INTRODUCTION
BACKGROUND TO THE STUDY
Articles are among the most frequently used words in English, with a recent Oxford English Corpus analysis revealing that "the" is the most common word, followed by "a" as the sixth most frequent This highlights the crucial role articles play within the English language system, yet they are often considered one of the most challenging grammar aspects for second-language (L2) learners, especially those whose native languages lack articles Studies by Bardovi-Harlig & Bofman (1989) and Bitchener et al (2005) indicate that incorrect article usage is a common error among ESL students, making mastery of articles a persistent challenge Despite over 50 years of research aimed at understanding andTeaching English articles effectively, recent corpus studies, such as Han et al (2006), have shown that nearly one in eight noun phrases in TOEFL essays contain article errors, challenging previous assumptions and prompting further research into effective teaching methodologies.
Nguyen (2005) highlighted that articles are often overlooked by both teachers and learners due to the dominance of communicative approaches in English classrooms As function words, articles do not typically carry the main information of a sentence and are often unstressed in speech Additionally, in written forms such as news headlines or SMS messages, articles are frequently omitted, contributing to their perceived insignificance in language use.
(2002), might become a trigger that caused the mistreatment of articles in English language teaching With respect to learners’ errors in using articles, Barrett & Chen
Teachers should address even minor language mistakes, as they can create a false perception in learners’ minds, particularly with articles Miller (2005) highlights that native speakers are highly sensitive to errors in articles made by non-native speakers, with the most common mistakes including incorrect use of tense, subject-verb agreement, and articles While errors in tense and agreement can often be corrected through practice, issues with articles remain a key marker distinguishing native from non-native speakers Nguyen (2005) emphasizes the importance of focusing on teaching and learning English articles, as their correct usage reflects learners’ overall language proficiency.
RATIONALE FOR THE STUDY
This study builds upon Nguyen's 2005 doctoral dissertation, "Vietnamese Learners Mastering English Articles," which explored the challenges faced by Vietnamese students in acquiring English articles While Nguyen implemented an experimental teaching approach, his findings require further validation through comprehensive surveys to confirm their effectiveness and applicability.
English articles have been widely discussed among L2 speakers, especially those whose native languages lack article usage, but this is a relatively new area of research in Vietnam Vietnamese speakers often have different language habits, frequently omitting articles, which can lead to misconceptions and numerous errors when using English articles To address this issue, a study was conducted at the University of Social Sciences and Humanities in Ho Chi Minh City, a leading institution for English language teaching in Vietnam, to examine how English articles are taught and learned Given that students primarily communicate through written English in academic settings, controlling and reducing errors related to articles is essential for improving language accuracy.
AIM AND OBJECTIVES OF THE STUDY
It should be apparent that errors in using articles still exist at the advanced level of L2 speakers where there is no equivalence to the English article system
This study aims to explore current teaching and learning practices of English articles at USSH, focusing on full-time English major students in the Faculty of English Linguistics and Literature It investigates how articles are taught and learned at EF, USSH, emphasizing the roles of teachers, students, and course materials in Advanced Grammar courses The research seeks to identify common errors related to students’ use of articles and analyze traditional and contemporary pedagogical approaches to develop effective, applicable solutions By examining these factors, the study aims to enhance understanding of current pedagogical practices and improve students’ mastery of English articles.
The objectives below have been set out in order to achieve the aims above:
1 To investigate the understanding of English articles of students at EF, USSH
2 To find out how the system of English articles is taught at EF, USSH
3 To find out how students at EF, USSH apply their knowledge in using English articles
4 To find out some common errors with articles made by students at EF, USSH.
RESEARCH QUESTIONS
To serve the aforementioned significance and to accomplish the aims above, the research questions were given as follows:
RQ1 What are the current teaching practices of English articles at EF, USSH? RQ2 What is the current situation of learning English articles at EF, USSH?
