errors that students at Lang Son Technical & Economic Secondary school commit when using E.P.Adjs 24 3.1.1 Errors in Participial Adjectives formation 24 3.1.2 Errors in the use of -ing and -ed Participial Adjectives 25 3.1.3 Failure to identify errors in the use Participial Adjectives 27 3.1.4 Errors in the choice of -ing and -ed Participial Adjectives 28 3.1.5 Errors in sentence transformation 30 3.1.6 Errors in Vietnamese -English translation 31 3.2 Findings and Discussion 33 3.3 Summary 35 Chapter 4: Possible solutions to the students’ errors in using English Participial Adjectives 4.1 Possible solutions to the errors commonly made by students at Lang Son Technical &Economic Secondary school 36 4.2 Suggestions for teaching and learning Participial Adjectives in English 36 4.2.1 Suggestions for teaching 36 4.2.2 Suggestions for learning 36 4.3 Summary 38 PART C: CONCLUSION Conclusion 39 Recommendations for further research 40 References 41 Appendices Appendix 1: Written grammar test I Appendix 2: Answer key I IV BẢN TOÁT YẾU LUẬN VĂN Tên luân văn: “Active and Passive Participial Adjectives in English: Errors commonly made by students at Lang Son Technical & Economic Secondary school and some proposed solutions.” (Tính từ chủ động bị động có nguồn gốc phân từ tiếng Anh: Những lỗi học sinh Trường Trung cấp Kinh tế- Kỹ thuật Lạng sơn thường mắc vài giải pháp đề xuất) Người thực hiện: Hoàng Thị Hải: Cao học K18A dự án phát triển giáo viên Người hướng dẫn: PGS.TS Võ Đại Quang This research aimed to discover common errors made by students in using English Participial Adjectives The participants of the study were 100 the first-year students (aged 18-30) They are from classes K29A1, K29A5, Business Accounting of Lang Son Technical & Economic Secondary school in the school year 2009 / 2010 The instrumentations used to collect data in this study are written grammar test and student interview Numbers and causes of common errors were identified, calculated, and compared in terms of error types The study shows the six most common errors in students’ performance as follows: Errors in Participial Adjectives formation (29.4%); Errors in the use of -ing and -ed Participial Adjectives (31.3%); Failure to identify errors in the use Participial Adjectives (39.5%); Errors in the choice of -ing and -ed Participial Adjectives (47.5%); Errors in sentence transformation (46.7%); Errors in Vietnamese -English translation: Incorrect translation (46.9%) Based on the findings of the study, some possible solutions to students’ errors in using English Participial Adjectives were worked out Recommendations for further study are also included Nghiên cứu nhằm mục đích tìm lỗi thơng thường mà học sinh thường mắc q trình sử dụng tính động từ có nguồn gốc phân từ tiếng Anh Nghiên cứu khảo sát 100 học sinh năm thứ ( tuổi từ 18-30) lớp K29 A1 K29A5 chuyên ngành kế toán doanh nghiệp trường Trung Cấp Kinh tế - Kỹ thuật Lạng Sơn năm học 20092010) Công cụ dung để nghiên cứu thu thập liệu từ phiếu điều tra từ kiểm tra viết ngữ pháp vấn học sinh Nghiên cứu xác định được, tính tốn so sánh số loại lỗi, số, nguyên nhân gây lỗi thơng thường Nghiên cứu sáu lỗi học sinh thường mắc trình học sau: Lỗi thành lập tính từ có nguồn gốc phân từ (29.4%); Lỗi sử dụng tính động từ có ing ed ( 31.3 %); Khơng xác định đựoc lỗi tính động từ ( 39.5%); lỗi lựa chọn tính từ có ing ed ( 47.5%); Lỗi chuyển câu ( 46.7%); lỗi dịch từ tiếng Việt sang tiếng Anh (46.9%) Dựa vào kết nghiên cứu tác giả gợi ý số đề xuất giải pháp lỗi học sinh sử dụng tính động từ có nguồn gốc phân từ tiếng Anh đưa số khuyến nghị cho nghiên cứu Thank you for evaluating AnyBizSoft PDF Merger! 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