Rationale of the study
Vietnam is emerging as a developing country, making English essential for integration into the global community As the language of modernization and technological progress, English dominates scientific and technical publications, as well as popular media such as films, books, and music Mastering English opens doors to vast knowledge, entertainment, and cultural insights It is also a prerequisite for international trade and conferences Despite its challenges, learning English is a valuable investment that creates numerous opportunities.
Teaching a foreign language, particularly its grammar, presents significant challenges, requiring teachers to develop their own effective methodologies English teachers consistently seek ways to achieve their lesson objectives successfully.
At Hanoi Open University, mastering English grammar poses a significant challenge for students, particularly when practicing the four essential language skills: listening, speaking, reading, and writing This often leads to anxiety about making grammatical errors, causing students to be overly cautious with their speech and writing.
I am increasingly focusing on mastering English grammar, as well as improving my speaking and writing skills, to enhance my job prospects in the near future This will also enable me to read journals, scientific literature, and magazines in English I appreciate Michael Swan's insightful comments on the importance of grammar.
While grammar may not be the most crucial aspect of communication, frequent mistakes can hinder understanding and lead to others not taking you seriously Few people master a foreign language perfectly, but striving for reasonably correct English can significantly enhance your ability to communicate effectively.
Grammar is a complex system where all parts are interrelated, as noted by R Quirk (1985) This comprehensive view of grammar influences our discussion of its rules and categories Mastering grammar is crucial for second language learners, particularly in understanding the use of regular and irregular verbs, tenses, and the verb "to be" in constructing the English passive voice.
Passive voice is a challenging aspect of English grammar, particularly for Vietnamese learners, who often struggle with its complexities This construction not only poses difficulties in comprehension but also in translation, making it a significant area of study for researchers interested in English grammar.
This study focuses on the English passive voice, providing essential background information and effective teaching methods for both students and teachers It aims to assist language learners and researchers in avoiding common mistakes associated with the passive voice Consequently, the thesis titled “How to Teach English Passive Voice Efficiently for Students at Grade 9 Duong Noi Secondary School” has been selected for in-depth examination.
Aims of the study
To deal with the knowledge about English passive voice
To investigate the methods of teaching and learning English passive voice
To give some suggestions to help teachers and students in the process of teaching and learning English passive voice efficiently.
Scope of the study
This study primarily focuses on the use of passive voice in English, specifically examining teaching methods for this grammatical structure in secondary school settings It emphasizes the approaches used to teach passive voice to ninth-grade students, highlighting effective strategies for enhancing their understanding and usage of this aspect of English grammar.
9 in Duong Noi secondary school
Numerous renowned grammarians and linguists have extensively explored the English passive voice, leading to a variety of terminologies and concepts shaped by different grammatical schools This article adheres closely to the terminology established by R Quirk et al in "A Comprehensive Grammar of the English Language" (Longman, 1985) and Richard et al in the "Longman Dictionary of Applied Linguistics" (1985, 2010) These authoritative texts are recognized for their detailed examination of contemporary English.
Research questions
The research is carried out with an attempt to find out the answers to the following research questions:
What is the English passive voice?
What are the methods of teaching and learning English passive voice?
What are the suggestions to improve teaching and learning English passive voice?
Methods of the study
This thesis employs traditional and general linguistic methods, including statistical, deductive, and inductive approaches, to gather and organize relevant data Descriptive and analytical methods are then applied within a theoretical framework, supported by tables and examples accompanied by detailed explanations and discussions Additionally, a qualitative method is incorporated into the study.
The survey questionnaires and exercises for Secondary school students and questionnaires for teachers at Duong Noi school.
