A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company

A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company A study on various grammatical errors in English writing of staff in Sen Vang real Estate Joint Stock Company

1 ABSTRACT In our modern society, English is used as an international language and communication tool, and it increasingly plays an important role in the world, especially when the policy of economy has been opened and intergrated in the global, English becomes more and more vital in every field in the life The undeniable fact that email has great importance in modern business communication There are millions of emails sent from boss to employees, emails to customers, partners, coworkers Considering the importance of grammatical errors in the email writing process, this research aims at describing the grammatical errors in writing emails that commited by the employees of Sen Vang Real Estate Joint – Stock Company The data have been gathered from 50 emails collected by Sen Vang ‘s employees after one – month internship The results of the study revealed that the common and frequent errors made by Sen Vang’s employees when writing emails were subject – verb agreement, subject omission, word order, pluralization, pronuoun, conjuction, article and preposition The causes of such errors that are aslo indicated consist of the difference between English and Vietnamese, the mother tough references, inadequate culture backgrounds, different English levels The study also provides the techniques, solutions and suggestions completely for both employees and managers Based on these findings, it is suggested that managers should increase the employees and staff’s awareness on these errors and provide sufficient remedies to prevent staff from meeting such errors ACKNOWLEDGEMENTS First and foremost, I would like to express my sincere gratitude to all my teachers of English faculty at Thuong Mai University for giving me permission to commence this thesis I would like to acknowledge my thankfullness to my supervisor, Ms Duong Thi Hong Tham, whose encouragement, guidance and support enabled me to 2 accomplish the final version of the thesis as expected Without her help, support and guidance as well, this study would have been impossible to be done effectively and on schedule I really appreciate all her help and suggestion during my study Additionally, I would like to send sincere thanks to Sen Vang Real Estate Joint – Stock Company, the director Ms Nguyen Thi Bich Ngoc and all staff of Sen Vang Company for giving me much support during my one –internship and help me much in my data collection to this study Futhermore, I would say thanks to all my dear friends for their help and warm encouragement throughout my hard times carrying out the study Without them, I couldn’t have covercome such times and focused on my study Especially, I owe my depest gratitude to my parents whose encouragement and creates opportunities to help me concentrate on my study during this period Last but not least, I offer my regards to all of those who supported me in any respect during the completion of the study Hanoi, 8th March 2020 Student Tran Thi Minh Ngoc TABLES OF CONTENTS XC MLIST OF ABBREVIATIONS No Abbreviated words Full phrase Sen Vang SV 3 4 CHAPTER 1: OVERVIEW OF THE STUDY 1.1.Rationale In the modern life, English is consisdered a global language which plays an extremely important in industrialization and modernization of certain countries This language has rapidly become the operating system for the international conversation English is the dominant business language and it has almost become a neccessity for people to speak English if they are to enter a global workforce Research from all over the world shows that cross – border business communication is most often conducted in English and many international companies require employees to be fluent in English One of the best way to use English effectively, especially in business English is being fluent in intensive grammar According to Jeffrey Gitomer ( American author & business trainer) “ Your grammar is a reflection of your image Good or bad, you have made an impression And like all impressions, you are in total control” If you want to make sure you come across the business proffessional you are, give readers a good first impression, maintain business’s credibility and reputation as a professinal, advoid miscommunication and misunderstanding, make communications more effective, reduce the risk of costly lawsuits The use of the correct sentence structure and grammar will increase credibility and reliability of English users In Sen Vang Real Estate Joint – Stock Company, there are separate departments supporting customers and partners One supports Vietnamese customers in consulting and buying or leasing properties Another supports Foreign customers and partners in getting to know the housing law, buying, selling and hiring properties I was an intern in department supporting foreign customers My department has 20 staff Our daily tasks are translating documents, supporting customers buying and selling properties, assist foreign partners in looking for properties and customers, writing commercial