An investigation into common grammatical errors made by iuh english majored juniors when translating vietnamese texts into english graduation thesis faculty of foreign languages

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES ---  --- AN INVESTIGATION INTO COMMON GRAMMATICAL ERRORS MADE BY IUH ENGLISH-

INTRODUCTION

RATIONALE

Translation plays a vital role in disseminating information, allowing us to access news and stories from around the globe in our own language However, achieving an accurate translation that effectively conveys the intended message is challenging Errors are common in the translation process, with grammatical mistakes often being the most significant issue that can lead to misunderstandings.

Vietnamese students often struggle with English grammar, which is crucial for effective translation Incorrect grammar can lead to misunderstandings, making it difficult for listeners and readers to grasp the intended message A sentence with grammatical errors undermines communication and negatively affects the overall quality of the translation.

At the Industrial University of Ho Chi Minh City, the issue of grammatical errors in translation among students is a significant concern, particularly as English is a vital and mandatory subject The English language program prepares students for careers as teachers, translators, interpreters, and other roles related to English, with a strong emphasis on translation Mastery of grammar is essential for effective translation, making it a critical focus for students This study targets third-year English majors who aim to address their grammar challenges, as they have already accumulated six years of English education in high school and two years at university Grammar instruction is integrated into the curriculum during the first and second years through courses such as Grammar, Writing 1, and Writing 2.

3 Students, on the other hand, discovered unsatisfactory translation when they begin the translation course The majority of students fail to complete their translation courses because they make numerous grammatical errors in their translations Students' classroom tests and end-of-term exams, in particular, produce unsatisfactory results This is also evidence of ineffective teaching and learning on the part of both teachers and students

Third-year students were selected for this study as they begin their translation coursework, specifically Translation 1 This stage is crucial for students to grasp the significance of translation, as it directly influences their future careers By emphasizing the importance of translation at this point, students can better focus their learning efforts to achieve improved outcomes.

Under the supervision of Le Thi Thien Phuoc, M.A., this research aims to significantly benefit students enrolled in Translation 1 at the Industrial University of Ho Chi Minh City By identifying their challenges and adapting their learning styles, students will gain confidence in their translation skills as they advance to Translation 2 and Translation 3 The study focuses on helping students not only re-learn fundamental grammar but also effectively apply it in their translations.

The investigation of grammar errors among college students is a well-explored topic, yet previous research has primarily focused on specific institutions This study aims to significantly benefit English majors at the Industrial University of Ho Chi Minh City, particularly those enrolled in translation courses By identifying their grammatical challenges, students can adapt their learning strategies, leading to increased confidence and proficiency as they advance to higher levels of translation Ultimately, the goal is for students to not only reinforce their understanding of basic grammar but also to apply it effectively in their translation work.

RESEARCH SUBJECTS

This study examines the grammatical errors made by third-year English major students at the Industrial University of Ho Chi Minh City It emphasizes the identification, detection, and analysis of these errors based on collected data Additionally, the research aims to assist students in recognizing, addressing, and enhancing their grammatical skills.

The researcher can create a comprehensive list of grammatical errors faced by students during their research, providing valuable insights for translation students grappling with grammar challenges This study serves as a practical resource, offering effective solutions to address these common issues.

RESEARCH QUESTIONS

What are the common grammatical errors committed by FFL English majored students when translating Vietnamese texts into English?

SCOPE OF THE STUDY

Grammatical errors significantly affect individual translations, posing a challenge for students learning this skill Research indicates that these errors are a common issue, highlighting the necessity for further investigation into the matter Conducting research is essential to address this problem effectively.

Le Thi Thien Phuoc, M.A., identifies the most common errors students face during the research process and proposes effective, urgent solutions applicable to both teaching and studying.

This thesis, titled "An Investigation into Common Grammatical Errors Made by IUH English-Majored Juniors When Translating Vietnamese Texts into English," will be conducted at IUH with third-year English majors enrolled in Translation 1 The study aims to analyze the frequency and types of errors these students encounter during translation The findings will assist students in promptly identifying and addressing their challenges, ultimately enhancing their translation skills.

Supervisor name: Le Thi Thien Phuoc, M.A Page 5

LITERATURE REVIEW

DEFINITIONS OF KEY TERMS/CONCEPTS

Many authors will have different definitions of translation However, in today's integrated society in Vietnam, translating is an essential skill

According to Sari, Bambang, and Zainal (2015), students studying translation must develop skills in the translation process and understand equivalence to achieve high-quality translations.

Translation is the process of converting text from one language to another while preserving its equivalent meaning, allowing readers to understand the message conveyed in the source language through the target language (Amalya, 2018).

Translation is a complex task that goes beyond simply replacing words from one language to another According to Vietnamese author Pham (2018), it involves conveying the intended meaning and sense of the original text in the most natural manner possible.

It, therefore, requires the training of prospective translators is done carefully in order to produce efficient translators.” (Pham, 2018, p 22)

Grammar in linguistics refers to the structural rules that govern the composition of clauses, phrases, and words in natural languages It encompasses the study of these rules, including key areas such as morphology, syntax, and phonology, and is often complemented by phonetics, semantics, and pragmatics.

According to Khansir and Farhad (2016), grammar is essential for understanding the formation and classification of words, as well as their combination into sentences It provides insight into sentence structure and patterns, facilitating effective communication in everyday life.

Grammar is a fundamental linguistic element present in all languages, playing a crucial role in understanding meaning It organizes words into phrases and sentences, facilitating effective communication.

Supervisor name: Le Thi Thien Phuoc, M.A Page 7 with how sentences and utterances are formed to deliver the right meaning.” (Utomo, 2016, p

Grammatical errors refer to mistakes in word structure, which can include the misuse of verb tenses or forms, incorrect cases for nouns, pronouns, and adjectives, as well as using adjectives in place of verbs (Pham, Truong, & Nguyen, 2019, p 83).

