Common errors in the use of inversions

TABLE OF CONTENTS TABLE OF CONTENTS Report on research results from the initiative application Introduction The name of the initiative Author’s information .6 Application field .6 The first application date 6 Description of the initiative .6 PART ONE INTRODUCTION I-Rational II-Research presupposition III-Research objectives .8 IV-Research scope .8 V-Research tasks VI-Research methods VII-Significance of the proposed research VIII-Design of the research work PART TWO DEVELOPMENT CHAPTER ONE: THEORETICAL BACKGROUND I.1.Literature review in brief .10 I.2.Inversion 12 I.2.1 Definition .12 I.2.2 Types 12 I.2.2.1 Full Inversion 12 I.2.2.2 Auxiliary Inversion 14 I.2.3 Structures .15 I.2.3.1 In structure VS .15 I.2.3.2 In structure AVS 16 I.2.3.3 In structure CVS 17 I.2.3.4 In structure PREDICATION + BE + SUBJECT 18 I.2.3.5 In structure OPERATOR + SUBJECT + PREDICATION .18 I.2.3.6 In structure PRO-FORM + OPERATOR + SUBJECT 19 I.2.4 Functions 19 I.2.4.1 Emphasis .19 I.2.4.2 Discourse function 21 I.2.5 Uses of inversion 22 I.2.5.1 Inversion after adverbs 22 I.2.5.1.1 After negative adverbs .22 I.2.5.1.2 After adverbs of place and direction 24 I.2.5.1.3 After adverbs of time .25 I.2.5.1.4 After adverbs of order 25 I.2.5.2 Inversion in conditional sentences 25 I.2.5.3 Inversion after adjectives .26 I.2.5.4 Inversion in comparatives 27 I.2.5.5 Inversion with so, such 27 I.2.5.6 Inversion with ing-form and ed-form 28 I.2.5.7 Inversion with story speech or reporting 28 I.2.5.8 Inversion with so, neither, nor, as 28 I.2.5.9 Inversion in questions 29 I.2.5.10 Inversion in exclamations 29 I.2.5.11 Inversion with may 30 CHAPTER TWO: COMMON ERRORS IN THE USE OF INVERSIONS II.1 Survey 31 II.1.1 Purpose of the survey 31 II.1.2 Population of the survey .31 II.1.3 Type of the survey 32 II.1.4 Construction of the survey 32 II.1.5 Preparation of the survey 32 II.1.5.1 Test items .32 II.1.5.2 Arrangement of the survey 33 II.1.6 Administration of the try-out 33 II.1.7 Method of data analysis 33 II.1.8 Results of the survey .34 II.2 Common errors and causes 35 II.2.1 Errors in the use of inversion after adverbs of place and direction 35 II.2.2 Errors in the use of inversion after negative adverbials 35 II.2.3 Errors in the use of inversion after here, there 36 II.2.4 Errors in the use of inversion in conditional sentences 37 II.2.5 Errors in the use of inversion after some expressions with only 37 II.2.6 Errors in the use of inversion after reporting or story speech .38 II.2.7 Errors in the use of inversion after ing-phrase and ed-phrase 38 II.2.8 Errors in the use of inversion with so, such 39 II.2.9 Errors in the use of inversion after time expressions 39 II.3 Suggested solutions and suggested exercises .40 II.3.1 Suggested solutions 40 II.3.2 Suggested exercises 41 PART THREE CONCLUSION CONCLUSION 43 APPENDICES .45 SURVEY QUESTIONNAIRE 45 SUGGESTED EXERCISES 49 Information security 51 The necessary conditions to apply the initiative 51 The benefits of applying the initiative 52 REFERRENCES 53 REPORT ON RESEARCH RESULTS FROM THE INITIATIVE APPLICATION Introduction: Language is a very important means of communication in daily human life Human beings use language, both written and spoken form, to express their ideas In a wider scope, language functions as a means of international communication by at least two persons In a smaller group whose members share the same language, for instance, there are likely no difficulties in using the language since the persons involved in the process of communication are used to speaking their own native language On the other hand, if the people taking part in the conversation speak different languages, they must have difficulties and obstacles in getting along with each other One of the problems causing the difficulties is the language used Accordingly, they need a language which is understood by both sides, the speaker and his or her counterpart This will occur when the speakers are from different backgrounds: nationality, race, and language In this case, an international language is very badly needed, especially the one that is the most widely spoken in the world One of the languages is the English language In Vietnam as well as in other countries, there is a greater and greater need to learn English, from young to old, from male to female No one can deny the importance of English in Vietnam at present Therefore, English is being taught at every educational level However, learning a language is difficult, because each language has its own system which is different from that in the learner’s native language The differences in the system of language may bring about learning problems for foreign language learners Hence, it is inevitable that in learning English as a foreign language Vietnamese students usually have problems on account of the differences between Vietnamese and the target language It is proved that English grammar is complex and often causes embarrassment to students The inversion is one of the language categories that students at high school have to learn much Due to its various uses, it is assumed that there are many errors which may be made In fact, many students confess that the inversion is one of the biggest problems of English grammar and they often make errors in the use of inversions For example: On the grass did an enormous frog sit Only two days before the show tourists can buy the tickets