correspondence, and so on We often write English emails every week and every month Working as an intern at this department for nearly two months, I found that English usage of staff here as well as of myself still faces many grammatical errors, especially in writing skill For these reasons, I made a decision to choose the topic” A study on various grammatical errors in English writing of staff in Sen Vang real Estate JointStock Company” The purpose of this study is to address the common grammatical errors of the staff of Sen Vang Real Estate Joint – Stock Company and analyse to find the reasons why there are difficulties in mastering grammar and finally try to look for solutions to help the staffs improve their writing ability 1.2 Previous studies There are several studies conducted to investigate learners’ writing errors in general and grammatical errors in particular Firstly, the study of Hamzah (2012) with the topic: “ An analysis of the written grammatical errors produced by freshment students in English writing” This study is aimed at providing explanation on the taxonomy of the grammatical errors made by the unniversity students in written production of English The data were obtained from twenty English texts written by the students as a part of their task in writing class In this study, twenty Indonesia students studying Writing were chosen as the subjects for the study Data were collected from the writing assignment written by students at home The total language corpus collected is appropriately 10.000 words There were 691 errors made by the students The identified errors were counted based on frequencies Then, these errors were classified basd on the procedures suggested by Etherton ( 1977) The result showed that there are major categories of errorsmade by Indonesian students their writing – word choice, verb group, article, preposition, plurality and speeling The author suggested that the teacher should pay more attention to the occurence of those errors in the future and provide relevent remedies EMMARYANA, FAJARIAN, 2010, Topic “ an analysis on the grammatical errors in the students’ writing” This study was conducted towards the first year students of SMA Negeri Cigudeg – Bogor The error was done in Tense for the highest errors by 19 students or 95% the second is errors in Spelling and Punctuation by 18 students ỏ 90% the third is errors in Sentence Pattern by 17 students or 85% the forth is errors in Preposition by students or 35%, and the last errors in Pronoun with errors or 30 % This study indicated that the formulation of the problem is to find out the per five aspects: sentence Pattern( subject and verb), tense, pronoun, preposition, puntuation, and spelling made by the first year students of SMA Negeri Cigudeg in writing recount text In addition to the research of foreigner scholars such as Hamzah Hamzah ( 2012) and Emmaryana ( 2010), in Vietnam, there were also many studies related to this issue The study of student Tran Thi Hanh ( 2015) at Thai Nguyen university with the topic” Grammatical errors in paragraph writing of first year english major students at school of foreign languages – Thai Nguyen University” In this study, the author indicated the common grammatical errors in writing skills of first year students such as: Interlingual, cross – cultural, lexical, parralinguistic All the studies showed the reader a more multidimensional view and to recognize the mistakes when practicing English writing skill So users will be able to take corrective measure and improve their writing skills And this study, researcher hope to contribute to the research treasure, clarify the subject as well as extend the view to the staff of SV 1.3 Aims of the study The study is implemented to two main aims - The first one is to figure out the common grammatical errors made by the staff of - SV The second one is to provide techniques and strategies to help staffs of SV raise awareness of grammatical problems and gradually improve their writing skills The researcher also addresses the effective and appropriate measures which assist staff of SV in fulfilling their tasks in the best way and give some suggestions to deal with it for staff 1.4 Resarch subjects In the study, the research subject is the common grammatical errors that made by staff of SV in email writing skills at Sen Vang Real Estate Joint – Stock Company Particularly, below are the research problems to handle in the study The difficulties which staff of SV often faced when writing emails Various grammatical mistakes in writing emails of staff in SV Some solutions and suggestions to improve writing skill of staff as well as devlope appropriate methods for managers 1.5 Scope of the study This study was conducted on staff in department of supporting foreign customers and partners of Sen Vang Real Estate Joint-Stock Company Moreover, this study only focused on writing skills to figure out the main reasons making the staff of SV often have email grammatical errors From that the author wants to suppose the solutions to help staff of SV improve their writing skills and get rid of their grammatical errors 1.6 Research methodology The main instruments used in the study to collect data were questionaire, interview