Design of the study
The study is composed of three main parts: the introduction, the development and the conclusion
Part A, introduction, introduces the reasons for choosing this topic and the tasks, aims, methods as well as design of the study
Chapter I, Literature review, are concepts of passive, some errors and the methods of teaching and learning English
Chapter II, Methodology, includes method, subject, procedure, and technical applied in the study such as data collection, description, and summary
Chapter III, Findings and discussion, gives suggestions for students and teachers
LITERATURE REVIEW
Passive voice in English
A.S Hornsby, E.V Gatenby and H Wakefield ( 14,1983 , 1120) in The advanced learner‟s dictionary of current English definite that voice means verb form ( active and passive) showing the relation of the subject to the action or state Voice, in term of grammar, is the form of a verb that show whether the subject of a sentence performs an action (the active voice) or is affected by it (the passive voice)
In traditional grammar, the grammatical subject of a verb indicates the recipient of the action In passive voice constructions, the subject corresponds to either the direct or indirect object of the verb in the active voice Passive voice verbs are formed using an auxiliary verb (such as "be" or the colloquial "get") combined with the participle of the main verb.
Richard J et al (1985, 2001) assert that the discussion of English voice pertains to the active or passive relationship between the subject and the action or state Voice reflects how a language conveys the connection between a verb and its associated noun phrases Sentences can vary in voice while maintaining the same fundamental meaning, leading to differences in emphasis and appropriateness For instance, "The wind damaged the fence" features an active voice, highlighting the wind as the subject, whereas "The fence was damaged by the wind" uses passive voice, with the fence as the subject The former answers the question, "Did the wind damage anything?" while the latter addresses, "How did the fence get damaged?" Additionally, the "agentless" passive construction, such as "The fence has been damaged," further illustrates the concept of voice in English.
The phrase is employed when the speaker or writer either lacks knowledge about a situation or prefers not to disclose it, particularly when the reason is too evident to mention.
R Quirk et al, (12, 1985, 195) also defines that the term voice is used to describe the verb category which distinguishes an active verb phrase (example: ate) from a passive one (eg: was eaten) Voice is a category which concerns not only verb phrases, but other constituents in the clause They state that voice is a grammatical category which makes it possible to view the action of a sentence in either of two days, without change in the facts reported, let‟s consider the example:
The butler murdered the detective (active)
The detective was murdered by the butler (passive)
The active-passive relationship consists of two grammatical levels, specifically the verb phrase, which is defined as one that lacks this construction The distinction between active and passive voice lies in the passive form, which incorporates an auxiliary verb and the past participle (–Ved) of the main verb.
R.Quirk et al (1985) deal with active – passive transformations, get-passives, voice constraints and the passive gradient According to them, the voice constraints are related to verb, object, agents, meanings and frequencies
Voice is linguistic category that defines the relationship between the participants and indicated in the verb (Nida, 16, 1964, 200)
“Voice is grammatical category of verbs that is related to what thing or person is acting and what thing or person is being acted upon” (Crystal, 5,1980,78)
In grammar, the voice of a verb, also known as diathesis, illustrates the connection between the action expressed by the verb and its participants, such as the subject and object When the subject performs the action, the verb is in the active voice.
Bui Thi Mai (2011-2015) Page 7 patient, target or undergo-er of the action, it is said to be in the passive voice (C.E.Eckersley & J.M.Eckersley, 17, 1960, 219)
In English grammar, voice is a crucial category that reflects the relationship between the subject and the action of the verb It indicates whether the subject performs the action or receives it, defining how the action is expressed in a sentence.
1.1.2 An overview of active and passive voice in English
The active voice is the standard form of English sentences, where intransitive verbs, which lack a direct object, are always in the active voice Additionally, transitive verbs typically appear in the active voice.
In the active voice, the subject performs the action of the verb, making it clear who is responsible for the action This structure allows for the use of all tenses and accommodates various sentence types, including positive, negative, and interrogative forms.
The active voice is the standard form in English, where all intransitive verbs must be in the active voice Transitive verbs typically use the active voice as well, unless intentionally converted to passive.