With regard to the errors quoted above, the problem is with grammatical structures The correct versions could be: On the grass sat an enormous frog Only two days before the show can tourists buy the tickets For the reasons above, this study is conducted, which focuses on errors in the use of inversions among the students of English in grade 10 at Nguyen Viet Xuan High School The name of the initiative: Common errors in the use of inversions Author’s information: - Full name: Nguyen Thi Lan Anh - Address: Nguyen Viet Xuan High School - Phone number: 0974322659 Email: lananhnguyen90@gmail.com Application field: This initiative can be applied in teaching inversions for students to deal with some grammar points in English GCSE and excellent student contests The first application date: 10/2019 Description of the initiative: PART ONE INTRODUCTION I RATIONAL Inversion is an interesting category of English grammar It has two main types including full inversion and auxiliary inversion It appears with various forms of structures and has function of emphasis and discourse function However, the uses of inversion referred to in some books have not been dealt with in full and sometimes cause confusion to learners of English As a result, students of English often make errors when they use inversions Therefore, this research work entails studying the uses of inversions and conducting survey for error analysis As a teacher of English, I would like to make a contribution to the English teaching in Vietnam This study is conducted to find out the types of errors and causes in the use of inversions among the students of English in grade 10 at Nguyen Viet Xuan High School and suggest some solutions to the problems based on the results of the survey II RESEARCH PRESUPPOSITION Some questions are raised: 1) What kinds of errors are made by the students of English in grade 10 at Nguyen Viet Xuan High School in the academic year of 2019/2020? 2) What kind of error in the use of inversions is the most often made by the tenthgrade students of English at Nguyen Viet Xuan High School in the academic year of 2019/2020? 3) What are the causes of the errors in the use of inversions made by the students of English in grade 10 at Nguyen Viet Xuan High School in the academic year of 2019/2020? Based on the questions above, I am eager to learn about the problems and make an error analysis in inversions so that the major errors in the use of inversions may be found III RESEARCH OBJECTIVES The study is aimed at the following goals: 1) To find out kinds of errors made by the tenth-grade students of English at Nguyen Viet Xuan High School in the academic year of 2019/2020 in using inversions 2) To find out the main errors in the use of inversions most often made by the students of English in grade 10 at Nguyen Viet Xuan High School in the academic year of 2019/2020 3) To find out the causes of the errors in the use of inversions made by the tenth-grade students of English at Nguyen Viet Xuan High School in the academic year of 2019/2020 IV RESEARCH SCOPE The general research area of this study is grammar The phenomenon is errors in the use of inversions made by the students of English in grade 10 at Nguyen Viet Xuan High School in the academic year of 2019/2020 Others relating to the inversion are also briefly mentioned The population involved in the study is seventy six students of English in class 10A1 and 10D4 at Nguyen Viet Xuan High School V RESEARCH TASKS The study involves fulfilling the following tasks: 1) To study types and structures of inversions 2) To research into the functions and uses of inversions 3) To conduct a survey to find out error types and causes On the basis of the findings, possible solutions to the problems are sought to minimize the students’ errors VI RESEACH METHODS To achieve the objectives of the study, the following methods have been applied: 1) Collecting documents from books listed in the references 2) Consulting the experienced teachers and friends 3) Synthesizing theoretical documents on English grammar 4) Conducting a survey and analyzing the results VII SIGNIFICANCE OF THE PROPOSED RESEARCH Errors in any language teaching and learning, particularly in English as a foreign language, are sometimes predictable and sometimes unpredictable It is, therefore, essential for teachers to have better treatment to anticipate errors After the research, it is hoped that the result will be helpful to provide: 1) Input for learners of English in order to minimize their errors in the use of inversions 2) Input for teachers of English with information on error types and solutions to the problems so that they can have good methods of teaching the inversion This study is also beneficial to anyone who is interested in the inversion in English VIII DESIGN OF THE RESEARCH WORK The research work has three main parts, namely: introduction, development, and conclusion The part “Development” consists two chapters Chapter one is entitled “Theoretical background” It consists two sections Section one reviews literature in brief The second one deals with things related to the inversion such as definition, types, structures, and uses of the inversions Chapter two is named “Common errors in the use of inversions” It has three sections Section one is devoted to the survey The second deals with error types and causes The last one is on solutions to the problems and suggested exercises on