questions and writing Questionaire: The questionaire is considered as a research tool primarily used to collect imformation and data in research The aims of questionaire is gathering the vital information which are typically analyzed or interpreted, allowing the researchers to come up with the solution or conclusion to the research being conducted The questionaire of this study aims to find out common types of grammtical errors and difficulties the staff often face in writing skills as well The questionaires of study are described as below: • What are the common types of grammatical errors which staffs of SV often make when writing emails? • Whar are techniques and solutions to improve English writing? Interview: The interview is a form which can help researcher collect a richer source of information about: Attributes, behavior, preferences,attitudes, knowledge Interviews are most effective for qualitive research such as: Better understand, explore research subjects’opinions, behaviors In the interview of this study, the resarcher made interviews with staff of SV to answer the listed questions Emails: In Sen Vang, writing emails to customers and partners is one of the tasks which was frequently made by the staff of department of supporting foreigners In this study, besides conducting the questionaire and interview, one of the effective instrument which the author decide to use is collecting emails The topic of this study is common grammatical errors in email writing skills of Sen Vang’s staff Therefore, emails can be the best and shortest way to find out the problems and the author can collect the grammatical errors and analyze these errors The data were collected by using three kinds of instruments: questionaire, interview and collecting emails All these methods will be effective tools which can help the author find out and analyse errors for finding the percentage 1.7 Organization of the study The study was devided into four following chapters: Chapter 1: Overview of the study includes rational of the study, related previous studies, aims of the study, research subjects, scope of the study, research methodology and organization of the study as well Chapter 2: Literature of the study, were reviewed the theoretical issues concerning English This chapter includes overview of writing, overview of grammar and grammatical errors Chapter 3: Research findings are results from instruments: questionaires, interviews and emails Chapter 4: Recommendations and suggestions In this chapter, the author will give solutions and suggestions of improving writing skills for staff of Sen Vang Give quick summary of the above chapters and some limitations in doing research on CHAPTER 2: LITERATURE OF STUDY 2.1 Definitions of writing There are variety of wrriting definition which are stated by certain researchers According to Nunan, ( 2003) Writing are physical and mental act It’s about discovering ideas, thinking about how to: communicate – develope them into statements and paragraphs that will be comprehensible to a reader According to Meryers( 2005) writing is a way to product language, which you naturally when you speak Writing is communication with other in a verbal way Writing is also a process of discovering and organizing your ideas, putting them on paper and reshaping and revising them Rivers (1981) defines writing as conveying information or express of orgininal ideas in a consecutive way in the new language With these definitions, writing is regarded as a process mad through two steps: Firstly, transmitting and exploring perspectives, setting up plan about the writting structure and form into Secondly, conducting a number of revising process to implement a grammatical texts The writing productions are the texts which might be meaningful to readers and convey the contents of text to audience A good writer could synthsize the skilss, knowledge and steps of writing process to achieve the efficiency in transfering information 2.1.1 Types of writing There are four main types of writing: expository, descriptive, persuasive and narrative Expository – Writing in which author’s purpose is to inform or explain the subject to the reader It is a subject – oriented writing style, in which authors focus on tellig a given topic or subject without voicing their personal opinions These types of essays or articles provide readers with relevant facts and figures but not include their opinions This is one of the most common types of writing which we often see in textbooks, how – to articles Descriptive – A type of expository writing that uses the five senses to paint a picture for the reader This writing incorporates imagery and specific details Descriptive style focuses on describing a character, a place or an event in great detail It can be poetic when the author takes the time to be very specific in his or her descriptions Persuasive – Writing that states the opinion of the writer and attempts to influence the reader The main aim of this style is to convince Unlike expossitory writing,persuasive writing contains the opinions and bases of the author To convince others to agree with the author’s point of view, persuasive writing contains 10 were collected and analysed from