The acquisition of english prepositional phrases containing to or for by gia dinh high school english majored students m a 60 14 10

Vietnam National University – HCM City University of Social Sciences & Humanities _ A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by Lữ thị Ngọc Lan Supervisor TÔ MINH THANH, Ph.D - Ho Chi Minh City, January 2009 - STATEMENT OF AUTHORSHIP I certify that this thesis entitled “THE ACQUISITION OF ENGLISH PREPOSITIONAL PHRASES CONTAINING “to” OR “for” BY GIA DINH HIGH SCHOOL ENGLISH-MAJORED STUDENTS” is my own work This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, January 13, 2009 Lữ Thị Ngọc Lan i ACKNOWLEDGEMENTS I wish to express my deepest gratitude to my thesis supervisor, Dr Tô Minh Thanh for her whole-hearted guidance and support in my looking for appropriate documents and materials for my thesis Under her constant enthusiastic guidance, her encouragement and careful proof-reading of the thesis, I confidently accomplish the thesis, step by step Her valuable comments, criticisms and advice have played a significant role in the preparation and completion of the thesis My special thanks go to all the professors and lecturers of the graduate program, especially to the late Associate Professor Cao Xuân Hạo, Dr Nguyễn Thị Kiều Thu, Mr Trương Hớn Huy, M.A in TESOL and Dr Nguyễn Hoàng Tuấn who have provided me with useful materials in TESOL and helped me to come up with new concepts in methodology I particularly express my heartfelt thanks to Mr Nguyễn Hoàng Linh, M.A in TESOL for his encouragement and valuable advice in times of trouble during the time I was writing the thesis I am also grateful to the Head Mistress, Mrs Nguyễn Thị Thu Cúc and two of my colleagues, Ms Nguyễn Thị Minh Hồng and Ms Nguyễn Thị Thanh Phương at Gia Dinh High School for their help, support and encouragement I also owe my students sincere thanks for their responses to the questionnaire and participation in the study; without their eager participation, my study would never have been accomplished Finally, I would like to extend my affectionate gratitude to my beloved family for their warm love, unending help and support that have given me a source of strength to finish this M.A thesis ii Abstract The teaching and learning of English at high school in Viet Nam still plays much stress on grammar, for grammar has always been the dominant focus of attention in course books and syllabuses However, the grammar taught to high school students is descriptive grammar in which English clauses, especially English declaratives containing a to- or for-prepositional phrase, are described arbitrarily with no explanation of why they are used in such a way This kind of grammar is concerned primarily with form, almost ignoring the close relationship between form and the meaning conveyed by such form Comprehension is acquired based on the meanings of individual words, not on their relationship with other elements in the grammatical structures containing them As a result, many problems related to the clauses have always been unsatisfactorily inexplicable to Vietnamese high school students, the students are forced to memorize the clause structures without understanding Consequently, there is no doubt that it is quite impossible for the students to well at exams which still play much stress on grammar or use the knowledge to communicate properly and naturally in English “Language is a system of meanings, accompanied by forms through which the meanings can be realized” [Halliday, 1994: xiv] In this vein, each grammatical structure realizes a meaningful function in the total linguistic system and the speaker or writer often conveys their intended meaning by their appropriate choices of forms or structures From functional viewpoints, the to– or for–prepositional phrase in English declaratives expresses different semantic roles in different positions By describing all potential roles of the to– or for–prepositional phrase in the clauses systematically and analyzing the differences in iii meanings implied in its different positions in the clauses from functional perspectives, the M.A thesis helps explain many problems raised by descriptive grammar to some extent The thesis also helps promote students’ thinking skills in learning, releases them from the burden of memorization and from their bad habit of rote-learning In fact, the results of the student subjects of Gia Dinh High School after they approached the clauses from functional perspectives noted that the application of both functional and descriptive grammars is seen as a more effective way of teaching English grammatical structures to Vietnamese high school students By combining both descriptive and functional perspectives into the teaching of English declaratives containing a to- or forprepositional phrase, this M.A thesis raises due attention to bringing a new way of teaching the clauses to Vietnamese high school students It is hoped that the way will be beneficial to the teaching and learning of not only the clauses but also other grammatical structures to Vietnamese high school students iv TABLE OF CONTENTS Certificate of originality i Acknowledgements ii Abstract iii Table of contents