In spoken English, we almost always use active voice It is the natural choice, more precise and generally shorter
Using active voice in written English makes the text more engaging and accessible for readers, while passive voice often feels dull and formal, commonly seen in official documents To promote clarity and comprehension, many governments now advocate for civil servants to adopt an active voice in their writing.
uses fewer words - always a good thing
Active voice, as defined by W.C Feild (1880-1946), is a prevalent grammatical voice found in numerous languages worldwide It serves as the unmarked voice for clauses that include a transitive verb in nominative-accusative languages, such as English and many other Indo-European languages.
Active voice occurs when the subject of a clause performs the action of the main verb, resulting in what is known as an active sentence Conversely, a passive sentence features a subject that receives the action, with the verb expressed in passive voice Many languages utilize both active and passive voices, providing flexibility in sentence structure, allowing either the agent or the patient to serve as the grammatical subject.
The dog bit the postman
Some weasel removed the cork from my lunch
Errors analysis
Corder (1973) defines error analysis as a comparative process that involves examining synonymous utterances in both the learner's dialect and the target language This approach compares "erroneous utterances" with "reconstructed utterances" to gain insights into the learning process To effectively understand language acquisition, it is essential to analyze the mistakes made while constructing a new language system.
Lecturers of English should recognize the systematic nature of performance errors, as these errors offer valuable feedback on the effectiveness of teaching materials and techniques Understanding the areas of the syllabus that require more focus can enhance teaching strategies Error analysis serves as a beneficial tool in foreign language instruction, with frequency counts of errors, supported by contrastive analysis (CA), aiding in the establishment of teaching priorities.
The theories of English grammar utilized in this study are derived from "A Comprehensive of English Grammar" by Eckersley (1960) and "A Comprehensive Grammar of the English Language" by Quirk (1985), which provide foundational support for addressing the first problem.
Bui Thi Mai (2011-2015) Page 21 types of verb, which was very important in making a sentence and gave the explanation regarding to the English passive voice
While, the theory of error analysis that was taken from the book of Language
The study utilized Palmer's framework (F.R, 12, 1982) to identify the challenges students face in their writing assignments This approach not only helped in categorizing the types of errors made by the students but also in recognizing the underlying sources of these errors.
Methods of teaching and learning English
Teaching English aims to empower learners to engage with communities beyond their own, as noted by Corder (1973) It has traditionally focused on developing performance skills, with curricula often centered around specific skills like speaking and understanding This approach reflects a psychological perspective on language, viewing it as individual behavior influenced by habits, knowledge, or rules, depending on the psychological framework applied to language acquisition.
Before teaching begins, it is crucial to determine what students will learn, as emphasized by Harmer (1983) The syllabus serves as the framework for the course, outlining its contents Once established, it guides the creation of materials and helps lecturers allocate time for different syllabus components Careful consideration of the teaching context is essential when planning the syllabus.
The aims of the institution and its attitude towards English learning significantly influence student outcomes More instructional hours typically lead to better achievement, highlighting the importance of time allocated for language classes Additionally, motivational differences among students of varying ages and educational levels necessitate tailored approaches Syllabus designers must consider the specific characteristics of their students, including their educational backgrounds, treating postgraduates differently from those who have just completed secondary education Special attention is required for students from socially disadvantaged backgrounds, emphasizing the need for a syllabus that addresses the diverse needs of all learners.
According to Wilkins (1974), there are two main strategies for setting up language samples for learners The first strategy involves gradually building a learner's language store, where new language is introduced within the context of familiar language This approach is the most commonly used in language teaching In modern methods, new language can appear in a series of structurally similar but contextually unrelated sentences or within specially crafted dialogues In audiolingual teaching, new grammatical structures are typically introduced through short dialogues, allowing learners to respond using familiar sentences from previous lessons.
Bui Thi Mai (2011-2015) emphasizes the importance of structural drills in language teaching, providing students with intensive opportunities to create sentences that share a common structure but differ in vocabulary In situational language teaching, new structures are often introduced as isolated sentences linked to classroom context, enhancing comprehension Similarly, the audio-lingual approach focuses on intensive oral practice, encouraging learners to produce additional sentences that mirror the initially presented structure.