SIGNIFICANCE OF THE STUDY
The study is hoped to fill the gap in the literature review so that some significance to the study could be as follows:
Chapter 2 of this thesis gave an overview as well as some detailed information on the understanding of the complicated system of English articles and Vietnamese counterparts Some common pedagogical practices to teach articles from the past to the present were also collected The study strived to arrive at some errors that L2 learners often made as well Furthermore, the process of learning articles would be clarified which was expected to reflect the effectiveness of the current teaching method at EF, USSH
Providing a detailed analysis of learners’ errors and their possible causes can significantly enhance the teaching of English articles at EF, USSH, and other Vietnamese universities Such insights benefit both educators and students by informing more effective instructional strategies The article offers teaching and learning implications, along with practical suggestions, to facilitate mastering English articles through tailored and efficient methods.
ORGANIZATION OF THE STUDY
The study is structured into five main chapters: Introduction, Review of Literature, Methodology, Results and Discussion, and Conclusion These core sections systematically present the research objectives, literature background, research methods, findings, and insights Additionally, the thesis includes essential components such as Acknowledgements, Abstract, References, and Appendices to provide comprehensive context and support for the research This organized framework ensures clarity, coherence, and adherence to academic standards, enhancing the document’s SEO by clearly outlining its scholarly structure.
The Introduction chapter outlines the rationale behind the study, highlighting the key reasons that motivated the researcher to conduct the survey It also provides a comprehensive discussion of the background and emphasizes the significance of the research, establishing its importance in the field.
Chapter two, the Review of Literature, is structured into two key sections The first section provides the theoretical background and clear definitions of major terms and concepts relevant to the study The second section critically reviews prior research on the topic, encompassing a comprehensive overview of existing literature Additionally, this chapter introduces the conceptual framework that will guide the subsequent chapter, offering a solid foundation for the study's theoretical and methodological approach.
The Methodology chapter outlines the research methods used to conduct the study, including detailed research questions, appropriate research designs, and the procedures for data collection and analysis, ensuring a comprehensive understanding of the research approach.
The Results and Discussion chapter is the most valuable part of the study, presenting the findings from the data collection process and providing insightful analysis This chapter aims to answer the research questions and serves as a foundation for the final chapter It highlights the significance of the data in understanding the study's objectives and offers critical discussions to interpret the results comprehensively.
Chapter five, the Conclusion, provides a concise summary of the study, highlighting the main findings of the thesis It presents the overall conclusion and emphasizes effective teaching and learning strategies for English articles Additionally, the chapter offers practical recommendations for implementing suitable approaches to enhance English language instruction The author also suggests areas for future research to further advance understanding and methodologies in teaching English articles, contributing valuable insights for educators and researchers alike.
REVIEW OF LITERATURE
THEORETICAL ISSUES ON ARTICLES
Although numerous studies have examined the system of English articles, there is a general consensus on their definition, with few authors attempting to redefine the term Traditionally, articles are viewed as adjectives because they modify nouns immediately following them; however, linguists have since recognized the functional differences between adjectives and articles The most common explanation is that articles indicate whether a noun refers to a specific or a general item, a definition widely accepted in grammar books and online resources This use of specificity helps determine the definiteness of a noun phrase, a concept supported by many experts (Chaudron & Parker, 1990; Chesterman, 1991; Nguyen, 2005) Additionally, Foster (2010) noted that articles also serve to mark the specificity of noun phrases beyond just definiteness.
“signify the level of definiteness or knowness”
According to Berry (1993), articles are determinatives that provide precision to nouns or noun equivalents they accompany Similarly, in his authoritative book on English grammar, Alexander emphasizes the importance of articles in clarifying and specifying nouns within sentences, highlighting their essential role in effective communication.
English articles are determiners that influence the meaning of nouns by specifying exactly which particular thing is being referred to, thereby clarifying the noun's referent (1998) Neldelcu (2003) supports Berry's (1993) definition, affirming that the explanations of English articles generally align with Berry’s description and do not extend beyond it.
English articles are commonly categorized into three main types: a/an, the, and the zero (or null) article The zero article refers to situations where no article is used before nouns or noun phrases, indicating specific grammatical or contextual meanings Some linguists propose including a separate category called the null article to explicitly describe this non-use, emphasizing its distinctive role in English grammar Understanding these categories is essential for mastering proper article usage in English language learning and communication.