v Abbreviations ix INTRODUCTION 0.1 Background 0.2 Statement of purpose 0.3 Significance of the study 0.4 Limitations 0.5 Delimitations 0.6 Methodology 0.7 Organization of the thesis CHAPTER 1: LITERATURE REVIEW 10 1.1 Linguistic notions 10 1.1.1 Approaches to grammar 10 1.1.1.1 Descriptive approach to grammar 10 1.1.1.2 Functional approach to grammar 11 1.1.2 Clauses 11 1.1.2.1 From descriptive perspectives 11 1.1.2.1.1 Finite clauses vs non-finite clauses 11 1.1.2.1.2 Independent clauses vs dependent clauses 12 1.1.2.1.3 Embedded clauses vs subordinate clause 13 1.1.2.2 From functional perspectives 13 v 1.1.2.2.1 Clause as representation 14 1.1.2.2.2 Clause as exchange 14 1.1.2.2.3 Clause as message 16 1.1.3 Prepositions 16 1.1.3.1 From descriptive perspectives 16 1.1.3.2 From functional perspectives 18 1.1.4 Prepositional phrases 18 1.1.4.1 Internal structure of the English PP 18 1.1.4.1.1 From descriptive perspectives 18 1.1.4.1.2 From functional perspectives 19 1.1.4.2 Functions of the PP in English declaratives 19 1.1.4.2.1 From descriptive perspectives 19 1.1.4.2.2 From functional perspectives 20 1.2 Pedagogical notions 21 1.2.1 Language learning 21 1.2.2 Language acquisition 21 1.2.3 The question of internalization 22 1.3 Teaching methodology 23 1.3.1 The teaching of English grammar in the history of language teaching methodologies 23 1.3.2 Common ways of teaching English grammatical structures 24 1.3.3 Teaching and learning English grammar, especially English declaratives containing a to- or for-prepositional phrase at Gia Dinh High School 26 1.4 Prior researches on the teaching of English grammar in Vietnam 27 1.5 Summary 29 CHAPTER 2: POTENTIAL ROLES OF THE PREPOSITIONAL PHRASE CONTAINING to OR for IN ENGLISH DECLARATIVES 30 2.1 Potential roles of the to-prepositional phrase in English declaratives 30 2.1.1 The Recipient 30 vi 2.1.2 The Receiver 36 2.1.3 Circumstances 38 2.1.3.1 The Circumstance of Place 38 2.1.3.2 The Circumstance of Quality 39 2.1.3.3 The Circumstance of Range 39 2.1.4 The Qualifier 40 2.2 Potential roles of the for-prepositional phrase in English declaratives 41 2.2.1 The Beneficiary 41 2.2.2 Circumstances 44 2.2.2.1 The Circumstance of Extent in Time 45 2.2.2.2 The Circumstance of Cause/Reason 45 2.2.2.3 The Circumstance of Purpose 46 2.2.2.4 The Circumstance of Behalf 47 2.2.3 Ambiguity in the semantic roles of the for-prepositional phrase 47 2.2.3.1 The Circumstance of Behalf, of Cause/Reason, or of Purpose 48 2.2.3.2 The Beneficiary or the Circumstance of Behalf 48 2.2.4 The Qualifier 49 2.3 Summary 51 CHAPTER 3: METHODOLOGY 52 3.1 Research setting 52 3.2 Study design 53 3.3 Participants 53 3.4 Instruments 54 3.5 Data collection procedures 57 3.6 Summary 59 CHAPTER 4: DATA ANALYSIS AND FINDINGS 60 4.1 Students’ results of the diagnostic test 60 4.2 Students’ responses to the survey questionnaire 64 vii 4.2.1 Personal information 64 4.2.2 Information on the students’ results of the diagnostic test 65 4.3 Students’ results of the achievement test 66 4.4 Summary 73 CHAPTER 5: SUMMARY OF FINDINGS AND TEACHING IMPLICATIONS 74 5.1 Summary of findings 74 5.2 Contributions 88 5.3 Teaching implications 89 5.4 Summary 92 CONCLUSION 93 BIBLIOGRAPHY 95 APPENDICES 101 Appendix 1: 60-minute diagnostic test 101 Appendix 2: Questionnaire (in Vietnamese) 105 Appendix 3: Questionnaire (in English translation) 109 Appendix 4: Achievement test 114 Achievement Quiz 114 Achievement Quiz 116 Achievement Quiz 118 Achievement Quiz 120 viii ABBREVIATIONS NP Noun Phrase NG Nominal Group dO Direct Object iO Indirect Object P Preposition PP Prepositional Phrase PrepG Prepositional Group S Subject V Verb obA Obligatory Adverbial opA Optional Adverbial Post-Mod Post-nominal Modifier MCQ Multiple Choice Question ix the subtle differences in meanings conveyed through different forms of the same structure, the students will be self-equipped with a natural way of expressing themselves in speech as well as in writing Therefore, the application of both functional and descriptive grammars is seen as a more effective way of teaching English grammatical structures to Vietnamese high school students So far c the thesis has described English declaratives containing a to- or for prepositional phrase from descriptive and functional perspectives systematically and in detail of 16 frames so that Vietnamese high school teachers of English and students can take it for reference to explain some problems concerning the clauses; d it also has made the assertion of functional aspects into the explanation of the clauses in particular and English grammatical structures in general, through significant statistics and results; and e it has suggested some implications of teaching the clauses to Vietnamese high school students from the combined perspectives of descriptive and functional grammars It is believed that when high school students acquire the knowledge of grammatical structures, they will not only well at current mid-term and end-of-term exams which still play much stress on grammar but also to communicate properly and naturally in English Due to the constraints of time and resources, the thesis has done researches only on English declaratives containing