An alternative approach to language learning involves exposing learners to a diverse range of linguistic forms from the outset, including unprepared language, while subsequently focusing on specific aspects for modeling In this method, not all encountered language is subjected to generalization techniques A contemporary example of this approach is found in audiovisual teaching, which shares similarities with the audio-lingual method, particularly in its initial presentation through dialogues.
The former approach to language learning is synthetic, starting with separate units and gradually building them into a larger whole, while the latter is analytic, reversing this process Although these two methods are conceptually distinct, language learning can also be organized in a way that is neither purely synthetic nor fully analytic, with most teaching leaning towards one of the two Each approach has its advantages depending on the context; however, the analytic method may present a daunting amount of unfamiliar language Ultimately, both approaches can lead to successful language acquisition.
Summary
This literature review highlights that passive voice is a grammatical structure where the object of an active sentence, like in "Our troops defeated the enemy," becomes the subject in a passive construction.
The passive voice in English emphasizes the recipient of the action rather than the performer It is typically constructed using the auxiliary verb "be" or "get" combined with the past participle of the main verb This grammatical structure shifts focus from the agent to the patient in a sentence or clause.
Systematic performance errors are crucial for English lecturers to understand, as they reveal insights into the effectiveness of teaching materials and techniques By analyzing these errors, educators can receive valuable feedback that informs their instructional methods.
The teachers and students need more and more efficiently methods such as: do exercises, testing often, improving material,etc
An overview of passive voice, common errors and methods of teaching and learning are presented They are theoretical foundations for the following sections.
METHODOLOGY
Methods
The survey research primarily utilized questionnaires for data collection, allowing the researcher to gather quantitative data and present persuasive figures related to the investigated issues Completing the questionnaires took between 30 minutes to one hour, and they included both open-ended and closed items, where respondents selected from a limited set of responses It is essential to consider the discourse structure of the questionnaire to ensure effective communication of the questions.
Bui Thi Mai (2011-2015) Page 25 obvious that the respondent must be able to understand the language of the questionnaire.
Subjects
This study examines the application of teaching passive voice to ninth-grade students at Duong Noi Secondary School, focusing on the materials utilized in the teaching process A survey was conducted involving eighty-eight students to gather relevant data.
(88 students), aged fifteen years old who have learning English
Eighty-eight students participated in a questionnaire aimed at understanding their learning experiences with grammar, specifically the passive voice, and their perceptions of the practicality and usability of passive voice materials Additionally, the study will explore effective English teaching strategies for educators.
5 years at class room with level of Bachelor of Arts (BA).
Questionnaires and exercises
In order to achieve the objective, during the process of carrying the research questions are raise for exploration:
To give two exercise and some questions for students
Exercise 1 Request students: Changes the sentences from active to passive and exercise 2 changes the sentences from passive to active voice
To give some questions for the teachers
The questionnaires related to attitude, some difficult of teaching and learning English passive voice And exercise give to student and collecting, analysis finding errors and giving some suggestion.
Procedures
The study will pose questions to teachers regarding the challenges they face when teaching the passive voice Additionally, it includes exercises that require transforming sentences from active to passive voice and vice versa.
The study directly delivers for students at Duong Noi secondary school The questionnaires required 30 minutes or one hour to complete
They were taking the English lessons at that time These students‟ works were chosen because there were many errors in their works
This research utilized quantitative data, which refers to numerical information such as statistics and percentages Specifically, the quantitative data were derived from the results of students' work, presented in tables and percentages.
Data collection
2.5.1 Data collected from the survey questionnaires and exercises for students
This research utilized students' assignments generated from a test administered following a lesson on the English passive voice The students' submissions were subsequently gathered for analysis.
