Investigating common errors in the use of positions of adverbials of time by non english major students at the university of science m a 60 14 10

MINISTRY OF EDUCATION AND TRAINING VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES ………………… ………………… INVESTIGATING COMMON ERRORS OF POSITIONS OF ADVERBIALS BY NON-ENGLISH-MAJOR STUDENTS AT THE UNIVERSITY OF SCIENCE A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by LƯƠNG UYÊN PHƯƠNG Supervisor Assoc Prof - Dr ĐINH ĐIỀN Ho Chi Minh City, December 2009 i CERTIFICATE OF ORIGINAL I certificate my authorship of the thesis submitted today entitled: INVESTIGATING COMMON ERRORS OF POSITIONS OF ADVERBIALS BY NON-ENGLISH-MAJOR STUDENTS AT THE UNIVERSITY OF SCIENCE in terms of the statement of Requirements for Thesis in Master’s Programs issued by the Higher Degree Committee This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, December 30, 2009 Lương Uyên Phương ii RETENTION AND USE OF THESES I hereby state that I, LƯƠNG UYÊN PHƯƠNG, being a candidate for the degree of Master of Arts (TESOL) accepted the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of theses Ho Chi Minh City, December 30, 2009 Lương Uyên Phương iii ACKNOWLEDGEMENTS First of all, I wish to express my profound gratefulness to my supervisor, Associate Professor - Dr Dinh Dien, Lecturer of the Department of Comparative Linguistics – HCMC University of Social Sciences and Humanities; Lecturer of the Department of Computing Science – HCMC University of Science for his invaluable guidance, assistance and encouragement during the preparation and completion of this thesis I am extremely grateful to the Head of English Department of the University of Science - Dr Nguyen Hoang Tuan for his patience in reading the thesis again and again and clarifying my ideas I would like to express my deep gratefulness to Dr Nguyen Thai An who willingly gave me valuable evaluations and comments on my project Also, I must thank the students at the University of Science who wrote the compositions and particularly those who sat for the Diagnostic Test under such difficult circumstances On a personal level, I am grateful to my husband and my parents who were there to share the ups and downs with me More especially, my little son has given me strength and motivation to complete this thesis Last but not least, never would this thesis have been accomplished without all those who helped me their handful hands in the research project: Mr Lưu Vĩnh Tấn, Ms Nguyễn Thị Xuyên and their precious remarks iv ABSTRACT This study is a corpus-based study of common errors in adverbial placement of EFL students at the University of Science The conceptual motivation for this project is based on the ideas behind Error Analysis and Contrastive Analysis and on the role of learner corpora in relation to these two paradigms The hypotheses to be tested in this study are: There is no difference between the errors made by the students due to mother tongue interference and those due to difficulties of the target language There is no statistically significant correlation at the 0.05 level between students’ scores on the diagnostic test and their scores in English writing essay in the study A database of errors extracted from 100 written essays was typed and tagged for error tagging The tagged errors which extracted from the Corpus of learner language then compared in turn with occurrences in The Collins Cobuild Corpus - a corpus composed of 56 million words of contemporary written and spoken text of native speaker A diagnostic test was constructed from the students’ authentic written compositions added to the validity and reliability Then, the Correlation Matrix was computed to assess whether the means of two groups are statistically different from each other The first hypothesis of the study was rejected The results showed that there was a signification difference between errors due to the students’ mother tongue interference and those due to difficulties of the target language The second hypothesis was also rejected at 0.05 The results showed that there was significant correlation between the students’ achievement in English writing and their achievement in the diagnostic test of English adverbial positions v TABLE OF CONTENTS CERTIFICATE