Grammatical errors are prevalent among learners, especially students, making it crucial for them to understand and apply English grammar rules accurately Mastering these rules is essential for effective translation, as recognizing and correcting grammatical mistakes allows students to produce precise translations.

THEOCRATICAL FRAMEWORK

In a study titled “An Analysis Of Grammatical Errors in Translation Texts of Sixth Semester English Department Students Of FBBA in The Academic of 2012/2013,” researcher Utomo (2016) identified 101 grammatical errors in the translation texts collected from students These errors were classified into four categories based on superficial error classification: omission, addition, selection, and ordering.

1 Error of omission in noun group: referrers (including articles, demonstratives, possessives, and inclusives), countability, conjunction, preposition, and punctuation a) Omitting of referrers: There are two types of articles: definite articles and indefinite articles

- “A definite article is an article that is used to refer an identified thing or person in some way, which have already known in a clear situation.” (Utomo, 2016, p 28)

- “Indefinite article is an article that is used to refer an unidentified thing or person, which is the first mention or has not been identified before.”

In his research, Utomo (2016) defines prepositions as words that connect nouns with other essential elements, including subjects and verbs Additionally, the study addresses various omissions in language, such as the omission of countability and conjunctions, which can impact sentence structure and clarity.

2 Error of omission in subject-verb agreement

The researcher emphasized the fundamental rule of constructing grammatically correct sentences, which centers on subject-verb agreement According to Utomo (2016), a singular subject requires a singular verb, while a plural subject necessitates a plural verb This alignment between subject and verb forms is essential for building accurate sentences.

B Error of Addition: The authors found that “The unnecessary elements are usually added ina sentence, especially in translation text because of the differences of grammatical structure between the source language and target language.” (Utomo, 2016, p 39)

1 Error of selecting subject-verb agreement

3 Error of subject-verb agreement addition:

C Error of Selection: The author defined “Error of selection is a grammatical error classification that classifies the error from a wrong chosen part of grammatical structure.” (Utomo, 2016, p 42)

4 Errors of selecting subject-verb agreement

D Error of Ordering: “All of the grammatical errors in this error classification are in the building of noun phrase.This noun is formed by noun + adjective which is wrong form of compound noun This noun has to be formed by adjective + noun.” (Utomo, 2016, pp 46-47)

2.2.2 Grammatical errors in translation made by Vietnamese students

(Nguyen, 2013, pp 7-10) claimed that there had three types of errors: Ignorance of rules, overgeneralization, negative transfer Specifically, the researcher pointed out errors as follow:

- Subject-verb agreement: The verb does not agree with the subject

Eg: Error: A computer gives us access to important information

 Correction: A computer gives us access to important information

- Subject omission: The subject is missing in the sentence

Eg: Error: She visited the doctor because had a terrible headache

 Correction: She visited the doctor because she had a terrible headache

- Word order: The order of the words in a sentence is not correct

Eg: Error: Her closet always is nicely organized

 Correction: Her closet is always nicely organized

- Adjective / Adverb: An adjective form has been used instead of an adverb or vice versa

Eg 1: Error: Fabio is carelessly

Eg 2: Error: My grandfather drives very careful

 Correction: My grandfather drives carefully

- Verb form: An incorrect form of the verb has been used

Eg: Error: Have you ever imagine today's society without computers?

 Correction: Have you ever imagined today's society without computers?

- Verb tense: An incorrect verb tense has been used

Eg 1: Error: Did you ever imagine today's society without computers?

 Correction: Have you ever imagined today's society without

Supervisor name: Le Thi Thien Phuoc, M.A Page 10 computers?

Eg 2: Error: She get pregnant when she was in high school

 Correction: She got pregnant when she was in high school

- Pronoun: The wrong pronoun has been used or the reference is not clear

Eg: When my grandparents got married, them did not have any money

 Correction: Wheii my grandparents got married, they did not have any money

- Comparative: The comparative form is not correct; the student did not use a comparative form where it was required; the student used a comparative form where it was not required

Eg: Error: My brother grew more stronger than my cousin

 Correction: My brother grew stronger than my cousin

- Demonstrative adjective: The wrong demonstrative adjective was used

Eg: Error: These type of beliefs is very common,

 Correction: This type of beliefs is very common

- Article: The student used the wrong article; the student did not use any article

Eg: Error: Jessica likes to paint and play guitar

 Correction: Jessica likes to paint and play the guitar

- Possessive noun: The apostrophe + s ('s or s') was misplaced or omitted

Eg: Error: My two sister's dolls had been stolen

 Correction: My two sisters' dolls had been stolen

- Parallelism: In a series of elements, these are not presented in a parallel form

Eg: Error: He enjoys reading, to swim, and visit his friends

 Correction: He enjoys reading, swimming, and visiting his friends

- Preposition: The wrong preposition has been used

Eg: Error: Francisco used to sit in his desk

 Correction: Francisco used to sit at his desk

- Run-on sentences: Two independent clauses that have been run together without an appropriate conjunction and/or mark of punctuation between them

Eg 1: Error: I went to the park to run Sarah was there so I talked with her for a little while and we went to have some lunch,

 Correction: I went to the park to run Sayah was there, so I talked with her for a little while, and we went to have some lunch

Eg 2: Error: I don't play temis well I have a poor backhand,

 Correction: I don't play temis well because I have a poor backhand

2) Overgeneralization: The application of a grammatical rule in cases where it doesn't apply

Eg l: Error: We goed to the supermarket yesterday

 Correction: We went to the supermarket yesterday

Eg 2: Error: My brother drives very fastly

 Correction: My brother drives very fast

3) Negative transfer: It is the interference of the mother- tongue language to a second one

- The Vietnamese students often use passive voice in active sentences in English language

Eg 1: Error: Titanic was sunk

Eg 2 : Error: Surprisingly, only 12.4% of the nurses had been attended acourse in pain management,

 Correction: Surprisingly, only 12.4% of the nurses had attended a course in pain management

- The Vietnamese student usually apply literal translation in writing

Eg: Error: I am go to school

Correction: I go to school.” (Nguyen, 2013, pp 7-10)

RESULTS OF PREVIOUS STUDIES

There have been more and more researches in recent years

A study titled “An Analysis of Linguistic Errors Committed in Translation by English Major Students at Hung Vuong University” was conducted by researchers Pham Thi Kim Cuc, Truong Thi Thuy Ninh, and Nguyen Thi Thin, focusing on the linguistic errors made by students in translation.