This survey was completed with the help of 88 Vietnamese Secondary school students
Table 2.Percentage of the Students‟ Errors
1 Incorrect use of past participle 1 0.9
2 Incorrect use of copula “be” 3 2.7
4 Passive order but active form 10 8.9
5 Misformation of simple past in passive voice 5 4.5
6 Misformation of modal verbs in passive voice 8 7.1
7 Misformation of present continuous tense 8 7.1
Bui Thi Mai (2011-2015) Page 27 in passive voice
8 Misformation of conditional passive voice 10 8.9
9 Misformation of the future tense with going to in passive voice 13 11.6
11 Misformation of present perfect in passive voice 35 31.3 total 112 100
The data indicates that the most significant errors among students occurred in constructing the passive voice, especially in the present perfect tense Common mistakes included the incorrect use or omission of the verb "be," as well as errors in the past participle form The predominant issues were linked to forming passive sentences, particularly in the present perfect tense, highlighting a clear challenge for students in mastering this aspect of English grammar.
The analysis indicates that the omission and incorrect use of the verb "be" in students' sentences stem from the influence of their first language Unlike in English passive constructions, where the copula "be" is essential for proper sentence structure, there is no strict rule requiring its inclusion in all sentences This highlights the significance of the copula "be" in identifying interlingual errors, which arise from the comparative taxonomy of language learning.
Students often make errors with the copula "be" by neglecting to consider the time signal before its use To construct correct sentences, it is essential for students to take into account both the time signal and the subject Additionally, errors related to the incorrect use of past participles have been highlighted, as English grammar encompasses three distinct types of participles.
Bui Thi Mai (2011-2015) highlights the importance of verb tenses in English, particularly in the formation of passive voice Unlike in some languages where time reference does not affect verb forms, English relies on specific time signals The analysis indicates that students often misuse verbs instead of past participles when constructing passive sentences In English grammar, forming a passive sentence typically involves adding prefixes like "di-" or "ter-" to the verb, and when the agent is a pronoun substitute, no prefix is needed These errors are categorized as interlingual errors based on comparative taxonomy.
Students often struggle with English passive voice, primarily misunderstanding the structure "be + past participle." They frequently replace the object of the active sentence with the subject in the passive form but fail to convert the active verb to its past participle form or use the correct copula "be." This indicates a lack of comprehension regarding the rules governing passive voice formation Many students also encounter errors when attempting to create passive sentences, reflecting confusion about the transformation from active to passive structures This issue aligns with interlingual errors, as students may come from languages with different passive constructions The analysis highlights that students are not yet familiar with the complexities of English passive sentence structures compared to their native languages.
Bui Thi Mai (2011-2015) Page 29 with the English passive voice structure Based on the comparative taxonomy, the category of this error is the interlingual errors
2.5.2 Data collected from the survey questionnaires for teachers
A survey was conducted with six randomly selected teachers from Duong Noi Secondary School, all aged between 25 and 50 Each teacher has a Bachelor's degree in Arts and has been teaching English for at least five years.
Table 3: The student‟s comments on teachers in the process of teaching
1 How do you feel about your teacher‟s methods of teaching
2 How often does your teacher give exercises or material about passive voice?
3 What is the information channel do you often search the passive 50 25 13 56.8 28.4 14.8
In response to the question about their feelings towards the teacher's methods of teaching the English passive voice, 42.05% of students (37 individuals) expressed a liking for the approach, while 32.95% (29 students) indicated a dislike Additionally, 25% (22 students) provided other responses Overall, the results suggest that students lack confidence and enthusiasm in learning the English passive voice.
A survey revealed that 36.36% of students (32 students) reported that teachers always provide passive voice materials and exercises, while 45.45% (40 students) indicated that these are often given, and 18.9% (16 students) noted they are seldom provided This indicates a need for teachers to focus more on incorporating exercises and materials related to the passive voice in their lessons.