In English, the distinction between the zero article and the null article is based on definiteness According to Master (2003), the zero article is used with highly indefinite nouns, such as non-count nouns like "sugar" or plural count nouns like "tables." Conversely, the null article represents the most definite form of English articles, indicating a specific referent known to both speaker and listener.
According to Chesterman (1991), the null article signifies entities with a complete external boundary, often occurring before proper nouns or specific count nouns such as "∅ Paris." The null article represents the most indefinite nouns, contrasting with the zero article, which indicates the most definite nouns However, the distinction between zero and null articles is generally vague and considered unnecessary, leading most grammar references to omit this differentiation In this thesis, the term "zero article" is used exclusively to describe situations where no article is required.
With regards to the approaches on studying of English articles, Chesterman
In 1991, linguistics history was summarized into three main trends The first trend, initiated by Russell in 1905, focused on the role of definiteness as the core of the English article system The second trend aimed to analyze the usage of articles across various contexts, despite some limitations, with many scholars striving to identify precise rules for article selection The third trend centered on understanding articles through their meaning and distribution, emphasizing learning from the articles themselves to uncover their grammatical functions.
This study focuses on the role of definiteness as the core concept of English articles, particularly highlighting its significance in the Vietnamese context where students and teachers typically distinguish only between definite and indefinite articles The prevailing approach, which emphasizes definiteness, has motivated this research due to its popularity and accuracy in classifying English articles Despite extensive scholarly research on definiteness, there is still no consensus on all the elements that define it, prompting the need for a comprehensive classification To establish a clear understanding of English articles, the study reviews three key notions: definiteness, specificity, and genericity, which collectively contribute to the meaning and use of English articles.
Unlike most teachers who classify English articles simply as a/an, the, or zero article, researchers often organize them into smaller groups based on specific key terms Among these, the concept of "definiteness" stands out as the most frequently discussed notion in the literature review, highlighting its central role in understanding English articles Scholars such as Master (1990), Lyons (1999), and Butler have consistently regarded definiteness as the core of the English article system, emphasizing its importance in linguistic studies.
Nguyen (2005) argued that providing a clear definition of definiteness is challenging, as it involves multiple aspects; he discussed six notions of definiteness across three levels: the core concept itself, its intersection with specificity, and its relationship with genericity Similarly, Chesterman (1991) described the study of definiteness as a “labyrinth of problems,” highlighting the complexity involved in understanding this linguistic feature Lyons (1999) has been extensively cited in research on definiteness, emphasizing three key elements essential for clarifying its meaning: familiarity, identifiability, and inclusiveness.
Yang & Ionin (2009) examined definiteness from both semantic and pragmatic perspectives, aligning with Lyons (1999), who argued that understanding definiteness involves integrating logical (semantic) and pragmatic viewpoints Recognizing the semantic features of definiteness is essential, as neglecting this can lead to misunderstandings of articles Ionin (2004) described definiteness as a discourse-related semantic feature linked to shared knowledge between speaker and hearer within a specific context Similarly, Guillemin (2011) defined a definite noun as referring to an entity known to both speaker and hearer, whereas an indefinite noun refers to an entity familiar only to the speaker.
Familiarity plays a key role in distinguishing between definite and indefinite references, a concept that Guillemin's explanation of this distinction may differ from Ionin and Nguyen's interpretation Nguyen (2005) traces the notion of familiarity back to ancient Greek, defining it simply as "the thing you know," which is why this concept is also referred to as "knowness," as suggested by Bolinger (1977) To clarify the semantic feature of definiteness in terms of familiarity, several examples demonstrate how familiarity influences the interpretation of noun phrases in language.
(1a) Can you give me the book?
(1b) Can you give me a book? – Which one?
The key difference between the two sentences lies in the speaker’s and hearer’s familiarity with the referenced object, with (1a) implying prior knowledge of the book and (1b) indicating ambiguity due to multiple possible books Understanding familiarity is crucial for correct article usage, as it influences the choice between definite and indefinite articles The concept of familiarity in definiteness, known as “Familiarity theories of Definiteness,” was first introduced by Christophersen (1939) and supported by Heim (1983) Heim’s famous ‘donkey example’ significantly advanced the recognition of familiarity’s role in determining whether a noun should be preceded by a definite or indefinite article Despite its importance, Christophersen warned language learners to be cautious, acknowledging the theory’s limitations in distinguishing familiarity from other contextual factors.