A study involving 68 fourth-year English major students from the Department of Foreign Languages at Hung Vuong University aimed to analyze linguistic errors in Vietnamese to English translation The participants were tasked with writing a two-paragraph article on e-commerce within a 60-minute timeframe The research focused on identifying errors across five categories: morphology, grammar, syntax, collocation, and word form Grammar mistakes encompassed issues with adjectives, adverbs, articles, conjunctions, determiners, pronouns, prepositions, and verbs, which were further classified into misuses, omissions, additions, inappropriate choices, and misplacements (Pham, Truong, & Nguyen, 2019).

In a study by Bui (2020) titled “A study on common grammatical errors in essays written by third-year English majors at Hai Phong Technology Management University,” the researcher examined the grammatical mistakes made by third-year students in the foreign language department The objective was to identify these errors and propose solutions to help students improve their writing The research involved collecting writing tasks from students and teachers, along with survey questionnaires The findings revealed 11 common grammatical errors, including issues with verb tenses, determiners, agreement, prepositions, pronouns, possessive and attributive forms, word order, incomplete structures, negative constructions, parallel structures, and conjunctions.

This study shares similarities and differences with three prior studies focused on English majors at various universities While all studies aimed to identify grammatical errors among students, the second study expanded its scope to include a wider array of errors Notably, both the current study and Minh Ngoc's research concentrate on translation, contrasting with the other two studies that explore different fields.

The current study, supervised by Le Thi Thien Phuoc, M.A., focuses on identifying grammatical errors among English major students at Ho Chi Minh City's Industrial University While previous research by Nguyen Hoai Thuong and Bui Thi Minh Ngoc utilized similar data collection and analysis methods, they included additional survey questionnaires and varied in their research locations Despite these differences, all studies consistently highlight common grammatical errors, albeit with varying frequencies and types This research aims to uncover specific grammatical challenges faced by students in the IUH foreign language department, as they may differ from those identified in earlier studies, and to propose tailored solutions to enhance their translation skills.

RESEARCH DESIGN

RESEARCH SITE OF RESEARCH

The Industrial University of Ho Chi Minh City offers a diverse range of majors, with a focus on technical disciplines, attracting students from all regions of Vietnam Among these, English majors have the opportunity to pursue careers as teachers, translators, and interpreters, emphasizing the importance of English proficiency Given the prevalence of translation work across various fields, it is crucial for students to understand and apply grammar effectively Mastery of grammar is essential not only for academic success but also for professional development, as identifying and correcting grammatical errors plays a significant role in their future careers.

The research is intended for third-year students studying translation 1 because it is obvious that this subject is critical for students' jobs after graduation Furthermore, detecting

"holes" in the grammar in translation 1 will greatly aid in learning translations 2 and 3 Students will gain experience and avoid making unnecessary mistakes by learning translation

1 The translation is a compulsory subject in the course and one of the most important It is in curriculum module 6 that is, the first semester of year 3, and is worth 3 credits.

PARTICIPANTS OF THE RESEARCH

Participants play a crucial role in the study, as their involvement is necessary for its completion The research will take place at the Industrial University of Ho Chi Minh City.

The study focuses on third-year students enrolled in Translation 1 at IUH, highlighting the importance of translation as a critical subject for their future careers as teachers, translators, interpreters, or in other English-related fields This course, scheduled for the first semester of their third year, is essential for all students, regardless of their specific profession, as it underpins their university learning and prepares them for the demands of the job market.

8 credits in the curriculum, with translation 1 accounting for three of those credits.

RESEARCH METHODOLOGY AND RESEARCH METHODS

This study employs a mixed-methods approach, utilizing both quantitative and qualitative techniques to analyze grammatical errors in student translations The qualitative aspect involves counting errors and calculating their percentages, while each error type is quantitatively described Data is gathered from final translation tests archived at the university, with a total of ninety-four tests collected through collaboration with instructors and staff from the Foreign Language Department This research method is deemed appropriate for identifying grammatical errors in student translations at the Industrial University of Ho Chi Minh City Ensuring confidentiality and commitment from both researchers and the Faculty of Foreign Language is essential during the data collection process.

PROCEDURES

The instructor collaborated with researchers to gather grammatical errors from test samples of students in the foreign language department, course 14 However, most students had lost their regular and midterm tests, making it difficult to obtain translations from IUH To address this issue, the instructor reached out to the Faculty of Foreign Languages staff responsible for storing test papers A commitment was made to facilitate the borrowing process of these tests, leading to permission to access 94 end-of-semester translation tests for the research study.

Industrial University of Ho Chi Minh City students All tests were completely confidential and committed by both parties After being approved, the researcher proceeded to copy these

94 tests onto papers for data analysis in the next stage For analysis, all test papers will be coded 001 to 094.

DATA ANALYSIS

The copied tests would begin the coding process They would be encoded in the order from

The author conducted a comprehensive analysis of errors in students' test papers, ranging from 001 to 094 This involved examining each student's performance from the first to the last test, utilizing the scores provided by the teacher to identify and analyze errors The process was time-consuming and relied on previous research related to "grammatical errors in translation." Typical grammatical errors were extracted from earlier studies and organized into a table for analysis After identifying and analyzing these errors in the students' tests at IUH, the researcher compiled the findings into a table to facilitate the next stage of the study.