A significant 56.8% of students reported that they frequently use the internet as their primary source for researching information about the passive voice, which aids in their English language learning.
4 Do you remember the knowledge about English passive voice that your teacher taught?
Out of 50 students surveyed, 28.4% (approximately 25 students) engage in self-study, while only 14.8% (around 13 students) seek information about passive materials in school These statistics highlight the need to improve the availability of educational materials and exercises for students, as enhancing resources in schools can significantly boost learning outcomes.
A survey revealed that 45.45% of students (40 students) responded with "yes, of course" regarding their understanding of passive voice, while 22.73% (20 students) said "no," and 31.82% (28 students) indicated they remembered "a little." Although students possess a considerable amount of knowledge about passive voice, many struggle to retain all the information due to the absence of a structured learning plan Most students reported only recalling a few structures, as the overwhelming amount of material makes it difficult to remember everything taught by their instructors.
Table 4: The teachers „attitudes toward teaching English passive voice for Duong Noi secondary school students
1 What do you think about teaching passive voice for
2 How often do you spend time on teaching passive voice in class room?
3 What is the material of teaching passive voice?
4 Which difficulties do you think when teaching
5 How often do you give passive voice homework for students?
6 Do you often test your students about the passive voice?
7 Do you usually use English 3 3 0 50 50 0
Bui Thi Mai (2011-2015) Page 33 passive voice in your lesson?
According to Table 4, all teachers (100%, 6 teachers) agree on the necessity of teaching the English passive voice The significance of the passive voice in English cannot be overlooked, as it is crucial for both students and teachers, representing a fundamental aspect of English grammar.
In a survey of teachers, 50% (3 teachers) reported that they sometimes dedicate time to teaching the passive voice to their students Meanwhile, 16.7% (1 teacher) indicated that they seldom cover this topic in the classroom Additionally, 33.3% (2 teachers) stated that they usually incorporate lessons on the passive voice during their instruction.
Question 3 was the comment of teacher about materials when they taught their students about English Passive voice Most of students (66.7%)~ 4 teachers said that enough material in learning English Passive Voice, 16.65% of them a little The percentages of students which felt enough were 16.65%(1 teacher) Some of students were bored with learning passive voice because of they did not understand the content of English Passive voice
Question 4, 50% of teacher thinks that when teaching passive voice was boring lesson And 16.7 %( 1 teacher) of them think too many knowledge (33.3%) gave some other reason
Question 5, the answer‟s teacher indicates that 50% teachers usually gives passive voice homework for student and 33.3 % (2 teachers) often and 16.7% seldom
Questions 6, 66.7% teachers often test their students about passive voice and 0% with answer “No” and 33.3% (2 teachers) with answer “sometimes”
Question 7 a half (50%) of teachers answer often use English passive voice in class and a half (50%) of them answer “seldom” And 0% of them answer with answer “never”.
Data analysis
The analysis of data was conducted with 88 students and teachers in Duong Noi secondary school
English passive voice is important aspect in English grammar For students learning passive voice is very necessary, they cannot study more English without passive voice
A common issue in writing is the preference for passive voice over active voice To understand this, it's essential to define both: in active voice, the subject performs the action, while in passive voice, the action occurs before the subject is mentioned Essentially, active voice focuses on the subject's actions, whereas passive voice highlights what is done to the subject.
Teachers often find that students show little interest in English grammar lessons, particularly when it comes to the passive voice This lack of engagement stems from the perception that grammar is boring, which ultimately diminishes students' motivation and effectiveness in learning.
Summary
The study investigates 88 students at the grade 9 and 6 teachers with 5 years at class with B.A level are subject
Most students recognize the importance of learning the passive voice in English and consider it essential To enhance their understanding, students should actively prepare for lessons prior to class The study involved 6 teachers and 88 students, who provided sincere responses to 7 questions, highlighting the need for effective teaching strategies.