a to- or for-prepositional phrase of monotransitive and one-word ditransitive verbs, only focused on explaining possible problems facing to Gia Dinh high school English-majored students in dealing with the clauses, leaving out of discussion such clauses as imperatives and interrogatives as well as other types (and even subtypes) of declaratives Also limited is the thesis the scope of which is on the level of separate sentences; i.e no text of higher levels of discourse is included Limited in some way though, the M.A 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Language Teaching Great Britain: Cambridge University Press Verschueren, J (1999) Understanding Pragmatics Great Britain: Arnold 99 Webster, M & Castanon, L (2000) Crosstalk – A Practice Listening Course Great Britain: Cambridge University Press Willis, J (1981) Teach English through English Malaysia: Longman Wright, T (1987) Roles of Teachers and Learners United States: Oxford University Press Yates, J (1999) The Ins and Outs of Prepositions – A Guidebook for ESL Students United States: Barron’s Educational Series, Inc Yule, G (1996) Pragmatics Great Britain: Oxford University Press 100 Questionnaire (for Gia Dinh High School English-majored students) The questionnaire is done to investigate how you have learnt and dealt with the test related to prepositional phrases containing “to” or “for” in English declaratives Please answer this questionnaire to the best of your knowledge either by ticking the appropriate box [3] or by writing in the space provided Your responses to the questionnaire will be anonymous and used for research purposes only Thank you for your time and help Part I: Personal Information Name : Gender : … Male … Female Age: Class: When you began studying English as a foreign language: When you began studying English as a major subject: …………………… a How have you been taught English grammar when you were at secondary and high school? (Please specify the ways English grammar has been taught to you.) …….……………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 109 b How have you been taught English grammatical structures containing the to- or for-prepositional phrase when you were at secondary and high school? (Please specify the ways the structures have been taught to you.) …….……………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Part II: The ways you dealt with the questions of the diagnostic test You made your choices to the MCQs of the diagnostic test on the to- or forprepositional phrase: † by remembering which preposition either to or for goes with the verbs presented in the questions (for example the verb “buy” is followed by the preposition “for”)(please specify which questions you did from your memory) …………………………………………………………………………………… …………………………………………………………… …………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… † by guessing (please specify which questions you guessed the answers) ………………………………………………………………………………… …………………………………………………………… …………………… …………………………………………………………………………………… …………………………………………………………………………………… 110 † other reasons (please specify the reasons and the questions you did by those reasons) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… ……………………………………………………………… ………………… …………………………………………………………………………………… …………………………………………………………………………………… You dealt with the questions of the MCQs or of the sentence writings asking you to choose the appropriate structures (such as the Question of Part I required you to choose between “They sent blood samples to/for the laboratory OR They sent the laboratory blood samples”, or the Questions 41-60 of Part II): † by remembering the grammatical structures of the sentence such as the structures of sentences having objects (direct and indirect object) S-VindirectO-directO or S-V-directO+to/for+indirectO) (please specify which questions you did from your memory) …………………………………………………………………………………… …………………………………………………………………………………… ……………………….………………………………………………………… † by guessing (please specify which questions you guessed the answers) …………………………………………………………………………………… …………………………………………………………………………………… ……………………….…………………………………………………………… † other reasons (please specify the reasons and the questions you did by those reasons) …………………………………………………………………………………… ……………….…………………………………………………………………… …………………………………………………………………………………… 111 …………………………………………………………………………………… ……………………….…………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 10 Please specify any questions of the test that made you confused, or with which you have difficulties understanding or to which you think there were more than one answer choice …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… ……………………………… ………………………………………………… ……………… ………………………………………………………………… …………………………………………………………………………………… ……………… ………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… ……………………… ………………………………………………………… ………………………………… ……………………………………………… THANK YOU 112 10-MINUTE TEST (ACHIEVEMENT QUIZ 1) Part I: Choose the correct answer to each sentence question Mark your choice on the answer sheet (5pts) She … … … … A bought him the book she was recommended B bought the book she was recommended for him C bought the book she was recommended to him D A & B They had been … … … … A discussing