An “unambiguous relation” exists between a noun and a specific entity that the listener already recognizes For example, the phrase “The author is unknown” clearly indicates a particular author when discussing a specific book According to Christophersen (1939), proper use of the, requires that it evoke a precise mental image of the entity the speaker has in mind, ensuring clear communication.
Interestingly, Hawkins (1978) who was inspired by the quantification theories of Russell claimed that sometimes the is linked with unfamiliarity rather than familiarity Take the example below as an example
(2) They’ve arrived in Ho Chi Minh city The plane was five hours late
When traveling to Ho Chi Minh City, passengers have multiple transportation options beyond air travel, emphasizing the variety of choices available The mention of an airplane often introduces a sense of unfamiliarity, as the aircraft is not recognized by the listener prior to mention, which explains the use of the definite article 'the' to convey specificity Christopheren's Familiarity theories were challenged when Perrion (1989) highlighted weaknesses in indefinite noun phrases, prompting further discussion Nguyen (2005) reiterated Perrion's example to illustrate how language use reflects differences in familiarity and specificity, enriching our understanding of semantic nuances in English.
GRAMMAR TEACHING & THE METHODS TO TEACH ARTICLES 31
Contrastive analysis historically played a central role in teaching English, based on the idea that comparing a learner’s native language with English can enhance language acquisition Fries (1945) emphasized that effective teaching materials should be grounded in scientific descriptions of both languages, while Lado (1957) highlighted the importance of identifying native language interference to facilitate learning Despite its initial prominence, contrastive analysis faced significant criticism for its empirical and theoretical limitations, with Selinker and others revealing that many predictions about learner errors were inaccurate or misattributed Consequently, the role of contrastive analysis shifted from predicting errors to serving as a valuable tool for understanding and explaining learners’ language errors retrospectively.
2.3 GRAMMAR TEACHING AND THE METHODS TO TEACH ARTICLES 2.3.1 Grammar teaching
The debate over teaching grammar as part of second language instruction has long been a controversial topic Critics question the necessity of formal grammar instruction in language acquisition, while proponents emphasize its role in developing language proficiency Krashen (1982) famously argued against explicit grammar teaching, portraying the "learned" language as separate from natural language acquisition, thus challenging traditional approaches to grammar instruction.
Language acquisition involves subconscious learning through meaningful communication, rather than conscious rule memorization Krashen’s hypothesis emphasizes that exposure to authentic language use is key, with the subconscious process handling learning; communication focus is essential during acquisition Truscott (1996) challenged traditional grammar correction, proposing that ignoring grammatical mistakes in writing can better support language acquisition While Krashen argued that grammar correction is ineffective for acquisition, Long (1983) and Ellis (1999) provided evidence that form-based teaching techniques can still promote language learning According to Ellis (2006), understanding grammar rules aids memorization and metalinguistic skills, and consistent practice helps bridge the gap between learned knowledge and natural language use.
“acquired” knowledge to such an extent that the two concepts would almost overlap
Ellis (2006) argued that the most effective approach to teaching grammar is one that aligns with the natural language acquisition process Additionally, Yabei (2007) observed that within the English Language Teaching (ELT) community, grammar instruction has consistently remained a fundamental part of the classroom experience.
Teaching the English article system to second language (L2) learners from native languages that lack articles—such as Japanese, Turkish, Polish, Russian, Korean, and Chinese—has become a widely discussed topic in language acquisition research (Butler, 2002; Snape, 2006; White, 2003; Karkefka, 2012; Ionin & Wexler, 2003; Ionin et al., 2004; Li & Yang, 2010) Understanding effective methodologies to address these challenges is essential for improving L2 English instruction.
Research by Lardiere (2004) and Nguyen (2005) highlights the challenges learners face with English articles The widely held belief is that the system of English articles is one of the most difficult aspects of grammar for L2 learners to master (Master, 1997) Maslamani (2008) emphasizes that this system is not only complex for students to understand but also challenging for teachers to effectively teach Therefore, it is essential to review existing pedagogical methods used to teach English articles to improve instructional strategies.