the questionaire systems for 20 staff in this foreign department in Sen Vang In this part, the author continued refering these results, the kinds of grammartical errors with more deep analysis and specific number about these errors and look for the reasons to have solution which helps staff limit th grammartical errors and have more effective emails Item Tyes of error Article Preposition The production of verb group Pronoun Conjuction Pluralization Subject-verb Agreement Total From this table, the readers Frequency of errors 80 79 60 Percentage (%) 22.7 22 17.1 40 57 `18 18 11.4 16.2 5.1 5.1 352 100 can see that there are seven catefories of errors found to be most common among emails The total numbr of errors made by the 50 emails of 20 staff of foreign support department is 350 This table illustrates the number of errors in emails Overall, it is evident that on the first chart, article is one of the frequency errors which the staff of Sen Vang often make when writing emails The total of errors of articles are 80 ( equivalent to 22.7%) The second position is preposition This is also one of the errors which account for a big proportion with 79% which is equivalent to 22.4 % Next, the production of verb group is the third with 17.1 % of errors which staff make.Then, it was followed by that of pronoun and conjuction While, the former made up 11.4 %, the latter was 27 only 16.2% Finally, only 5.1 % were propotion of each pluralization and subjectverb agreement In summary, these are common grammartical errors which the staff of foreign support department often make when writing emails When writing formal emails to partners or customers, it ‘s very necessary to have accuracy of grammar and spelling The above mistakes are unavoidable and they have occured for various reasons that are mainly attributable to limited vocabulary size, poor grammar knowledge and the mother tongue interference Mistakes in article Regarding overall type of errors, the table recordef a proportion of 22.7%, which occupied the first significant share in comparision with other counterparts Three types of article mistakes are found namely: - Absence of articles accourring when an article is not used before a noun ( concrete noun) - Insertion of articles occuring when an article is added unnecessarily - Misuse of articles occuring when an inappropriate article is put before a noun ( concrete noun) According to Russell(1993), an article is a kind of adjective Thus, there are two-articles -the definite (the), and the indefinite (a, or, preceding a word beginning with a vowel, an) In this study, article mistakes occur because of the differences in the grammatical structures between the foreign language and the native language This is true not only for definite articles but also for indefinite one ‘The ‘ often stand before definite nouns, the instrument nouns like guitar, piano In many situation, it’s rather difficult to distinguish definite and indefinite nouns Because when the nouns in the sentences or in the texts, the reader need to be careful in defining which noun is definite or not It will be very complex in many situations therefore let’s analyze carefully to use article in the right cases Let’s consisder the following example: “I'm very much appreciated Able's assistance in our visit to the landlords last Saturday 28 We had a chance to obtain more information and photos of properties for lease” In this email, the writer dropped ‘ the’ before “properties” In this situation, “properties”are understood that they are the landlords’ones which are refered above sentence Therefore, ‘properties” are consisdered as definite noun and it’s very necessary to use article”the” before Let’s consider the second example: “Please pass along my thanks to Ms Ngoc, Ms Vy, and Mr Tuan Anh, who were hospitable in showing me around the apartments Could you also please send me a list of additional landlords having rental needs? I remain very interested in this opportunity and hope the best for our business relationship in the future.” In this example, the writer used “a” before the phrase” list of additional landlords” In this situation, we must use ”the” in front of ‘list of additional landlords” instead of “a” because we have stucture “ the + N1 + of + N2” ( in this structure N1 are definite one) As the author analysed in the table 3, the portation of grammatical errors with article is the highest in the errors made by staff of foreign support department in Sen Vang There are many complex situations for staff to distinguish Therefore, it;s very necessary to improve basic grammar and master it especially using it in the corparation environment Errors in the use of preposition The total figures of prepositional errors in the written production of participants is 79, making up 22.4% of total number of errors found According to Swan and Smith (2001:33), prepositions are in general regarded as a common source of mistakes in language learning Jarvie (1993) defined prepositions that they were words like on, in for, to, at and of In this research, prepositional errors are classified into three types namely: - Omission which is not used as it is required in a sentence - Wrong Selection which is used inappropriately - Addition which is used needlessly Preposition is one of difficult part for english learners and users because one 29 word can conbine with some preposition and bring different meaning Therefore, users need to be careful in using preposition There is an indication that participants are still influenced by their mother tongue and that they have not yet mastered the use of prepositions Examples: “He wants to know the timeline of the development around 6th Element From his eyes, projects in Starlake are still on the blueprint though it has big potential in the future If you have information when some shops, restaurants, banks' branches will come up around 6th Element, please share to us.” The prepositions “to” here is not really true “Share” often goes “with” ( share with us) This is situation which the writer was still affected by the mother tongue and translated word by word Errors in the use of the production of verb group This types of errors make up 17.1% of the total number of errors found with 60 errors Errors in the use of the production of verb group can be attributed to the mother tongue interference and incomplete knowledge of the rules since there are various diffrences between Vietnamese and English verb system Example: “ I really hope that Mr Miura had a general view about the projects and apartments in Tay Ho Area even though he was really tired Please send him the best regards from Sen Vang Team and we are very much looking forward to have the chance to welcome him here again one day soon.” In this text, the writer didn’t give the right form of verb In grammar, after phrase” looking forward to + Ving” In this case, we need to correct “ looking forward to having the chanc to welcome him here again one day soon” Errors in the use of pronoun From the result of table 3.1, the staff made 40 errors in the use of pronoun accounting for 11.4% Errors in the use of pronoun reference can occure in two situations: - A pronoun like it, this, that, or which refers to a concept or word that is only implied in the sentence rather than to a specific, preceding noun 30 Example: “It was nice meeting you at Define yesterday after a long absence I was writing this email to you at that time because we need your help My Japanese friend, Mr Miura is now doing some research on real estate market in Vietnam His plan is to buy a condominium and lease out He is going to come to Hanoi in middle of February and this helps him see some sites and units suitable for his plan So we need to take him around to show the properties that foreigners can buy and good to lease out Also, we have to explain all the process from purchasing phase to leasing out phase as” “This” here refered to an implied concept that” the travel of Mr Miura to Ha Noi for researching will help him see some sites and units suitable for his plan’ In this case, we should eliminate the vague pronoun and change ‘this helps him to see ” into “ The travel helps him ” Errors in the use of conjunction Another weakness of the participants in this study is to have a tendency to commit mistakes involving the use of conjunction This type of error makes up 16.2% of the occurrences This type of error includes: - One conjuction for two clauses “Thank you very much for being so nice to us during the site tour Although we know that Mr.Miura maybe very tired after long-bussiness trip to Japan, but we still hope that Mr Miura had a general view about the projects and apartments in Tay Ho Area Please send him the best regards from Sen Vang Team and we are very much looking forward to have the chance to welcome him here again one day soon.” Toward this case, we have a structure with although:” Athough S+V, S+ V’ ( don’t use but in this structue” Correct sentence: “ Athough we know that Mrr Miura maybe very tired after - long -bussiness trip to Japn, we still hope that .” Sentences beginning with a negative word Errors in the use of pluralization There are 18 errors in the use of pluralization found The first type of error is unnecessary pluralization of a noun used as an adjective, also known as an attributive noun 31 Incorrect sentence: “ If Able are looking for plot/ land for supermarkets, offices, English centers and industrial parks, Sen Vang would love to help And as Mr Morimoto mentioned, there are a lot of investors looking for projects in Vietnam to buy/ for leasing, therefore Sen Vang will find different options for suitable projects base on Able’s clients requirements and this will surely be the great - cooperation between Sen Vang and Able Correct: “on Able’s client investors” Errors in subject -Verb agreement In this study, only 5.1 % of all errors found in the assessments of participants relates to subject-verb agreement or concord, which is also the least common type among errors categories As stated by Jarvie (1993), “agreement or concord is a rule that ensures the harmonizing of different grammatical units Number concord is the most important type of concord in English, and ensures that a singular subject is always followed by a singular verb, and a plural subject by a plural verb” In the research, agreement or concord mistakes are defined as a sentence lacks agreement between a subject and a verb