the inversions PART TWO DEVELOPMENT CHAPTER ONE THEORETICAL BACKGROUND I.1 LITERATURE REVIEW IN BRIEF Inversions have been described by many grammarians like Randolph Quirk (1985), Martin Hewings (1999), Michael Swan (2005), John Eastwood (1994), Michael Vince (2003), George Yule (2006), Ron Cowan (2008) and so on They each have their own way to describe inversion Generally, they focus their attention on the definition, structure, functions of inversion, types of inversion and their uses Martin Hewings (1999) in the book Advanced Grammar in Use focuses his attention on types and the uses of inversions He classifies inversion into specific kinds: Inversions after adverbial phrase of direction and place, inversions after here, there and some adverbs, inversions in conditional sentences, inversions in comparison with as and than, , inversions after negative adverbials and inversions after so, such, neither, nor He introduces formal and literary styles in some types of inversions and suggests the case of a pronoun as the subject which inversion cannot be used In the book The Teacher’s Grammar of English, Ron Cowan (2008) identifies three main types of inversions: lexical, stylistic and information packaging inversions This division can help us understand the uses of inversions It is shown in the book that lexical inversions are the result from the movement of the adverb to the front Adverbs in this type are here, there, never, seldom, not only, neither, nor, so, as, and so on Stylistic inversions are alternative to specific grammatical structures chosen for a specific effect They are inversions in conditional sentences and inversions with initial prepositional phrases used in poetry The last type is information packaging inversions, which distribute information in a sentence in a way more appreciate to the discourse context According to them, this type of inversions are used to avoid the creation of a long subject noun phrase or to emphasize a point related to preceding information, to shift the topic at the start of a paragraph and so on 10 No sooner had the students arrived the class than the teacher came The main cause of this type of error is that the students ignored the grammatical structures of inversion II.3 Suggested solutions and suggested exercises II.3.1 Suggested solutions To give a solution to this problem is never easy However, after analyzing the mistakes made by the students of English in class 10A1 and 10D4 at Nguyen Viet Xuan High School, some suggestions are made in the hope of minimizing students’ errors in connection with inversion In fact, the teaching process is complex, requiring a teacher of foreign language to have not only a good knowledge but also patience Students expect teachers to help them be aware of inversion and everything related to it through explicit teaching Therefore, it is important for the teacher to enable the student to see the importance of inversion in the English language The teacher should introduce all possible uses of inversions to the student The uses must be introduced systematically such as definition, form, function, and meaning Moreover, the uses should be simplified and clarified Additionally, it would be better for the teacher to include the differences between subject-verb inversion and subject-operator inversion A list of cases in which each type is used must be clarified to help students recognize the differences between these two types of inversion The teacher should provide the students with some useful techniques to help them memorize and use inversions correctly, both in class and real life situations, both in formal and informal speech The best way to help student master inversions is to give them various exercises related to inversion uses To students, the first and the foremost thing they should pay their attention to is to master inversion uses They cannot exercises if they not know how inversion is used Moreover, they should exercises relating to inversions as much as possible They can extra exercises in some comprehensive grammar books and websites as well as exercises given by the teacher 40 Another item which should be paid attention to is grammar Most of the exercises related to inversions contain grammatical structures which the student has no choice but to learn by heart In addition, doing this kind of exercise requires care from the student They should read the instructions and analyze the sentence carefully Besides, students should enhance their linguistic competence in order to fully understand the meaning of the sentence All in all, there are quite a large number of students making the error types above The problem is that the way students study inversions is not suitable or they are just too lazy to practice this kind of exercise To make things easier, some suggested solutions for both the teacher and the student have been made Hopefully, the student in general and the students at Nguyen Viet Xuan High School in particular can minimize errors in the use of inversions II.3.2 Suggested exercises There are many exercises on inversions in grammar and test books Teachers could make use of them to consolidate what students have learnt Moreover, they should design particular exercise types to minimize students’ errors in the use of inversions Here are some suggested exercise types: Underline the correct word or phrase in each sentence Rewrite these sentences using subject-verb inversion (Full inversion) Rewrite these sentences using subject-operator inversion (Auxiliary inversion) Rewrite these sentences in a more informal style As for the first exercise type, the students have to choice when inversion is used This type of exercises is designed to help students master the use of inversions The second and the third exercise types are aimed at helping students clearly distinguish between subject-verb inversion and subject-operator inversion and can help them master in doing these two types of inversion The last type of exercises is designed to consolidate the students’ understanding of inversions By doing this exercise type, the students can improve the competence in rewriting the sentence used inversions into informal styles It can also enhance the 41 students’ knowledge of inversions including the meaning of the sentence when inversion is used To sum up, by doing these exercise types, students can master the use of inversions and minimize errors in the use of inversions 42 PART THREE CONCLUSION It is undeniable that grammar is very important in the language system However, it is complex and often causes embarrassment to students of English, even to advanced learners Inversion is a grammatical category that is said to have caused many difficulties to learners For this reason, the study has focused on errors in the use of inversions among the students of English in grade 10 at Nguyen Viet Xuan High School By considering this point, the study gives an understandable and complete picture of inversion Everything related to inversion such as definition, types, structures, functions, and uses of inversions has been introduced and clarified Hopefully, the student will have a full look at this grammatical category The study does not only help students of English have a deep insight into inversion but also find out errors in the use of inversions In addition, it can help to recognize the causes of mistakes made by the students at all educational levels, especially made by the tenth-grade students at Nguyen Viet Xuan High School During the process of study, a survey was conducted with the aim of testing the student’s understandings of inversions and finding their common errors in the use of inversions The result of the survey proves that a large number of the tenth-grade students of English at Nguyen Viet Xuan High School often make mistakes in the use of inversions and they need some extra instructions to avoid the errors as much as possible It can be seen from the survey that the highest percentage of errors is in the use of inversions after adverbs of place and direction, which account for 63.55% The second one is the errors in the use of inversions after negative adverbials, which stand 55.07% The errors related to the use of inversions after time expressions are the fewest, only 12.34% Most of the errors above are structural ones such as the order of verb in the sentence and the misunderstanding between the two categories of inversion From the result of the survey, it has been proved that the major causes are students’ limited understanding of inversion and the confusion between subject-verb inversion and subject-operator inversion 43 Based on the findings, some suggested solutions to the problems have been made for both teachers and students, as follows: To teachers: Provide students with a good knowledge of inversions Clarify and simplify inversion uses Distinguish subject-verb inversion and subject-operator inversion Make a list of words and phrases related to uses of inversions Give students some techniques to help them memorize and use inversions correctly Provide students with various types of exercises on inversions To students: Master the uses of inversions Do exercises relating to inversions as much as possible Learn by heart grammar structures in which inversions are used Read the instructions and analyze the sentences carefully before doing exercises on inversions By following these suggested solutions, both teachers and students are believed to have the right ways to approach inversions and especially students are hoped to have their own methods to better understand this kind of grammatical structure as well as avoid the errors as much as possible 44 APPENDICES SURVEY QUESTIONNAIRE I-Choose the most suitable option to complete the following sentences Not until a monkey is several years old………… to exhibit signs of independence from its mother A it begins B does it begin C and begin D is it begin …………….did Jerome accept the job A Only because it was an interesting work B Because it was an interesting work C Only because it was an interested work D The work was interesting ………great was the destruction that the south took decades to recovered A Very B too C Such D So Never before ………………… such a wonderful child A I have seen B I had seen C I saw D have I seen Hardly had we settle down in our seats …………… the lights went out A than B when C then D after Only after checking three times …………certain of the answer A I was B was I C were I D I were Only when he is here, …………… A he speaks English B does he speak English C he can speak English D he does speak English ……………I met you, we may have been friends A Had B Because C After D Only after ……… you see Frank at the conference, give him my regards A Should B Would C Might D Could 10 Tom disliked the film,………… A as did Frank B and also disliked it Frank C nor Frank D so Frank did II- Rewrite each