AND DISCUSSION

FINDINGS

An analysis of 94 end-of-term tests from students at the Industrial University of Ho Chi Minh City revealed the most common grammatical errors encountered by students, as illustrated in the following graph.

Figure 4 1 The common grammatical errors of students studying translations 1 in IUH

According to Chart 1, students exhibited a wide variety of grammatical errors in their translations, totaling over 20 distinct mistakes Notably, the frequency of these errors varied, with verb errors accounting for more than 40%, article errors exceeding 30%, and subject-verb agreement and preposition errors each surpassing 20% Conversely, the majority of other errors constituted a minimal percentage, each being less than 5%.

4.1.2 The 8 most common grammatical errors

From the twenty-two grammatical errors found in the study, the researcher conducts to filter out the eight most common grammatical errors that students encountered in their translation

Misuse of adjectives/nouns/verbs/adverbs

Omission of articles Omission of conjunctions Inappropriate choice of prepositions

Capitalization errors Wrong possesive adjectives and pronouns

Verb errors Incorrect count ability Overgeneralization Incorrect subject-verb agreement

Inappropriate choice of relative clauses

Wrong word order Determiners errors Wrong modal verbs Omission of subjects/verbs/objects

The article identifies eight common errors in tests, which are: verb errors, determiner errors, lack of subjects, verbs, or objects, inappropriate preposition choices, misuse of pronouns, incorrect subject-verb agreement, incorrect relative clauses, and wrong word order.

Figure 4 2: The 8 most common grammatical errors of students studying translations 1 in IUH

Chart 2 is sorted by the percentage of error from high to low Based on this chart, we can see that the errors of verbs and determiners are the most popular The next four errors range from 20% to more than 35% The two remaining errors fluctuate around 10 percent

Verb errors are the most common mistakes encountered by students among the eight identified error types In translations by students at IUH, these errors include issues with the main verb in a sentence, such as incorrect verb forms following another verb, model verbs, and verb tenses Additionally, errors may occur in passive constructions, negative forms, the use of verbs after "to" (to-infinitive), and unusual combinations of "to be" with verbs.

The 8 most common grammatical errors

Note: aVerb errors bDeterminer errors cLack of subjects/verbs/objects d Incorrect subject-verb agreement eInappropriate choice of prepositions f Misuse of pronouns gIncorrect relative clauses hWrong word order

Errors Typical sentence of students’ test paper in IUH

The verb following the verb

002: ,but containing with a low fatting and calories that support losing weight successfully 025: One of the things you can do to lower your calories is eat more fruits and vegetables

The verb following model verb

To maintain a healthy diet, it is essential to consume plenty of fruits and vegetables while avoiding daily calorie reduction Incorporating a variety of these foods can help you manage your calorie intake effectively.

The verb tense in the sentence

022: but fats and calories are low so it suggested the success losing weight

093: One of the most important things that you can do to decrease their calo that you consumed everyday

Passive 037: In addition, you should eat vegetables to decreased the calories everyday 038: Your diet may be start to vegetables or salad

Negative 051: they have a lot of “chất xơ” and water that help us don’t feel hungry and stop want to eat 062: Help people don’t hungry

The verb after "to" (to infinitive)

056: One of things that you can do to losing your calories everyday 059: Instead of rice in order to reducing calories

Unusual cobination between to be and verb

009: They are have many essential vitamins

Students frequently make determiner errors in their translation tests, which are as common as verb mistakes At IUH, these errors include missing articles, incorrect article usage with nouns, misapplication of quantifiers, redundant articles, incorrect articles, and absent possessives.

To maintain a healthy diet, it is essential to consume a variety of fruits and vegetables Additionally, reducing daily calorie intake is a key strategy for weight management.

Using articles that don't match the following noun

011: you should eat vegetables instead of rice or noodles to reduce a calories every day

013: Eating a lot of fruits and vegetable is a way among plenty way you could do to reduce…

Misusing quantifiers 050: Fruits contain many water that helps…

062: They also contain many minerals You should eat many vegetables rather than eat many rice

Redundant articles 061: The one of the things you can reduce calories assumption everyday

Wrong articles 008: they also contain a lots of essential minerals and vitamins

062: One of this you can do to

Missing possessive 083: _Meal should be start with vegetable and salad

4.1.2.3 Lack of subjects/verbs/object s (36.17%)

Students often struggle with translations due to a lack of subject, verb, and object, which significantly impacts their accuracy This issue arises from either omitting essential components that form a complete sentence or confusing subject pronouns with object pronouns.

Errors Typical sentences of students’ test paper in IUH

007: but_(S) contain a proportion of low fat and calories 031: Your meal should start at vegetables or salad, then _(S) using carbohydrate food

Lack of verb 017: You should_ (V) fruit such as …because fruit is rich in fiber and water, helping they feel hungry again

072: They_(v)also rich in necessarily minerals

Lack of object 077: But_(S) have… low calo help_(O) decrease successful

082: They help_(O) to lose weight

Table 4 3: Lack of subjects/verbs/objects

Subjects and verbs can be either singular or plural, and it is essential for the verb to agree with the subject A singular subject necessitates a singular verb form, while a plural subject requires a plural verb form to create grammatically correct sentences.

Error about subject-verb agreement is related to the inappropriate between subject and verb in a sentence Formula:

Errors Typical sentences of students’ test paper in IUH subject-verb agreement

002: the amount of calories that your body consume every day 038: because in fruits have a lot of water help we feel full faster

Table 4 4:Incorrect subject-verb agreement

Prepositions often pose challenges in structural grammar due to their diverse combinations with other sentence elements A preposition can pair with various words, leading to different meanings, which makes it common for third-year English majors at IUH to encounter prepositional errors These mistakes typically arise from the incorrect selection of prepositions, including missing, excessive, or inappropriate ones in sentences Proper subject-verb agreement is essential, with singular subjects requiring singular verbs and plural subjects requiring plural verbs.