In discussions of article pedagogy, Maslamani (2008) identified two main traditional approaches Master (1995) supported a form-focused method, similar to the grammar-translation approach (Karkefka, 2012) Conversely, Pica (1983a) argued that the communicative approach is the most effective for teaching English articles Master (1988) also proposed a method involving six key questions to determine the appropriate article for a noun phrase, emphasizing practical decision-making in article usage.
Determining whether a noun is generic or specific, definite or indefinite, countable or uncountable, post-modified, a common or proper noun, or part of an idiomatic phrase, are key considerations in English article usage Master’s research introduced numerous rules for selecting the correct articles before noun phrases, but these rules often have exceptions, making the system complex The communicative approach, advocated by Pica (1983a), suggests that learners can master articles through regular practice and communication, rather than relying solely on explicit rules Critics like Master (1995) argued that the role of articles is often minimal in communication, as articles are typically unstressed or sometimes misused without affecting overall understanding Current debates highlight challenges in teaching English articles, focusing on the complex functional rules and their perceived unimportance in real communication, with some researchers noting that complete acquisition through explicit learning is nearly impossible and that implicit methods may not always be suitable.
2007 The upshot of all this is that traditional methods appeared to fail to explain the complex system of English articles to learners, especially learners with article-less mother tongue
While scholars were still struggling for a more useful method, Dimitrijević
(2013) indicated that cognitive method has been applied to teach English article with empirical evidence in the last fifteen years Some studies to be listed as Langacker
Cognitive linguistics, pioneered by Langacker (1987), emphasizes the integral connection between language and cognitive processes, asserting that "language is neither self-contained nor describable without essential reference to cognitive process." This approach posits that language learning is rooted in learners’ experiences and perceptions of the world, aligning with the idea that cognitive grammar is based on how individuals understand and conceptualize their environment (Taylor, 2003) Recent developments suggest that a cognitive approach can effectively link discourse meaning with linguistic structure, allowing learners to utilize techniques such as conceptualization and symbolization to clarify abstract contextual usages (Langacker, 2001) Overall, the core value of the cognitive approach in language teaching lies in its focus on interactive language, facilitating deeper comprehension through cognitive engagement.
A cognitive perspective is essential for a comprehensive and explicit understanding of interaction and discourse, as emphasized by (2001) This approach proves to be a valuable teaching method for effectively addressing grammar points that are often embedded within complex discourse contexts By adopting a cognitive approach, educators can enhance learners' understanding of intricate language structures in meaningful communication settings Incorporating cognitive strategies into language instruction supports more effective mastery of grammar within real-world discourse.
Epstein (2000) argued that the use of English articles reflects the speaker’s cognitive domain, emphasizing that correct application requires establishing appropriate cognitive connections between speaker and hearer to address issues like discourse prominence and viewpoint shifts Karkefka (2012), building on Langacker’s theory, proposed a detailed instructional framework for teaching English articles based on six key concepts—referential first-mention, non-reference, conceptualization, subsequent mention, perspective and prominence, and specificity—aimed at meeting ideal language pedagogy criteria of simplicity, memorability, and applicability Nguyen (2005) applied a cognitive approach to teaching articles through structured lessons on definiteness, determiners, and proper noun usage, utilizing visuals and examples; however, his findings showed no significant difference in student performance compared to traditional methods, raising questions about the approach’s effectiveness but inspiring further research Conversely, Robinson and Ellis (2008) expressed skepticism regarding the cognitive method, warning that it could either aid or hinder L2 development depending on the cognitive transition from L1 to L2, portraying it as a double-edged sword.
Dimitrijević (2013) drew upon his earlier studies from 2009 to 2011 to support the cognitive approach to teaching English articles He emphasized that this method "would in no way allow any negative cross-linguistic interference" (p 68), highlighting its effectiveness in reducing errors and enhancing language acquisition.
The cognitive approach to teaching English articles is a relatively new method within the language teaching community Although further research is necessary to fully explore its effectiveness, this approach shows promising potential It offers a more effective alternative to traditional methods like the grammar-translation and communicative approaches, which have proven to be ineffective in addressing the complexities of English article usage.