of the following sentences using inversions 11 The young man came into the room Into 12 The matter could be explained in no other way In 13 He had hardly gone out when it began to rain Hardly 14 The book that you wanted is here 45 Here 15 I have never heard such nonsense Never 16 The embassy staff little realized that Ted was a secret agent Little 17 If you decide to sell the house, I will be happy to buy it Should 18 If Germany were to beat Romania, they would face Italy in the final Were 19 If Mr Chan had been kinder to his employees, his business would not have collapsed Had 20 I was shown how to operate the machine at no time At no time 21 Miss Weaver will be offered the job under no circumstance Under no circumstance 22 A movie can very seldom hold my attention like this one Very seldom 23 He ran so quickly that the others couldn’t catch up with him So 24 His faithful dog sat by his side By his side 25 I will go all that way to visit him again on any account On any account 26 The students had sooner arrived the class when the teacher came No sooner 27 Your girlfriend goes there There 28 The blue whale is bigger than an Apatosaurus Bigger than 29 I did not witness the robbery, either Neither 30 A man with a gun was standing in the doorway Standing 31 The Golden Gate Bridge is located between San Francisco and Marin County Located 32 Your GPA is more important than your statement More important than 33 He said, “We may be famous, then,” “We 34 God may forgive your blasphemy, Pilot May 35 He can only succeed when he tries his best to study Only when 36 She rarely makes a mistake Rarely 46 37 A seal is lying on the beach On the beach 38 I cannot recognize who he is before he gets into the room Only after 39 I have scarcely ever enjoyed myself more than I did yesterday Scarcely 40 We can’t change tickets in any circumstances In 41 Kate not only spilled wine on the carpet but she also broke six glasses Not only 42 The trees are beautiful in their autumn colors Beautiful 43 Half a dozen apples fell down Down 44 They are here with us Here 45 She goes there There 46 Turning point of the match came then Then 47 Henry asked, “What you mean?” “What 48 If she had not helped me, I would have been in bad trouble Had 49 He didn’t finish his work until the bell rang Not until 50 You won’t find a more dedicated worker anywhere than Mr John Nowhere 51 He intends to criticize your idea by no means By 52 If Anna were not a smart person, she’d give all her money to Shady Nick Were 53 The wind was so strong that we couldn’t open the window So 54 The outcome of the election was never in doubt At no time 55 He spent all his money He even borrowed some from me Not only 56 We only began to see the symptoms of the disease after several months Only 57 The response to our appeal was so great that we have to take on more staff Such 58 The police didn’t at all suspect that the judge was the murderer Little 47 59 As soon as I got into the bath, someone knocked at the door No sooner 60 We had only just arrived home when the police called Scarcely Thank You for Your Cooperation! 48 SUGGEDTED EXERCISES Exercise 1: Underline the correct word or phrase in each sentence Jim promised that he would never/never would he tell anyone else Not until it was too late I remembered/did I remember to call Susan Hardly had we settled down in our seats than/when the lights went out At no time I was aware/was I aware of anything out of the ordinary Only Catherine and Sally passed/did they pass the final examination Only when Peter has arrived/has Peter arrived can we begin the programme No sooner had it stopped raining than/when the run came out Had you not/Hadn’t you refused my invitation, you would’ve had the best holiday ever Away they went/Away went they 10 He had no money, nor did he know/nor he know anybody from whom he could borrow KEY he would never Peter has arrived did I remember than when Had you not was I aware Away they went passed 10 nor did he know Exercise Rewrite these sentences using subject-verb inversion (Full inversion) A small stream ran at the end of the street There was an overgrown garden across the stream The two men were talking in front of the station The teacher blew the whistle and the children ran off A white pillar was in front of them and a small, marble statue stood on top of it That night, as just John had predicted, a heavy snowfall came down KEY 49 At the end of the street ran a small stream Across the stream was an overgrown garden In front of the station, the two men were talking (no inversion) The teacher blew the whistle and off ran the children In front of them was a white pillar, and on top of it stood a small, marble statue That night, as just John had predicted, down came a heavy snowfall Exercise Rewrite these sentences using subject-operator inversion (Auxiliary inversion) You mustn’t press this red button under any circumstance We didn’t see a soul all day I’d never seen such a gigantic fish before! If we were to have children, we’d certainly need to move to a larger house The telephone started ringing just after he had left the office KEY Under no circumstance must you press this red button Not a soul did we see all day Never (before) had I seen such a gigantic fish! Were I to have children, we’d certainly need to move to a larger house Barely had he left the office when/before the telephone started ringing (Or No sooner had he left the office than the