092: Your meal should start_(pre)the salad or vegetables, then consume carbohydrate products

002: Fruits and vegetables also are full of essential ion nutritions and vitamins, but containing with a low calories…

018: There is one thing you need to do reduce the amount of calorie you take in everyday is to eat more fruits and vegetable

007:Your meal should be begin by vegetable and salad 035: One in things you can do for decreasing calories everyday

Table 4 5: Inappropriate choice of prepositions

Misuse of pronouns occurs when there is confusion between the subject and object, or when an incorrect pronoun is used to substitute the intended noun.

Confusing between the subject and the object

003: because fruit more water and vitamin,can help we feel 017: You should fruit such as … because fruit is rich in fiber and water, helping they feel hungry again

Eating fruits is essential as they are rich in vitamins and water, helping to keep us satisfied and hydrated Additionally, fruits make an excellent snack choice due to their high water content.

Relative clauses play a crucial role in streamlining sentences, yet many students face challenges in their usage For IUH students, mistakes involving relative clauses represent over 10% of all grammatical errors, primarily stemming from incorrect forms of these clauses.

002: You should eat fruits as eating snacks becauses fruits are rich in nutritions and water which help us feel full rapidly

031: because the fruit are rch of the fiber and water help us feel full of faster

Word order errors represent the least common grammatical mistakes among eight prevalent errors made by students at IUH These errors primarily involve the arrangement of elements within a noun phrase.

022: but fats and calories are low so it suggested the success losing weight

051: one of the things you can do to reduce calorie assumed

DISCUSSION THE FINDINGS

Grammatical errors in the final exams of junior students at the Industrial University of Ho Chi Minh City reveal a significant variety, with over 20 distinct types identified Notably, the focus should be on the eight most prevalent errors The analysis indicates that verb errors constitute over 60% of all mistakes, making them the most frequent issue, while determiner errors account for more than 40% Additionally, errors related to subject/verb/object agreement, incorrect subject-verb agreement, and inappropriate preposition choices range from 20% to 40% Misuse of pronouns, incorrect relative clauses, and wrong word order are less common, each representing around 10% of the errors.

In their 2019 study, Pham, Truong, and Nguyen categorized grammatical errors by word class, identifying issues in adjectives, adverbs, articles, conjunctions, determiners, pronouns, prepositions, and verbs Their analysis combined findings from two studies, resulting in a total of eight distinct error types This approach mirrors the research conducted by the same authors.

In a 2019 study, four types of grammatical errors were identified among IUH third-year English majors: determiners, pronouns, prepositions, and verbs, with varying percentages of occurrence Notably, pronoun errors, which accounted for 16.5 percent in the research by Pham, Truong, and Nguyen, were significantly lower at 10.63 percent in the IUH study, ranking sixth among eight grammatical errors Verb errors were consistently high across both studies, representing 14.8 percent and placing third in the findings of Pham, Truong, and Nguyen.

A noun phrase: Article + Adv + Adjective + Noun

The study conducted by Le Thi Thien Phuoc, M.A., highlights that prepositional errors are the most prevalent among third-year English majors, consistent with findings from previous research Both studies identified similar patterns in prepositional errors, ranking them fifth and sixth, respectively However, determiner errors showed a significant discrepancy; while Pham, Truong, and Nguyen (2019) reported a low occurrence of 9.3 percent, the IUH study revealed a much higher rate of 44.68 percent, placing it second among eight error types Despite both studies sharing a common error rate of 50 percent, the remaining errors varied yet remained interconnected, with article errors from Pham, Truong, and Nguyen's research also appearing in the IUH study, indicating that determiner errors are notably frequent in academic research.

Bui's research indicates that the types of grammatical errors identified are closely aligned with those found in the study of grammar errors among IUH junior students Notably, Bui (2020) identified 11 specific grammatical errors in essay writing, including issues with verb tenses, determiners, agreement, prepositions, pronouns, possessives, word order, incomplete structures, negative constructions, parallel structures, and conjunctions The most prevalent errors in both studies were related to verb tenses, with Bui's study reporting a rate of 77-91% and the IUH study showing 63.82% Determiners were the second most common error in both studies, with rates of 73-81% for Bui's research and 44.68% for IUH students However, prepositional errors were ranked differently, appearing as the third most frequent error in Bui's study (68-77%) but only fifth in the IUH study.

Research on third-year English majors reveals that agreement and pronoun errors are similar to prepositional errors, showing high rates in Bui's study but low rates in IUH's third-year study Bui's research identified various errors, including possessive and attributive mistakes, incomplete structures, negative constructions, parallel structure issues, and conjunction errors, which were absent in the IUH study Conversely, the IUH research uncovered two distinct errors not found in Bui's work.

CONCLUSION

Translation is crucial for building relationships, sharing knowledge, and disseminating information globally However, it poses significant challenges, particularly for Vietnamese individuals and IUH students, who find it demanding and requiring extensive study While pronunciation is vital for interpretation, grammar is the cornerstone of effective translation, with English grammar differing significantly from Vietnamese Mastering grammar is a gradual process, as highlighted by a study on grammatical errors among third-year English majors at the Industrial University of Ho Chi Minh City, which identified prevalent mistakes made by students.

A study conducted on grammar errors among 3rd year English majors at the Industrial University of Ho Chi Minh City identified over 20 mistakes, with 8 being the most prevalent The researcher highlighted these common grammatical errors to shed light on the challenges faced by students in their language proficiency.