Bui Thi Mai (2011-2015) Page 35 improve the teaching skills usually pay attention to their students and give more and more exercises related to passive voice
The following are the findings and discussion leased on the data analysis.
FINDINGS AND DISCUSSION
Common errors made by the grade 9 students in Duong Noi
The students' works were organized into tables according to the linguistic categories established by Krashen (1982) Each table features a column containing both erroneous and corrected sentences, following the fundamental structure of passive voice (S + be + Past Participle) Additionally, the descriptive analysis of the errors is provided in a narrative format.
Table 5: The incorrect use of past participle
5 Next year‟s Congress is going to be hold in San Francisco by them
5 Next year's congress is going to be held in San Francisco
One student exhibited errors related to irregular verbs, likely due to a lack of understanding stemming from her first language, which does not include irregular verbs or past participles This misunderstanding led to her failure to convert the active sentence's verb into the past participle required for passive voice construction In transforming an active sentence to passive, it is essential to change the verb to its past participle form Additionally, the inclusion of the "by" phrase is unnecessary in this context, as the emphasis should be on the action or the congress rather than the doer.
Three students made errors related to the use of the copula "be" in passive sentences They overlooked the subject of the passive construction and failed to consider the time signal necessary for its correct usage This misunderstanding likely stemmed from the absence of a corresponding copula in the passive voice of their first language Additionally, the inclusion of the "by" phrase in these sentences was unnecessary, as the agents were implicit.
Table 7: Passive order but active form
1.The complain should send by them to the office
1 Complaints should be sent to the head office
3 Your car might have stolen by somebody if you had left the key in it
3 Your car might have been stolen if you had left the key in it
7 This problem can solve by us 7 The problem can be solved
4 The fire could have caused by an 4 The fire could have been caused by an electrical fault
10 The room is cleaning by 10 The room is being cleaned
8 The windows should have be cleaned by someone yesterday
8 The windows should have been cleaned
9 In 1895 this house is built by somebody
9 This house was built in
5 Next year‟s congress are going to be held by them in San Francisco
5 Next year's congress is going to be held in San Francisco
Bui Thi Mai (2011-2015) Page 37 somebody at the moment
2.The meeting had been postpone by their because of illness.
2 The meeting had to be postponed because of their illness.
Many students made errors by using the active form of verbs in sentences that were structured in a passive voice In these cases, the objects of the active sentences were incorrectly placed as subjects, while the verbs remained in active form instead of being converted to their past participle form with "be" in front This issue was evident in sentences 1, 3, 4, 7, 8, and 10, where the objects were treated as subjects, but the verbs were not transformed into passive voice Additionally, most of these sentences should omit the "by" phrase, except for sentence 4, where the agent is explicitly mentioned and essential to the meaning.
Suggestions to improve teaching and learning English passive voice 37 1 Suggestions for students
In educational contexts, the material presented by the lecturer is essential for helping students achieve predetermined learning objectives This material typically includes facts, generalizations, and concepts When selecting instructional materials, it is crucial to align them with the learning objectives, taking into account students' overall abilities and ensuring a systematic organization Additionally, the content must encompass both factual and conceptual elements, emphasizing its importance in the learning process.
Bui Thi Mai (2011-2015) Page 38 the students and also meaningful and contains some values that are beneficial to everyday life
This study presents two essential materials aimed at helping students understand the English passive voice Emphasizing the importance of the target needs principle, it highlights the necessity for students to grasp the transformation from active to passive voice through passive construction The first material focuses on the passive forms "be done" and "have been done," providing examples of converting active voice to passive, particularly with passive infinitives The second material covers the passive voice in present and past tenses, offering examples for constructing the passive forms of present simple, past simple, present continuous, past continuous, present perfect, and past perfect tenses.
Effective lesson planning is essential for teachers, as it allows them to make informed decisions about the types of lessons they wish to deliver The format of a lesson plan can vary based on the specific circumstances of the lesson and the instructor's overall approach to planning Additionally, a lecturer's experience significantly influences how they prepare for each lesson, highlighting the importance of tailored strategies in educational settings.