telephone started ringing.) Exercise Rewrite these sentences in a more informal style Nowhere else they make this bread Never has there been a better chance to make money on the stock market Not until the next morning did we notice that she had not come home At no time did anyone warn us about polluted water The janitor will say, “No smoking in here,” will he not? KEY They don’t make this bread anywhere else 50 There has never been a better chance to make money on the stock market We didn’t notice until the next morning that she hadn’t come home (Or We didn’t notice that she hadn’t come home until the next morning.) No one (Or Nobody) warned us at any time about polluted water (Or No one warned us about polluted water at any time.) The janitor will say, “Don’t smoke in here,” won’t he? Information security: No The necessary conditions to apply the initiative: It is known that the program of English books for high school students has been carefully compiled and our new English books are still in academic testing process These books have many advantages and they focus on communicative skills of the learners However, there is not any grammatical structure related to inversions compiled in the textbooks for students to study although this kind of grammar has been appeared in English GCSE in recent years Therefore, the Ministry of Education should compile inversions for the English books so that this interesting category of English grammar can be comprehensible to students It is necessary to equip teaching facilities such as: recorders, reference books, English book cabinet in the library, classroom for students to get extracurricular activities efficiently Students need to review their lessons regularly, fully take notes and plenty of exercises All the exercises from basic to advanced appear many diverse genres with various forms of structures which need students’ competency to apply and deduce from analyses 51 The benefits of applying the initiative: The study is associated with one of the current renewal requirements which is to innovate content, teaching methods and subject assessment methods These innovations are consistent with the actual requirements of education Students not only acquire the learning experience from the teachers but they also master the other basic knowledge Through some basic generalizations as above, they will feel more confident, save time to exercises properly, and improve their learning efficiency It is hoped that the study has made certain contributions to the English teaching and learning practices Although I have made great efforts, mistakes and shortcomings are unavoidable I would be much grateful to welcome all possible comments from readers to accomplish the work Vĩnh Tường, ngày 12 tháng 02 năm 2020 Thủ trưởng đơn vị Vĩnh Tường, ngày 14 tháng 02 năm 2020 Chủ tịch hội đồng Sáng kiến cấp sở Vĩnh Tường, ngày 10 tháng 02 năm 2020 Tác giả sáng kiến Phạm Thị Hòa Nguyễn Thị Lan Anh 52 REFERENCES Aik, K C & Hui, K K (1992) Longman Dictionary of Grammar and Usage England: Longman Azar, B S (2002) Understanding and Using English Grammar England: Longman Cowan, J (2008) The Teacher’s Grammar of English Cambridge: Cambridge University Press Dung, L (2008) Ngu Phap Tieng Anh Dien Giai Da Nang: NXB Giao Duc Eastwood, J (1994) Oxford Guide to English Grammar Oxford: Oxford University Press Eastwood, J (1999) Oxford Practice Grammar Oxford: Oxford University Press Eastwood, J (2008) Oxford Learner’s Pocket Grammar Oxford: Oxford University Press Graver, B D (1986) Advanced English Practice Oxford: Oxford University Press Greenbaum, S , & Quirk, R (1990) A Student's Grammar of the English Language England: Longman Hewings, M (1999) Advanced Grammar in Use Cambridge: Cambridge University Press Jespersen, O (1993) Essentials of English Grammar London: Routledge Jones, L (1990) Progress to First Certificate Cambridge: Cambridge University Press Murphy, R (2004) English Grammar in Use Cambridge: Cambridge University Press Murphy, R et al (1989) Grammar in Use: Reference and Practice for Intermediate Students of English Cambridge: Cambridge University Press Quirk, R , & Greenbaum, S (1976) A University Grammar of English England: Longman 53 Quirk, R et al (1972) A Grammar of Contemporary English England: Longman Quirk, R et al (1985) A Comprehensive Grammar of the English Language London: Longman Swan, M (1986) Basic English Usage Oxford: Oxford University Press Swan, M (2005) Practical English Usage Oxford: Oxford University Press Vince, M (2003) Advanced Language Practice Oxford: Heinemann Vince, M , & Emmersion, P (2003) First Certificate Language Practice: English Grammar and Vocabulary Oxford: Oxford University Press Walton, R (1999) Grammar Practice Advanced English England: Longman Yule, G (2006) Oxford Practice Grammar Oxford: Oxford University Press 54 ... in the use of inversion after adverbs of place and direction 6) Errors in the use of inversion with so, such 7) Errors in the use of inversion after here, there 8) Errors in the use of inversion... on errors in the use of inversions among the students of English in grade 10 at Nguyen Viet Xuan High School The name of the initiative: Common errors in the use of inversions Author’s information:... Errors in the use of inversion after negative adverbials 55.07% Errors in the use of inversion after here, there 50.22% Errors in the use of inversion in conditional sentences 45.07% Errors in