Identifying language errors in translation is crucial for English majors at Ho Chi Minh City's Industrial University The researcher aims to help students overcome challenges in translation, especially regarding grammar This research will empower students to find effective solutions to their difficulties Ultimately, both foreign language students at IUH and students nationwide will gain valuable insights from this study.

A recent study identified the eight most prevalent grammatical errors faced by IUH students in their translation studies These errors include verb mistakes, determiner issues, omissions of subject/verb/object, incorrect subject-verb agreement, inappropriate preposition usage, pronoun misuse, relative clause errors, and incorrect word order These common pitfalls affect all students engaged in translation The research emphasizes the importance of students being able to recognize and rectify these errors to improve their translation skills.

The study of grammatical errors among students at the Industrial University of Ho Chi Minh City seeks to address the longstanding question: "What challenges do students face when studying translation?" This research not only aims to enhance understanding of these difficulties but also significantly contributes to improving the quality of education and training at the university.

RECOMMENDATIONS

5.2.1 The Faculty of Foreign Language lecturers

By assessing students' grammar levels and providing appropriate instruction, lecturers consolidate their students' grammar knowledge

Lecturers should clearly explain English grammar rules during the teaching process If they suspect that students lack familiarity with these rules, they should encourage practice both in class and at home.

Lecturers can teach students how to use the reformulation technique in translation This is a very helpful technique for students learning grammar

To enhance their grammar skills, students need to adopt a consistent grammar-learning routine Mastering grammar is achievable; however, neglecting the fundamentals can make it challenging to recover lost knowledge.

Students can purchase grammar books at bookstores or borrow them from their university library Engaging in numerous grammar exercises can lead to significant improvements in their grammar skills It is essential to select books that match their current proficiency level to prevent acquiring books that may go unused due to difficulty Consulting teachers for recommendations on the best grammar books available is advisable.

Students can enhance their learning by downloading free grammar apps on their phones or computers, such as Practise English Grammar, Grammaropolis Complete, and Cake These applications provide valuable support for completing assignments Additionally, YouTube offers a wide range of grammar lectures, catering to all levels from basic to advanced, allowing students to choose resources that best fit their needs.

Students can enhance their translations by utilizing effective techniques One common method is paraphrasing, which simplifies complex ideas Another useful approach is reformulation, where lengthy sentences are broken down into shorter, clearer ones This technique involves rearranging relative and subordinate clauses, as well as converting active voice sentences in Vietnamese to passive voice in English, or the other way around, to improve clarity and comprehension.

To study effectively, students should consider enrolling in grammar courses at English centers However, the high costs associated with these courses may pose a financial challenge, especially when balanced against living expenses Therefore, students should evaluate their individual circumstances to find the most suitable solution for their learning needs.

THE LIMITS OF THE RESEARCH

The study faced several limitations that hindered its implementation, primarily due to a lack of subject knowledge among researchers Additionally, the insufficient research time restricted the depth of the investigation The absence of interviews with lecturers or students further complicated the research process Consequently, with adequate time and specialized knowledge, future research could achieve a higher level of specialization.

FURTHER STUDY 29 REFERENCES APPENDICES

Future research will involve interviews with teachers and students to enhance the depth and interest of the topic Due to time constraints, this study focuses solely on analyzing data from students' final exam test papers Nonetheless, it aims to raise awareness and improve the grammar proficiency of students at IUH and those majoring in English at other universities and colleges.

Amalya, D R (2018) Errors in Indonesian to English Translation Text Made by Students of SMA

Bui, N T (2020) A STUDY ON COMMON GRAMMATICAL ERRORS IN ESSAYS WRITTEN BY THIRD YEAR

ENGLISH MAJOR AT HAI PHONG TECHNOLOGY MANAGEMENT UNIVERSITY 25

Bui, N T (2020) A STUDY ON COMMON GRAMMATICAL ERRORS IN ESSAYS WRITTEN BY THIRD YEAR

ENGLISH MAJOR AT HAI PHONG TECHNOLOGY MANAGEMENT UNIVERSITY

Khansir, A A., & Farhad, P (2016) Place of Grammar in English Language Teaching Language in

Nguyen, T H (2013) A STUDY ON COMMON GRAMMATICAL AND LEXICAL ERRORS IN WRITING

COMPOSITIONS MADE BY THE FIRST YEAR ENGLISH MAJOR STUDENTS AT HAIPHONG

PRIVATE UNIVERSITY AND SUGGEST SOME SOLUTIONS 7-10

Pham, C T (2018) An Analysis of Translation Errors: A case Study of Vietnamese EFL Students

International Journal of English Linguistics, 8(1), 22

Pham, C T., Truong, N T., & Nguyen, T T (2019) AN ANALYSIS OF LINGUISTIC ERRORS COMMITTED

IN TRANSLATION BY ENGLISH MAJOR STUDENTS AT HUNG VUONG UNIVERSITY Journal of

Pham, C T., Truong, N T., & Nguyen, T T (2019) AN ANALYSIS OF LINGUISTIC ERRORS COMMITTED

IN TRANSLATION BY ENGLISH MAJOR STUDENTS AT HUNG VUONG UNIVERSITY Journal of

Sari, C., Bambang, W., & Zainal, A (2015) AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERRORS IN

Utomo, G S (2016) AN ANALYSIS OF GRAMMATICAL ERRORS IN TRANSLATION TEXTS OF SIXTH

SEMESTER ENGLISH DEPARTMENT STUDENTS OF FBBA IN THE ACADEMIC YEAR OF

Utomo, G S (2016) AN ANALYSIS OF GRAMMATICAL ERRORS IN TRANSLATION TEXTS OF SIXTH

SEMESTER ENGLISH DEPARTMENT STUDENTS OF FBBA IN THE ACADEMIC YEAR OF

AN INVESTIGATION INTO COMMON GRAMMATICAL ERRORS MADE BY IUH ENGLISH-MAJORED JUNIORS WHEN TRANSLATING VIETNAMESE TEXTS INTO ENGLISH