OF ORIGINAL i RETENTION AND USE OF THESES iii ACKNOWLEDGEMENTS iv ABSTRACT v TABLE OF CONTENTS vi LIST OF FIGURES x LIST OF TABLES xi LIST OF ABBREVIATIONS xiii Chapter INTRODUCTION 1.1 BACKGROUND TO THE STUDY 1.2 AIMS OF THE STUDY 1.3 RESEARCH QUESTION 1.4 TERMINOLOGY 1.5 SIGNIFICANCE OF THE STUDY 1.6 OVERVIEW OF THE STUDY Chapter LITERATURE REVIEW 2.1 ERRORS ANALYSIS .7 2.1.1 LEARNER ERRORS 2.1.1.1 Errors versus mistakes .7 2.1.1.2 Sources and Causes of Errors 2.1.1.2.1 Interlingual transfer 2.1.1.2.2 Intralingual transfer 2.1.1.2.3 Context of learning 10 2.1.2 APPROACHES OF ERROR ANALYSIS 11 2.1.2.2 Traditional Error Analysis 11 2.1.2.2 Corpus-based approaches for error analysis 12 2.1.2.2.1 Contrastive Interlanguage Analysis (CIA) 13 vi 2.1.2.2.2 Computer-Aided Error Analysis (CEA) 13 2.1.2.2.3 Bringing CIA and CEA together 14 2.1.2.2.4 Error Tagging system for learner corpora 14 2.1.2.2.4a Principles of error tagging 15 2.1.2.2.4b Illustrated examples for error tagging 15 2.1.2.3 Steps in the process of corpus-based error analysis 17 2.1.2.4 Error correction 20 2.2 THE POSITIONS OF ADVERBIALS IN AN ENGLISH SENTENCE 21 2.2.1 Basic points of the positions of adverbial in an English sentence 21 2.2.1.1 Initial position 22 2.2.1.2 Medial position 23 2.2.1.3 Final position 24 2.2.2 Exceptions related to the position of adverbials 25 2.2.2.1 Adverbials and arguments 25 2.2.2.2 Adverbials and subject in negative sentences and questions 27 2.2.2.3 Adverbials in gap constructions 28 2.2.2.4 The position of adverbials in multiple adverbial clauses 29 2.2.2.5 Order of importance vs order of time 30 2.3 POSITIONS OF ADVERBIALS IN A VIETNAMESE SENTENCE 31 2.3.1 Basic points of the positions of adverbial in an English sentence 31 2.3.2 Order of importance vs order of time 32 2.4 PREVIOUS STUDIES 34 2.5 SUMMARY 37 Chapter METHODOLOGY 38 3.1 Research design 38 3.2 Subjects 38 3.3 Description of corpora 41 3.3.1 The Learner Corpus 41 vii 3.3.2 The Collins Cobuild Corpus 42 3.4 Instruments and Data Collection Procedures 43 3.4.1 Collecting errors 44 3.4.2 Identifying errors 44 3.4.3 Describing errors 46 3.4.4 Designing a diagnostic test .47 3.4.5 Comparing and Explaining errors 51 3.4.6 Testing two hypotheses of the study 54 3.5 SUMMARY 55 Chapter RESULTS AND DISCUSSIONS 56 4.1 RESULTS FOR HYPOTHESIS 56 4.1.1 Errors due to MTI 59 4.1.2 Errors due to DTL 60 4.2 ERROR ANALYSIS 61 4.2.1 MTI errors 61 4.2.2 DTL errors 65 4.3 RESULTS FOR HYPOTHESIS 2: 70 4.3.1 The frequency distribution of the students’ scores from the diagnostic test 71 4.3.2 The frequency distribution of the students’ writing scores from the their essays 72 4.3.3 Correlation between the students’ English mastery of adverbial positions and their English writing proficiency 73 4.3 SUMMARY 75 Chapter IMPLICATIONS AND RECOMMENDATIONS 76 5.1 Implications and Recommendations .76 5.2 Suggested classroom techniques in teaching adverbials 77 5.2.1 Teaching English adverbials through corpora 78 viii 5.2.2 Teaching English adverbials through action 80 5.2.3 Teaching English adverbials in audio-visual environment 82 5.3 LIMITATION 85 5.4 CONCLUSION 85 BIBLIOGRAPHY 87 APPENDICES APPENDIX A sample essay 99 APPENDIX Common errors of adverbial positions in randomly chosen essays 100 APPENDIX 3A Diagnostic Test 107 APPENDIX 3B Answer Sheet 111 APPENDIX Errors in the diagnostic test 112 APPENDIX Raw data of the sample 118 ix LIST OF FIGURES Chapter Figure 2.1: Illustration of functions of a corpus-based program Figure 2.2: Screenshot of concordance lines with errors of prepositions Figure 2.3: Steps in the process of corpus-based error analysis Figure 2.4: Description of word categories and their frequencies of errors Figure 2.5: Description of word categories and their frequencies of errors types Figure 2.6: Screenshot of types and explanations for tagged errors Figure 2.7: Contrastive Interlanguage Analaysis Chapter Figure 3.1: Subjects’ age Figure 3.2: Subjects’ gender Figure 3.3: The place where the students attended high school Figure 3.4: The time when the students started to learn English Figure 3.5: Screenshot of concordance lines extracted from CUS Figure 3.6: Screenshot of concordance lines of error tagging Figure 3.7: Screenshot of error-correction process of