ACQUISTION OF ARTICLES
Nguyen (2005) identified three main types of errors in L2 learners’ use of English articles: omission, incorrect insertion, and confusion of articles Similarly, Han et al (2006) highlighted these common error types, aligning with Nguyen’s findings Another classification approach, based on Huebner’s semantic wheel, categorizes errors into five types corresponding to different contextual uses of English articles, as discussed by Ionin and Wexler (2004) and Snape.
Research on article errors has shown varied approaches; for example, Piex-Bednar and Papp (2008) proposed a specific division, but many studies focus on testing hypotheses related to individual error types Hall (2004), for instance, examined seven different errors, including misusing a/an and the articles, as well as zero article omissions, highlighting detailed error analysis Butler (2002) categorized errors based on mass nouns, count nouns, and non-count nouns, emphasizing the importance of countability in article use Lee (2007) adopted Butler’s classification, investigating whether errors related to countability differ in definite versus indefinite contexts, with a particular focus on how context influences article errors associated with nouns.
Linguistic researchers conduct extensive studies to identify the most common learner errors due to the detailed classification of errors However, these studies often yield divergent results across different contexts and sometimes contradict previous findings Additionally, differing classifications of learner errors, especially regarding articles, make it challenging to compare results consistently Among these errors, article omission has been widely discussed and supported by ample evidence as the most frequent mistake (White, 2009) Notably, the studies by Master (1987) and Parish (1987) concurred in identifying article omission as a prevalent error among English beginners.
Research by 2000 and Leung (2005) identified omission as the most common error among advanced English learners Their study classified five types of article errors based on contextual factors: [+HK] [+SR], [+HK] [-SR], [-HK] [+SR], [-HK] [-SR], and idiomatic use The findings revealed that most errors occurred in generic contexts, specifically within the [+HK] [-SR] category, highlighting the challenges learners face with article usage in broader, non-specific situations.
(2005) in Vietnam, Ionin & Wexler (2004) in Japan
In the Vietnamese context, To (2011) highlighted the similarities between the use of articles in English and Vietnamese, though she cautioned that minor differences may cause confusion among learners Dang (2011) identified zero article errors as the most common among Vietnamese English learners, noting that students often omit articles where they are needed or struggle with plural forms due to mother tongue interference Nguyen (2005) supported these findings, suggesting that errors related to plural nouns and the misuse of articles are prevalent in Vietnam, with the incorrect use of the, a, or an being the most frequent issue, followed by misunderstandings related to zero articles Ensuring awareness of these common challenges can improve English proficiency among Vietnamese learners.
Despite the variety of article errors, their causes are generally consistent across many authors and linguists A review of previous literature reveals that article errors primarily stem from three main factors: the complexity of the English article system, interference from learners' native languages (L1), and deficiencies in teaching practices Addressing these core issues is essential for improving accuracy in English article usage.
Mastering the use of English articles is a complex challenge that no straightforward rule can fully address According to Iben (2007), selecting appropriate articles remains difficult for learners, even at an advanced level Experts like Barrett and Chen also emphasize that understanding and applying article rules requires a nuanced and careful approach, highlighting the ongoing struggle learners face in navigating this aspect of English grammar.
Understanding the system of English articles requires knowledge of semantics, pragmatics, and grammar, with no clear one-to-one mapping between form and function for each article type (2011, p 2) This complexity results in numerous rules that learners must memorize, making the learning process more challenging Additionally, Master (1995) highlighted that each rule often comes with exceptions, further complicating mastery for English learners.
In English, zero and null articles are used in different contexts: zero articles appear in indefinite contexts, while null articles are used with definite nouns Both forms are commonly observed in written and spoken language as "no article." This adds an extra layer of complexity to the already intricate rules of article use, making mastery of the topic more challenging for learners.
L1 interference is a major source of errors in L2 English acquisition, particularly regarding the use of articles Numerous studies have confirmed that learners’ native languages significantly influence their errors, with articleless languages being especially prone to such issues For example, Mizuno (1989) explained that in Japanese, where the language lacks articles, learners often struggle with correct article usage in English, highlighting the impact of native language interference on second language learning.