the matter to a good half hour B discussing a good half hour the matter C discussing the matter for a good half hour D B & C Cordon … … … … A announced to staff members his resignation on Wednesday B announced for staff members his resignation on Wednesday C announced his resignation to staff members on Wednesday D announced his resignation for staff members on Wednesday She … … … … A shows a natural talent to the work C shows the work a natural talent B shows a natural talent for the work D shows a natural talent the work If you’re hungry, I’ll … … … … A make some sandwiches for you C make some sandwiches to you B make you some sandwiches D A & B The purpose is … … … … A to build new houses for local people C to build for local people new houses B to build new houses to local people D to build to local people new houses We … … … … A restricted three meals a day him, with no snacks B restricted him three meals a day, with no snacks C restricted him for three meals a day, with no snacks D restricted him to three meals a day, with no snacks She … … … … A cut the boys some slices of ham C cut some slices of ham for the boys B cut some slices of ham to the boys D A & C The board decided … … … … A to upgrade her to the post of sales director B to upgrade the post of sales director her C to upgrade her for the post of sales director D A & B 114 10 They … … … … A exported 90% of the engines for Europe C exported 90% of the engines to Europe B exported Europe 90% of the engines D B & C Part II: Complete sentences using the suggested cues In some cases there is more than one sentence to be completed to express the same meaning Add the preposition “to” or “for” if necessary Write your sentences on the answer paper (5pts) He gave [the book / his friend] his father bought for him on his birthday He bequeathed [the entire estate / the persons] who ever helped his family He knelt and confessed [his sins of betraying her trust / the priest] Diet may hold [the causes of migraine / clues] Knowing that we first came here, they took [the meeting room / us] THE END 115 10-MINUTE TEST (ACHIEVEMENT QUIZ 4) Part I: Choose the correct answer to each sentence question Mark your choice on the answer sheet (5pts) Two of his playmates … … … … A are gathering wooden sticks for sale C are gathering for sale wooden sticks B are gathering wooden sticks to sale D are gathering to sale wooden sticks While you are eating your meal, you should … … … … A put your cutlery for the sides of your plate B put the sides of your plate your cutlery C put your cutlery to the sides of your plate D put your cutlery the sides of your plate Seeing her ability, they … … … … A promoted her to the role of assistant C promoted her for the role of assistant B promoted the role of assistant to her D promoted the role of assistant for her You should not be afraid … … … … if needed A to call him for a ride B to call him to a ride C to call him a ride D A & C She made an appointment … … … … A to see a minor surgery for her doctor B to see a minor surgery to her doctor C to see her doctor to a minor surgery D to see her doctor for a minor surgery I’d like … … … … A to send my uncle some money in Hue B to send some money to my uncle in Hue C to send some money for my uncle in Hue D to send my uncle in Hue some money They … … … … , but he turned it down A offered him a very good job B offered a very good job him C offered a very good job to him D offered a very good job for him The experience … … … … A haunted me years afterwards C haunted me for years afterwards B haunted years me afterwards D haunted me to years afterwards Our center … … … … A has limited four areas to its research agenda B has limited its research agenda for four areas C has limited its research agenda to four areas D has limited four areas for its research agenda 10 She spent most of the interview … … … … A describing the company’s prospect for me B describing the company’s prospect to me C describing me the company’s prospect D describing the company’s prospect me 120 Part II: Complete sentences using the suggested cues In some cases there is more than one sentence to be completed to express the same meaning Add the preposition “to” or “for” if necessary Write your sentences on the answer paper (5pts) It was very gallant of him to fetch [us / the bags we forgot at the airport] He sued [their wrongful arrest / the police] They decided to appoint [the treasure / him] I came over to give [a hug / him] and noticed a cigarette still burning in the ashtray on the desk The firefighters showed [contempt / their own safety] THE END 121 ... conveyed by such form Therefore, this approach to English grammar makes it impossible for the students to comprehend grammar and communicate through English “Language is a system of meanings, accompanied... to make use of the Communicative approach in their grammar teaching in order to find ways to teach grammar communicatively The main cause of these difficulties was the ways of presenting grammatical... exercises or taking exams rather than seeing grammar as providing a means of understanding the relation of form to meaning and meaning to situation As a result, students may get full marks on all the