Student name: LE NGUYEN HONG NGOC Student ID No: 17040631

Supervisor name: LE THI THIEN PHUOC, M.A

Week Date Content Supervisor’s comments Signature

+ Finding the research fields and research title

+ Finding definitions of key terms and research questions

+ Writing an outline for the research title

+Completing the outline for the research

+Having an appointment with Ms

Thien Phuoc at 9 A.M in Room A5.4 at IUH

+ Submitting additional research questions and topic to supervisor

+ Submitting a revised research question to the supervisor

+ Submitting last revised research question to supervisor

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES

& preparing for writing Chapter II + Writing chapter II

+ Submitting Chapter I (rewrite version) & Chapter II

+ Preparing for writing Chapter III

+ Receiving supervisor’s feedback for Chapters I, II, III

+ Submitting Chapter I, II after revising and rewriting

+ Submitting Chapters I, II & III + Reference material on research methods

+ Starting to borrow test papers for analysis

+ Asking for the IUH students’ test for research

+ Taking photos of 94 final tests from FFL

4/4/2021 + Sending a chart about data analysis for Chapter IV

+ Having an appointment with the supervisor to finish Chapter IV in Room A5.5 at IUH

+ Submitting Chapter I, II, III, IV &

5/6/2021 + Having an online meeting with the supervisor to correct the entire research

+ Be asked to correct 5 chapters and reprepare the PowerPoint file for the

+ Submitting five chapters (rewrite version) again

+ Receiving feedback for the PowerPoint file from the supervisor

+ Receiving feedback for five- chapter again

+ Completing the relevant forms for the graduation thesis

The supervisor’s approval of the students’ submission (Yes/ No): ………

Prepared by: Le Thi Thuy, M.A

Head of the Division: Tran Kieu My An, Ph.D

Phan Thi Tuyet Nga, Ph.D

Format (3) Coherence and Organization (4) Grammar mistakes (3)

Introduction Research topic and objectives of research (5) Research questions (5)

Theoretical framework (5) Review of previous studies (5) Referencing (5)

Collecting and analyzing data (5) Relevance between research findings and objectives (5)

Evaluating and discussing the findings (5)

Content (3) Performance (3) Time management (10 minutes) (2) Questions response (2)

Contribution to the team project Taking responsibility

Format (3) Coherence and Organization (4) Grammar mistakes(3)

Introduction Research topic and objectives of research

Theoretical framework (5) Review of previous studies (10) Referencing (5)

Collecting and analyzing data (5) Relevance between research findings and objectives (5)

Evaluating and discussing the findings (10)

Content (6) Performance (6) Time management (10 minutes) (4) Questions responses (4)

Tran Kieu My An, Ph.D

Rubrics for Written Graduation Thesis (70%)

Item/ Weight Unsatisfactory Developing Satisfactory Exemplary

There are consistent mistakes in the required format

There are several mistakes in the required format

There are minor mistakes in the required format

There are hardly any mistakes in the required format

The development of paper is vague; no apparent logical order of presentation

The paper is presented with connected concept and ideas, clear transitions

The paper is presented in logical sequence and well organized

The paper is clearly stated, well-developed and well organized

There are consistent spelling and grammar mistakes in the paper

There are several spelling and grammar mistakes in the paper

There are minor spelling and grammar mistakes in the paper

There are hardly any spelling and grammar mistakes in the paper

Research topic and objectives of research (5)

The research topic area is unclearly described Little evidence shows the significance and objectives of the research topic

The research topic is presented and the significance and objectives of the paper is justified

The research topic is adequately defined The significance and objectives of the paper is well justified

The research topic is introduced in a coherent and interesting manner The significance and objectives of the paper is well justified

Research questions are not successfully defined

Research questions are coherently and clearly defined

Research questions are scientifically meaningful and challenging

The literature is defined in an unclear manner

Definition of key concepts is insufficient

The literature is linked with the research topic

The literature is linked with research topic

The key concepts related to the research topic are defined

The literature is closely linked with the research topic and appropriately explained The key concepts related to the research topic are also clearly defined

The previous studies are inadequately relevant with the research topic and inappropriatel y summarized

The previous studies are relevant with the research topic and summarized

The previous studies are quite relevant with the research topic and appropriately summarized

The previous studies are adequately relevant with the research topic and appropriately summarized

References are of poor quality

The format and layout are inconsistent and not in line with APA style

The referencing is in a proper manner but the layout of the bibliography is consistent with APA style There are, however, a number of inconsistencies

The referencing is in a proper manner and the layout of the bibliography is largely in line with APA style

The referencing is in a proper and extensive manner The format and layout of the bibliography are correct and in line with APA style

The author displays such a low level of research methodology that it can be regarded as unacceptable

The author correctly presents the research methods and shows good organization and application of research methodology

The author justifies his/her choice of analysis methods and demonstrates effective application of relevant research methodology

The author justifies his/ her choice of research methods systematically and demonstrates a deep understanding in the application of relevant research methodology

The author describes the data collecting and analyzing stages but the description does not form a coherent and logical whole

The analysis methods are mainly chosen to answer the research questions, but the author has an insufficient command of the methods

The author correctly presents the data collecting and analyzing stages and also outlines the analysis The analysis demonstrates a good command and reliable use of the method

The author effectively outlines the stages of data collection and analysis, utilizing the data proficiently in their analysis Sensible methods are chosen to summarize the information derived from the data.

The author effectively outlines the stages of data collection and analysis, utilizing the data skillfully in the analysis By selecting appropriate methods, the author successfully summarizes the information derived from the data.