The error in question is rooted in the countability issue and the existence of mass nouns For example, Nguyen (2005) illustrates this problem through Vietnamese language learners, showing that students may incorrectly say "*She is teacher" instead of "She is a teacher," due to confusion with the equivalent Vietnamese phrase "một." Understanding these linguistic nuances is essential for addressing common language learning mistakes related to article use and noun countability.
In Vietnamese, "teacher" functions as a mass noun, highlighting differences in noun classification across languages White (2009) notes that Japanese does not differentiate between count nouns and mass nouns, which influences learners’ article usage Consequently, students often make omission errors with definite articles in context Young (1996), in research involving Czech and Slovak speakers, argued that omitting English articles at the end of sentences stems from pragmatic considerations related to word order in those languages, as referenced by White (2009) This cross-linguistic perspective explains common challenges faced by language learners when mastering English articles.
According to (2000), in the Chinese language, definiteness and indefiniteness are determined by word order or the use of determiners, which can lead to errors among Chinese learners L1 interference is also considered a significant factor contributing to these mistakes, as evidenced by various studies conducted in Korea, Russia, India, and other linguistic contexts.
Teaching instruction has been blamed for learners’ difficulties in correctly using English articles, with overgeneralization rules often leading to errors such as the frequent overuse of “the” in various contexts Ekiert (2004) identified overgeneralization as a primary cause, while Master (1996) and Thomas (1986) described this phenomenon as “the-flooding,” which reflects learners’ overapplication of rules Lu (2001) noted that Chinese speakers tend to overly use “the” in “of-phrases” due to overgeneralization, as seen in examples like “a length of 12 meters” or “copies of rare book.” Recent critiques by Nguyen (2005) have targeted textbooks and language instructors for emphasizing rules such as “a/an is used for the first mention, and the is used for subsequent references,” which often leads to misconceptions Scholars like Nguyen (2005) and Band et al (1995) have argued against this rule by citing the generic use of articles as examples Additionally, Enen (2007) blamed errors in generic, idiomatic, and conventional uses of articles on inadequate teacher instruction and delayed classroom learning Overall, teachers and coursebooks are considered significant factors that inadvertently contribute to learners’ errors in mastering the complex system of English articles.
ERROR ANALYSIS
Error Analysis (EA) emerged as a response to the limitations of Contrastive Analysis in explaining learners’ errors According to Ellis (1999), the development of the EA movement was significantly influenced by Corder, who published several seminal articles on the topic Corder’s early contributions laid the foundation for understanding and analyzing language errors in second language acquisition.
(1967) noticed in his studies was the distinction between an error and a mistake
Somehow, a mistake is a shortcoming that learners can be more or less self-corrected
An error is a mistake that learners are unaware of, and it can typically be corrected by the learners themselves According to Ellis (1997), a mistake reflects a learner's inability to perform what they already know, whereas an error results from a lack of knowledge Understanding the difference between mistakes and errors is essential for effective language learning and teaching strategies.
Thanks to the aforementioned differences, Corder (1967) pointed out that Error Analysis can bring three significances The study was then supported by Ellis
In 1999, it was summarized that teachers can monitor students' learning progress and determine their next instructional steps, researchers can analyze collected data to identify learners' strategies, and learners can enhance their performance by recognizing and correcting their errors These compelling reasons have motivated the researcher to apply Error Analysis (EA) in this thesis to improve teaching and learning outcomes.
CONCEPTUAL FRAMEWORK
This study aims to explore the current state of teaching and learning English articles at EF, USSH, by dividing the framework into two parts: (i) teaching of English articles and (ii) learning of English articles To investigate how English articles are taught, the researcher examines the coursebook and the teaching methodologies used, emphasizing the importance of coursebooks as integral to the teaching process, as highlighted by Cunningsworth (1995) For the learning aspect, the researcher draws on Dang’s (2014) survey in the Vietnamese context, focusing on learners’ perceptions, common errors, and their possible causes A conceptual framework is applied to connect these aspects, providing a comprehensive understanding of how students learn English articles and the challenges they face.
Figure 2.2: Synthesis of Issues related to the Teaching and Learning of English Articles
The Teaching and Learning of English Articles
The Teaching of English Articles
The Learning of English Articles