In other words, a plural subject is not followed by a plural verb form, and a singular subject is not come after by a singular verb form Agreement errors indicate the staff might not master how concords work A subject and a verb, in some cases, appear in different clauses which have resulted in students making concord mistakes For example: The example expresses another simple way that some of the participants could make subject-verb agreement mistakes, which sometimes occur because of the fact that they have not grasped the use of first person singular and 3rd person singular/plural In this example, the staff used the wrong form of the verb “make” instead of “makes” to correspond to the subject-verb agreement for the subject “it" the staff used "it" as a subject in the simple present and did not add "-s" singular to the main verb “make” where it should be The omission of the third person “-s” was an over-generalization because it removed the necessity for concord CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS 4.1 Limitations of the study Although the researcher has made great efort towards conducting this study, 32 there undoubly exist some limitations Firstly, the result of researching only from 20 staff of foreign supporting Department, not entire staff of the compnay It woud be difficult to determine whether the same results with langer number of samples Second, The time for conducting this researching is not too long It has just been completed in nearly 2.5 months Thus the result of this study might be less convincing and it could cover all types of errors in English writing Thirdly, the researcher was still less-experiencedin implementing the study Therefore, there are manu problems in finding out the criteria for classifying errors, setting up the structures of the study and summarize the research findings” 4.2 Suggestions for further studies Based on the limitations of the research, it is essential to modify these limitations for further studies Firstly, the study should be conducted in longer period and set up specific plan conducting Secondly, the study should be collected from mor than an assessment to affirm the accuracy of research findings as the result make the study more persuasive Thirdly, the study should be conducted in a longer time It will help researcher have time to prepare and collect content carefully and accurately 4.3 Recommendations and suggestions for staff 4.3.1 Self – correction Seft – correction is one of the best way which can help staff remember the knowledge, apply it and limit the same errors In each case with wrong grammars, staff should be active to search for and correct their grammatical errors by themselves From them, they can remember their errors and avoid them Thanks to self-correction, staff obviously understand the mistake, catch it, and make the necessary adjustments to their language production Self -correction and self -study will help staff improve their grammartical knowledge and master it gradually With self -correction, there also comes an increased awareness of the language The staff can better notice and correct problem areas, whether these 33 problems result from personal weakness or ones connected to their L1 4.3.2 Peer correction Peer correction is a classroom technique which learners corect each other This is really good technique which everyone in the same company can help and correect for each other This way helps all staff in the Department to study together and correct each other’s writing emails From that, one staff write emails but two or three people can learn from the writer and improve their gramatical knowledge Peer correction helps to encourage involvement and responsibity of students, reflect on role of staffs on writing skills and contribution to the process of the group work, focus on the development of writing skill 4.3.3 Other In order to improve the grammatical errors in English writing, the staff should build and form habit of reading english documents, watch english channel, write frequently Reading will them us catch the good and new grammar, revise grammar, have more good idea for their writing Writing frequently will help the staff improve their writing gradually In the process of writing, the staff shouls collect and advanced and basic gramamr clearly to set up mind map English grammar Let’s spend time reveiwing the grammatical structures and writing emails again and learning certain collocations or phrases to improve writing skills 4.4 Recommendations and suggestions for managers Based on this study, it can be suggested that the managers should be aware on grammatical errors in writing thus thy can recognize difficultis of staff in writing Knowing the problem will mak it eassier for managers to solve the problem Firstly, The manager should understand their employees qualifications to assig work properly to advoid creating difficult problems Moreover, the tasks also need to be clarified before being handed over to staff The managers should remind the staff of making grammatical errors in nglish writing to help them have awareness of this problem Secondly, In the process of interviewing and looking for suitable staff for the position in the company, manager should