Relevance between research findings and objectives

The author demonstrates a poor level of understanding in the analysis of the research findings The research findings are inadequate in meeting objectives of study

The author demonstrates a satisfactory understanding in the analysis of the research findings

The research findings may be adequate but not as described

The author demonstrates adequate levels of understanding in the analysis of the research findings

The research findings are adequate relevant to the objectives of the study

The author demonstrates advanced levels of understanding in the analysis of the research findings The research findings are relevant to the objectives of the study

Evaluating and discussing the findings

The thesis does not succeed in making contribution to the knowledge base of the discipline and field of study

The research findings make a minor contribution to the knowledge base of the discipline and field of study

The research findings make a good contribution to the knowledge base of the discipline and field of study

The research findings make a significant contribution to the knowledge base of the discipline and field of study

No logical conclusions are reached

The article highlights a significant gap in addressing research questions, with discussions lacking coherence and relevance to the study's objectives Additionally, the concluding summary fails to effectively convey the study's purpose and findings The author also shows a limited understanding of the strengths and weaknesses inherent in their own research.

The conclusions are partially logical

The connection between the conclusions and the research questions remains somewhat ambiguous, and the final summary only partially conveys the study's purpose and findings However, the author shows a solid understanding of the strengths and weaknesses of their research.

The conclusions are presented logically and answers to research questions are explained in a good manner

The final summary communicates the purpose and findings of the study The author demonstrates adequate understanding of the strengths and weaknesses of his/her own research

The conclusions are logically presented, effectively addressing the research questions in a coherent manner The final summary is pertinent, clearly conveying the study's objectives and findings The author shows a strong understanding of the strengths and weaknesses of their research.

Organizational structure present but unclear with underdeveloped introduction, body and conclusion

Organizational structure present clearly with introduction, body and conclusion A few transitions

Appropriate organizational pattern used and easy to follow with developed introduction, understandable body part and satisfying conclusion Main points are smoothly connected with transitions

An effective organizational pattern captivates the audience and facilitates a seamless flow throughout the speech The introduction engages listeners, while the conclusion provides a satisfying closure Key points are articulated clearly and are cohesively linked through smooth transitions.

Very little gestures or eye contact

Monotone voice or insufficient volume

Little gestures or eye contact

Monotone voice or insufficient volume Little poise Heavy reliance on notes Abundant oral fillers and nonverbal distractions

Mispronunciatio ns are frequent and cause some difficulty for the listener

Adequate use of gestures, eye contact, language, and voice Limited oral fillers and nonverbal distractions

Uses a wide range of pronunciation features

To enhance speech effectiveness, utilize gestures, maintain eye contact, and employ vivid language and vocal variety to engage the audience Stay poised by using notes solely for reference, avoiding oral fillers and nonverbal distractions Ensure clear pronunciation throughout your delivery.

No regard for time constraints six or seven minutes above or below the allotted time

Presentation given within four or five minutes above or below the allotted time

Presentation given within two or three minutes above or below the allotted time

Presentation given within time constraints (from 9-11 minutes)

Unable to respond many questions

Most questions are responded competently

Nearly all questions are responded knowledgably and respectively

All questions are responded knowledgably and respectively

Students show a weak communication skill in meetings with the supervisor and group members

Students show an adequate communication skill in meetings with the supervisor and group members

Students show a good communication skill in meetings with the supervisor and group members

Students show a very good communication skill in meetings with the supervisor and group members

Students are always late in meetings with the supervisor

Students are sometimes late in meetings with the supervisor

Students are usually punctual in meetings with the supervisor

Students are always punctual in meetings with the supervisor

Students show an unwilling attitude towards assigned work, complete work late often and make no reference from the supervisor

Students show a positive attitude towards assigned work, complete work late sometimes and can make a relevant reference from the supervisor

Students show a positive attitude towards assigned work, complete work on time or make alternative arrangement and make a good reference from the supervisor

Students show a willing attitude towards assigned work, complete work on time or make alternative arrangement and make a good reference from the supervisor

There is no planning & decision making process, decisions are made by individuals

A procedure for planning & making decisions is established by the group, but it is not clear and/or it focuses on individuals

A clear procedure for planning & making decisions in research work is informally established by all members of the group

A clear procedure for planning & making decisions in research work is formally established by all members of the group

The group does not establish roles for each member and/or the workload is unequally distributed

The group establishes informal roles for each member The workload could be distributed more equally

The group establishes clear and formal roles for each member and distributes the workload equally

The group establishes and documents clear and formal roles for each member and distributes the workload equally

Scheduled meetings minutes are rarely recorded and the efforts are scattered

Scheduled meetings minutes are often recorded and the contribution of each team members are NOT identified

Scheduled meetings minutes are usually recorded and the contribution of each team members are identified

Scheduled meetings minutes are always recorded and the contribution of each team members are identified

Name of member: LÊ NGUYỄN HỒNG NGỌC

Contribution to the team project

Does not collect any relevant information; no useful suggestions to address team's needs;

Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs;

Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs;

Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic

Does not perform assigned tasks; often misses meetings and, when present, does not have anything constructive to say; relies on others to do the work;

Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to do his/her work;

Performs all assigned tasks; attends meetings regularly and usually participates effectively;

Performs all tasks very effectively; attends all meetings and participates enthusiastically;

Rarely listens to, shares with, and supports the efforts of others; often uses inappropriate language; often is not a good team member

Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work;

Generally listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas;

Almost always listens to others and their ideas; helps them develop their ideas while giving them full credit

Evaluator's name: VŨ THỊ THU HÀ

Date of evaluation: June 19 th 2021

Tiêu đề	An Investigation into Common Grammatical Errors Made by IUH English Majored Juniors When Translating Vietnamese Texts into English Graduation Thesis
Tác giả	Le Nguyen Hong Ngoc
Người hướng dẫn	Le Thi Thien Phuoc, M.A.
Trường học	Industrial University of Ho Chi Minh City
Chuyên ngành	Foreign Languages
Thể loại	Thesis
Năm xuất bản	2021
Thành phố	Ho Chi Minh City

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