Experienced lecturers can sometimes conduct effective lessons without a formal plan, leading to rewarding experiences However, this approach risks becoming muddled and aimless if clear objectives are lacking If lecturers do not define their aims and students do not contribute to the lesson's structure, meaningful outcomes may be unattainable While some students might appreciate the spontaneity of an unstructured lesson, most will gain more from a well-organized approach that enhances their linguistic development.
Bui Thi Mai (2011-2015) Page 39 and psycho linguistically from the forethought the lecturer has given to the lesson.
Summary
In conclusion, students often make errors with the English passive voice, which is frequently used and serves various functions To enhance understanding, it is essential for both students and teachers to focus on the details of the passive voice and implement strategies to avoid these common mistakes.
The analysis reveals that students are making a significant number of errors, totaling 112, with common mistakes including the misuse of "be" and a failure to identify objects Additionally, there is a need for teachers to improve their teaching attitudes and enhance their knowledge It is crucial for educators to focus on their students' understanding of the English passive voice.
In summary, this study comprises three key sections: Chapter I explores the background theory of the passive voice in English, Chapter II investigates the learning and teaching experiences of students and teachers in grade 9A at Duong Noi Secondary School, and Chapter III offers practical suggestions and identifies common errors to help teachers enhance their instruction of the passive voice in English.
This thesis, developed with the support of teachers and secondary school students from 9 Duong Noi Secondary School, highlights the significant advantages of using the English passive voice It shows that students who apply passive voice in their writing and speaking skills tend to achieve higher marks Additionally, mastering the English passive voice equips students with the comprehensive knowledge necessary to excel in various examinations.
Using active and passive voice effectively is essential for clear business writing Generally, active voice should be your primary choice, but passive voice can be beneficial in certain contexts.
This study aims to enhance applied linguistics, particularly in teaching English as a foreign language It emphasizes the importance of designing lesson plans and preparing teaching materials for educators The findings indicate that lecturers should implement structured lesson plans when teaching the English passive voice, which can help students grasp its usage and form accurately while reducing first language interference Future researchers are encouraged to further develop materials and methods related to the English passive voice, taking into account various factors, including student profiles, in the teaching and learning process.
Bui Thi Mai (2011-2015) Page 41 materials to be given, and methods of teaching including the motivation of the students, an advance research is needed for more understanding and useful suggestions
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24 Willis.D(2003) Advanced Grammar in Use Cambridge University Press
1 They should send to the complain the head office
2 They had postponed the meeting because of their illness
3 If you had left the key in it your car might have stolen
4 An electrical fault have caused the fire
5 In San Francisco is going to held next year‟s congress
6 Harry ate six shrimp at dinner
7 We can solve the problem
8 Yesterday he have cleaned the window
9 In 1895 somebody built this house
10 Somebody is cleaning the room at the moment
Exercise 1: Change the sentence from passive to active
1 At dinner, six shrimp were eaten by Harry
2 The savannah is roamed by beautiful giraffes
3 The flat tire was changed by Sue
4 A movie is going to be watched by us tonight
5 The obstacle course was run by me in record time
6 The entire stretch of highway was paved by the crew
7 The novel was read by Mom in one day
8 A scathing review was written by the critic
9 The house will be cleaned by me every Saturday
10 A safety video will be watched by the staff every year
1 How do you feel about your teacher‟s methods of teaching English passive voice?
2 How often does your teacher give exercises or material about passive voice?
3 What is the information channel do you often search the passive „material?
4 Do you remember the knowledge about English passive voice that your teacher taught?
1 What do you think about teaching passive voice for Duong Noi secondary school?
2 How often do you spend time on teaching Passive Voice in class room ?
3 What do you material of teaching Passive voice?
4 Which difficulties do you think when teaching English Passive Voice?
5 How often do you give passive voice homework for students?