give higher requires towards interviewee about ennglish level to avoid errors in writing emails of employees, right from the 34 recruitment, managers should give specific requirements about English level of employee, especially in the Department which often uses English as a way of communicating Employers should have a test on English writing level of employee to make sure they have enough of qualification to the job Employers should carefully consider and check the working attitude as well as English input level of employees for example, major in university and English certificate (TOEIC) The managers of the company should understand, sympathize and encourage the staff as well when they make gramamtical errors All staff in the foreign support department are very young, therefore, the maanager should encourage them to learn and help each other to improve their email writing skill and limit grammtical errors in order to have quality writing Let’s raise awareness of employees on these errors and provide sufficient remedies to prevent employees from internalizing such errors CONCLUSION This study aimed at denifying, describing, categorizing and dignosing the types of grammatical errors in English email writing skills of the staff of foreign support department of Sen Vang Real Estate Joint-Stock Company Based on the 35 instrumentations as survey questionaire, interviews, and written assessments, significant findings has been presnted eight seven types of errors that the staff of Sen Vang made and solutions to deal with such errors Firstly, there are seven categories that staff made including subject-verb agreement, the production of verb group, pluralization, pronoun, conjunction, article and preposition Overall, article, conjunction and preposition occupied the significant share in comparison with others Errors in Pluralization often ranked the negligible share among categories Secondly, there are several causes of grammatical errors in English writing including different cultural backgrounds, different English level, the first language interference and unclear instructions of tasks Finally, some solutions and techniques are also provided in the study to improve the knowledge for both staff and managers The researcher believes that this study is useful for future managers in the company 36 REFERENCES Al Murshidi, 2014, Subject-Verb Agreement Grammatical Errors and Punctuation: Errors in Submissions of Male Uae University Students, European Journal of Business and Innovation Research 2 Brinton, 2000, The Linguistic Structure of Modern English Chou, 2011, Electronic Journal of Foreign Language Teaching Cook, 2008, Second Language Learning and Language Teaching Corder, 1967, The significance of learners’ errors Fred D White, 1986, The Writer's Art: A Practical Rhetoric and Handbook Hamzah Hamzah, 2012, An analysis of the written grammatical errors produced by freshmen students in English writing” In 2017, “The analysis of common grammatical errors in writing narrative essay of English study program students at Jambi University” by Heryanti & Sucipto Hornby, 2000, Oxford Advanced Learners of Current English 10 Hsu, H (2013) Revisiting causes of grammatical errors for ESL teachers International Research Journals, 11 Ibtisam Ali Hassan Al Badi, 2015, Academic Writing Difficulties of ESL Learners, Colleges of Applied Sciences-Sohar, the Sultanate of Oman, The 2015 WEI International Academic Conference Proceedings, Barcelona, Spain 12 Jo McDonough and Christopher Shaw (1993), Materials and Methods in ELT A Teacher’s Guide 13 J Richard et al., (2002), Longman Dictionary of Language Teaching and Applied Linguistics 14 Kanyakorn Sermsook (2017), An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students, Department of English for International Communication, Rajamangala University of Technology Srivijaya, Nakhon Si Thammarat, 80110, Thailand 15 Larsen-Freeman (2009), Teaching and testing grammar 16 Leech, et al., 1982, English Grammar for Today 17 Lennon, 1991, "Error: some problems of definition and identification", in Applied Linguistic, vol 12, num 2, Oxford 18 LI Fengjie (2016), Grammatical Mistakes in College English Writing: Problem Analysis, Reasons and Solutions 37 19 In 2003, Nguyen Hoai Thuong also had a research paper on the subject, with the title “A study on common grammatical and lexical errors in writing compositions made by the first year English major students at Hai Phong private university and some suggested solutions” 20 Norrish, John, 1983, Language Learners and their Errors London: The Macmillan Press, (Essential Language Teaching Series) 21 Nunan, D., 2003, Practical English Language Teaching International Edition, McGraw-Hill, Singapore, 88 22 Richards and Schmidt, 1992, Language and Communication 23 ROBIN JEFFREY, “ABOUT WRITING: A GUIDE” Revised Edition, Open Oregon Educational Resources Portland, Ore P3 24 Peneliti, 2015, Types of Grammatical Error Encountered in The English Composition of the Third Grade Students of International Boarding School Amanatul Ummah Surabaya 25 Yule, 2006, The Study of Language 26 “Business Correspondence” of Translation and Interpreting Department (ThuongMai University), Hanoi, 2019 27 “Writing Formal and Informal Emails.” BBC 2011 Web 24 September 2013 APPENDIX 1: QUESTIONAIRE Hi, my name is Tran Thi Minh Ngoc I am the senior at Thuong Mai University The aim of this questionaire is to collect information to contribute to my graduation study I hope to be helped by your cooperation Thank you so much! Please choose the answer that you agree with the following questions Question 1: How long have you been using English? 