CASEC-G software Figure 3.8: Random Test Generator – PRO 8.3 screen shot Figure 3.9: Test-Builder screenshot of Random Test Generator-PRO 8.3 Figure 3.10: Screenshot of searching the word “highly” followed with adverbs Figure 3.11: Screenshot of concordance lines of “highly” followed with adverbs Figure 3.12: Screenshot of a sample Correlation Matrix of SPC XL software Figure 3.13: Screenshot of a sample scatter chart of SPC XL software Chapter Figure 4.1: Distribution of errors in types of adverbial Figure 4.2: Distribution of errors of English adverbial positions due to MTI Figure 4.3: Distribution of errors of English adverbial positions due to DTL Figure 4.4: Histogram of the frequency distribution of scores on the diagnostic test x APPENDIX 3A DIAGNOSTIC TEST DIAGNOSTIC TEST Vietnam National University-HCMC University of Science Duration: 60 minutes Code: AP1 Student’s full name: ……………………… Student’s code: ………… Class: ………………………………… Sex: …………………………………………………… Age: …………………… Date: ………………………………… You studied at a high school in:  a city  a remote rural area  the countryside You have learned English since you were in:  kindergarten  elementary school  secondary school  high school  others (Please specify):……………… Choose the suitable position to insert into the sentences and circle it: He (never) does (never) it (never) well A B C I (always) have (always) wanted (always) to be a writer A B C The bus got me (late) to work (late) everyday (late) this week A B C (Never) I (never) have (never) seen such a crowd! A B C I wonder where (usually) they (usually) were (usually) when I was in school A B C (Seldom) we (seldom) have (seldom) had a professor with such enthusiasm A B C (Even) I (even) never (even) opened the letter A B C My mother (even) did not (even) know (even) how much money I had 106 A B C I (already) have (already) worked (already) on it for six weeks A B C 10 Paul (usually) is (usually) tired (usually) A B C 11 Errors (always) need to (always) be (always) corrected, especially A B C those that are systematically repetitive 12 (Always) Students (always) have not (always) the most obvious abilities… A B C 13 That’s why my father thought about (in the centre) putting (in the centre) a A B picture of my mother (in the centre) C 14 (In the blog 360plus,) I wrote (in the blog 360plus) the entry of the multicolor A B life (in the blog 360plus) C 15 (In the middle of the room,) I put (in the middle of the room) a table (in the A B middle of the room) C 16 We (probably) will (probably) get married (probably) after graduation A B C 17 He (fast)went (fast) back(fast) A B C 18 We lacked the necessary English skills to (successfully) perform (successfully) A B the tasks (successfully) C 19 We decided to (constantly) change (constantly) students’ partners (constantly) A B C when working in groups or pairs 20 I hope I can (fluently) speak (fluently) English (fluently) A B C 21 She (carefully) read (carefully) the book (carefully) 107 A B C 22 He (unfortunately) has (unfortunately) been (unfortunately) talking about the A B C problem stupidly 23 (Probably) he (probably) made (probably) many mistakes A B C 24 (Probably) nobody (probably) left (probably) A B C 25 Which film does (actually) he (actually) like (actually)? A B C 26 It is difficult to (exactly) determine (exactly) what (exactly) makes businesses A B C succeed or fail 27 He has been (loudly) singing (loudly) the song (loudly) A B C 28 The director (quickly) offered (quickly) me the role (quickly) A B C 29 He (carefully) did (carefully) his home work (carefully) A B C 30 The house is (enough) comfortable (enough) for me (enough) A B C 31 I not have (enough) money (enough) to buy (enough) that bicycle A B C 32 Our wonderful friends are (enough) strong (enough) to defend me A B 33 I was (not) clever (not) enough (not) to see through his scheme A B C 34 I am (very) interested in (very much) reading novels (very much) A B C 35 (Almost) He (almost) fainted (almost) A B C 36 (Thoroughly,) I (thoroughly) understood (thoroughly) the explanation A B C 37 I think that students (also) can (also) be (also) in charge of correction A B C 38 All the teachers believe that errors (always) should (always) be (always) A B C corrected 108 39 We (always) must (always) obey (always)our