38 A B C D E More than 10 years 10 years years years Other Question 2: How often you write the below styles of email? (you can choose always, sometimes, rarely or never) Always Sometimes Rarely Never Formal Informal Mix Question 4: What difficulties you get as writing email? A B C D Different cultural backgrounds Different English levels but be supposed as a well-qualified The first language interference Unclear instructions of the tasks Question 5: What grammatical errors you often make? (you can choose more than one grammatical error) Grammatical errors Errors in the Production of Verb Group Errors in Agreement between subject and Verb Errors in the Use of Preposition Error in the Use of Article Errors in Pluralization Errors in Pronoun Errors in the Use Conjunction APPENDIX 2: INTERVIEW QUESTIONS 1) What you to improve your english writing? 2) How you see the results of your solutions? According to Hourani (2008), there are five source of errors: Language transfer Transfer of training Strategies of second language learning Strategies of second language communication Overgeneralization of TL linguistic material The first one refers to errors caused when learners wrongly use the rules of their first language when they produce sentences of the target language In other 39 words, intralingual errors are those due to the learner which reflect The second errors are caused during learners’ language learning process The errors include overgeneralization, fasle analogy Towards international students, writing is an obstacle and stress when writing their assignment cause they don’t have many certainly cultural differences in the way academic register perceived and understood in different countries Clyne (1987) and Duszak (1994) characterize English as a low context culture while German, Czech or Polixh belong to high context academix cultures Writing is seen as individual gift( Cmejrkova 1999) In the Anglo – Saxon world, however, writing is perceived as a skill which can be taught, practised and mastered Writing is a skill which inquires many factors such as good knowledge, cultural environment, mastering of grammatical and spelling rules The international students come from many other countries and from many different cultural background where they are fully dependent on teachers Difficulties are created because of a wrong pedagogic approach selected by teachers, students face difficulties in writing English language, due to a number of factors involved in the act of communication The English language itself has a lot of irregularities and idiosyncrasies which create a myriad of difficulties in writing especially for second language learners Other causes that could lead to the difficulty in academic writing are L1 interfernce, inadequacy of ideas, and unclear instruction of the task A number of scholars propose about the sources of errors made by language learners as follow: Richards ( 1974), for instance, states that two major sources of errors are interlingual errors and intralingual The first one refers to errors caused when learners wrongly use the rules of their first language when they produce sentences of the target language The second errors are caused during learners’ language learning procss The errors include overgeneralization, fasle analogy James( 1998) proposes that there ar four sources of errors which are interlingual errors, intralingual errors, communication strategy-based errors, and induced errors 40 Penny ( 2001) concludes that there are two major sources of errors: interlingual transfer and intralingual transfer Likewwise, Heydari and Bagheri ( 2012)also state that interfernce and intraligual interference are the two sources of errors sources of errors committed by EFL and ESL learners Kaweera ( 2013), from ThaiLand, concludes that there are two main sources of errors, namely interlingual interfernece and intraligual interfernce The first one is a negative transfer of learners’ first language The other one involves errors caused by learner’ incomplete knowledge of the target language In summary, two major sources leading to errors made by EFL and ESL learners are interlingual interference and intraligual interference 41 ... various grammatical errors in English writing of staff in Sen Vang real Estate JointStock Company? ?? The purpose of this study is to address the common grammatical errors of the staff of Sen Vang Real. .. results analyzed and completed by over 15 staffs of foreign support Department of Sen Vang Real Estate Joint- Stock Company 3.1 General Introduction of Sen Vang Real Estate Company Sen Vang Real Estate. .. English writing Below is the chart of the quantity of staff in Sen Vang reak estate joint- stock company Below is the chart of the quantity of staff in Sen Vang make these grammatical errors Chart