parents A B C 40 Our friends (also) must (also) write a test (also) A B C 41 I don't know how happy (ever) they (ever) were (ever)… A B C 42 I has never been rude to his grandfather, but (often) my brother (often) has A B (often) C 43 Not only did (usually) John (usually) the dishes (usually), he also cleaned A B C the windows 44 Bill claimed that under no circumstances would (regularly) Susan (regularly) A B go to school (regularly) C 45 I wonder what (yesterday) Bill (yesterday) gave to Mary (yesterday) A B C 46 I (frequently) must (frequently) have hit (frequently) the dog A B C 47 He (probably) has (probably) been (probably) elected (probably) by the A B C D majority of the candidates 48 He asked me “Is there a seat somewhere?” A There certainly is in that row, but I … B There is certainly in that row, but I… C There is certainly, but I… 49 He (presumably) loves (presumably)my sister (presumably) A B C 50 I didn’t know what happened, but there (surely) are (surely) upset (surely) A B C with our teachers 51 She (nearly) has (nearly) finished (nearly) her packing A B C 52 A Mary cleverly was singing her favorite song loudly in the bathroom 109 B Cleverly, Mary was singing her favorite song loudly in the bathroom C Cleverly, loudly, Mary was singing her favorite song in the bathroom D Her favorite song, cleverly, Mary was singing loudly in the bathroom 53 (Rarely does) (Does rarely) he (does rarely) forget to his homework A B C 54 I (luckily) had (luckily) been (luckily) leaving the office at the time A B C 55 (Briefly,) they could (briefly) be (briefly) avoiding all that trouble this way: A B C 56 (Honestly,) why would they (honestly) (honestly) such a thing? A B C 57 I wonder where they (usually) were (usually) when I was in Hanoi A B 58 When they had to (above all) everything (above all) else (above all) with A B C mental prayer, … 59 They (almost) have (almost) eaten (almost ) nothing A B C 60 I never used to be a good swimmer, but (certainly) my father (certainly) was A B (certainly) in his younger days C APPENDIX 3B ANSWER SHEET 110 ANSWER SHEET CODE: A P Thank you! APPENDIX ERRORS IN THE DIAGNOSTIC TEST 111 DISTRACTORS, CAUSE OF ERROR, FREQUENCY AND PERCENTAGE Correct form Distractors No He never does it well I have always wanted to be a writer The bus got me to work late everyday this week Cause Error of Frequ error ency M D (n=10 TI L 0) T He does it never well Error Perce ntage 100% 61 61% I (always) have wanted (always) to be a writer The bus got me (late) to work everyday (late) this week I have never seen such a - Never I have seen such ð crowd! a crowd! - I never have seen such a crowd! I wonder where they I wonder where (usually) usually were when I was they were (usually) when in school I was in school ð 35 35% ð 35 35% 69 69% ð 41 41% ð 25 25% Seldom have we had a Have (seldom) we professor with such (seldom) had a professor enthusiasm with such enthusiasm ð 26 26% I never even opened the letter My mother did not even know how much money I had 77 77% 45 45% (Even) I (even) never ð opened the letter My mother (even) did ð not know (even) how much money I had I have already worked I (already) have worked on it for six weeks (already) on it for six weeks ð 33 33% 10 Paul is usually tired He (usually) is tired ð 25 25% 11 - Errors always need to be corrected - Errors need to always be corrected Errors need to be always corrected, especially those that are systematically repetitive ð 37 37% 112 12 13 14 Students not always have the most obvious abilities… That’s why my father thought about putting a picture of my mother in the centre Students (always) not ð have the most obvious abilities… - That’s why my father thought about in the centre putting a picture of … - That’s why my father ð thought about putting in the centre a picture of… (In the blog 360plus,) I I wrote in the blog ð wrote the entry of the 360plus the entry of the multicolor life (in the multicolor life blog 360plus) ð 72 72% 28 28% 35 35% 39 39% 35 35% 15 (In the middle of the I put (in the middle of the ð room,) I put a table (in room) a table the middle of the room) 16 We will probably get We (probably) will get married after graduation married (probably) after graduation ð 29 29% 17 He went back fast ð 29 29% 18 We lacked the necessary We lacked the necessary English skills to perform English skills to the tasks successfully (successfully) perform (successfully) the tasks We decided to change We decided to students’ partners constantly change constantly when working students’ partners when in groups or pairs working in groups or pairs - We decided to change ð constantly students’ partners when working in groups or pairs 28 28% 32 32% 55 55% 38 38% 69 69% 19 20 I hope I can English fluently He went fast back speak I hope I can fluently speak English I hope I can speak ð fluently English 113 ð ð ð 21 She read carefully ð 40 40% 22 John (unfortunately) has (unfortunately) been talking about the problem stupidly been talking problem ð 49 49% 23 (Probably) he (probably) He made probably many made many mistakes mistakes ð 33 33% 24 Probably nobody left ð 41 41% 25 Which film does he Which film does actually like? (actually) he like (actually)? It is difficult to It is difficult to (exactly) determine (exactly) determine what makes what (exactly) makes businesses succeed or businesses succeed or fail (exactly) fail ð He has been (loudly) He has been singing singing the song loudly the song (loudly) The director quickly The director offered offered me the role quickly me the role He did (carefully) his He carefully did his ð homework (carefully) homework ð 29 29% ð 37 37% 35 35% ð 31 31% ð 26 26% 57 57% The house is comfortable The house is (enough) enough for me comfortable for me (enough) I not have enough I not have money money to buy that enough to buy that bicycle bicycle Our wonderful friends Our wonderful friends are enough strong to are strong enough to defend me defend me She was not clever I was clever (not) enough enough to see through (not) to see through his his scheme scheme ð 33 33% ð 35 35% ð 29 29% ð 36 36% 26 27 28 29 30 31 32 33 the book She (carefully) read (carefully) the book He has unfortunately about the stupidly Nobody probably left 114 34 35 36 37 38 39 40 41 42 43 44 45 I am interested in reading I am very interested in ð novels very much reading novels I am interested in very much reading novels 59 59% ð 24 24% He almost fainted (Almost) He fainted (almost) I (thoroughly) (Thoroughly,)I understood the understood (thoroughly) explanation (thoroughly) the explanation I think that students can I think that students also be in charge of (also) can be (also) in correction charge of correction ð 27 27% ð 33 33% ð 22 22% - All the teachers believe that errors should always be corrected - All the teachers believe that errors always should be corrected We must always obey our parents Our friends must also write a test I don't know how happy they ever were… I have never been rude to my grandfather, but my brother often has All the teachers believe that errors should be (always) corrected ð 42 42% We (always) must obey (always) our parents Our friends (also) must ð write a test I don't know how happy) they were (ever)… I have never been rude to my grandfather, but (often) my brother has (often) Not only did (usually) John the dishes (usually), he also cleaned the windows Bill claimed that under no circumstances would (regularly) Susan go to school (regularly) ð 24 24% 50 50% ð 27 27% ð 34 34% ð 30 30% ð 32 32% ð 25 25% Not only did John usually the dishes, he also cleaned the windows Bill claimed that under no circumstances would Susan regularly go to school I wonder what Bill gave I wonder what yesterday to Mary yesterday Bill gave to Mary 115 46 I must frequently have I (frequently) must have hit the dog hit (frequently) the dog ð 31 31% 47 He (probably) has (probably) been elected by the majority of the candidates He has been (probably) elected (probably) by the majority of the candidates ð 28 28% 48 He asked me “Is there a seat somewhere?” There certainly is in that row, but I … ð 36 36% 49 He presumably loves my sister I didn’t know what happened, but there surely are upset with our teachers He asked me “Is there a seat somewhere?” - There is certainly in that row, but I… - There is certainly, but I… He loves (presumably) my sister (presumably) I didn’t know what happened, but there are (surely) upset (surely) with our teachers ð 25 25% ð 26 26% 51 She has nearly finished She (nearly) has finished her packing (nearly) her packing ð 33 33% 52 - Mary cleverly was singing her favorite song loudly in the bathroom - Cleverly, Mary was singing her favorite song loudly in the bathroom - Cleverly, loudly, Mary was singing her favorite song in the bathroom - Her favorite song, cleverly, Mary was singing loudly in the bathroom ð 28 28% 53 Rarely does he forget to (Does rarely) he (does his homework rarely) forgets to his homework ð 33 33% 54 I (luckily) had (luckily) I had been (luckily) been leaving the office at leaving the office at the the time time ð 29 29% 55 Briefly, they could be They could (briefly) be avoiding all that trouble (briefly) avoiding all that this way: trouble this way: ð 28 28% 50 116 56 Honestly, why would Why would they they such a thing? (honestly) (honestly) such a thing? ð 31 31% 57 I wonder where they I wonder where they usually were when I was were usually when I was in Hanoi in Hanoi ð 26 26% 58 When they had to everything, above all else, with mental prayer… They have eaten almost nothing I never used to be a good swimmer, but my father certainly was in his younger days ð 29 29% ð 33 33% ð 32 32% 59 60 When they (above all) everything, (above all) else (above all) with mental prayer … They (almost) have (almost) eaten nothing I never used to be a good swimmer, but my father was certainly in his younger days 117 APPENDIX RAW DATA OF THE SAMPLE No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 CLASS CS07 CS07 CS07 CM07 CM07 CS07 CM07 CM07 CM07 CS07 CS07 CS07 CM07 CM07 CM07 CM07 CM07 CT07 CS07 CT07 CM07 CS07 CT07 CT07 CM07 CS07 CT07 CT07 CM07 CS07 CS07 SEX AGE Male 20 Female 20 Male 20 Male 20 Female 21 Female 20 Male 20 Male 21 Male 20 Female 21 Male 20 Female 20 Female 21 Male 20 Male 20 Female 22 Male 21 Female 20 Male 21 Male 21 Male 21 Female 20 Male 20 Male 20 Female 21 Male 20 Male 21 Female 20 Male 22 Male 20 Male 21 Writing scores 6.0 7.5 6.0 8.5 6.0 6.0 6.5 6.0 6.0 6.5 6.5 6.5 5.0 6.0 6.0 6.0 8.5 6.5 7.0 6.5 6.5 6.5 7.0 6.5 5.0 6.5 6.5 5.0 6.5 5.0 5.0 118 Diagnostic test scores 62 65 59 78 67 76 58 59 58 66 74 59 58 64 61 53 79 63 62 59 57 53 66 55 43 78 59 36 54 36 57 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 CT07 CT07 CT07 CS07 CT07 CT07 CT07 CS07 CS07 CS07 CM07 CT07 CT07 CT07 CT07 CS07 CM07 CM07 CS07 CS07 CM07 CM07 CT07 CT07 CS07 CM07 CT07 CT07 CS07 CS07 CM07 CT07 CM07 CM07 CT07 CS07 CT07 CT07 CS07 CM07 CT07 CS07 Female Male Male Female Female Male Female Male Male Male Male Male Female Male Male Male Female Male Male Male Male Female Male Male Male Male Female Male Male Male Male Female Female Male Female Male Male Female Male Female Male Male 21 20 21 21 20 20 21 20 20 21 20 22 21 20 22 21 20 20 22 20 21 20 21 20 21 21 20 22 21 20 22 20 20 21 21 20 21 20 20 22 20 21 7.0 6.5 5.0 7.0 6.0 7.0 7.0 6.0 5.5 5.5 7.0 4.5 6.0 5.0 6.5 5.5 7.0 6.0 6.5 6.5 5.0 6.0 7.5 6.5 8.0 6.5 6.5 4.0 8.0 5.5 6.5 7.5 5.5 5.5 7.5 6.5 5.5 7.5 7.5 8.0 3.5 6.0 119 73 62 55 70 63 88 66 49 55 54 74 61 68 47 68 49 65 51 52 47 70 52 59 54 82 62 54 49 68 48 53 67 66 47 64 67 56 78 68 73 40 60 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 CM07 CT07 CT07 CM07 CS07 CM07 CT07 CM07 CS07 CT07 CM07 CS07 CM07 CS07 CS07 CM07 CT07 CT07 CT07 CS07 CM07 CT07 CT07 CT07 CM07 CS07 CS07 Female Male Female Male Female Male Female Male Female Male Male Male Female Male Female Male Male Male Male Female Male Male Female Male Female Male Male 20 21 20 20 21 21 20 20 21 20 22 20 22 21 20 21 20 21 22 20 21 20 20 21 20 20 20 7.0 6.5 4.5 6.0 5.0 7.0 5.5 7.0 4.5 4.0 8.0 5.5 7.5 4.0 6.0 4.5 5.5 7.0 6.0 5.0 6.0 4.5 7.5 7.0 5.5 4.5 7.0 120 67 53 43 70 49 83 50 72 52 48 78 48 62 47 54 51 59 68 51 45 67 43 72 70 27 38 83 ...CERTIFICATE OF ORIGINAL I certificate my authorship of the thesis submitted today entitled: INVESTIGATING COMMON ERRORS OF POSITIONS OF ADVERBIALS BY NON- ENGLISH- MAJOR STUDENTS AT THE UNIVERSITY OF SCIENCE. .. employed in this study was a combination of qualitative and quantitative approach This means that the study attempts to discover common errors of adverbial placement made by the students of the. .. adverb of time with a comma, they accentuate the meaning (49) a Every Monday they play handball in the gym (the time is more important) b They play handball every Monday in the gym (this is more