INTRODUCTION
Methods of the study
A survey was conducted among first and second-year English major students at HPU to investigate grammatical errors in spoken English and identify potential solutions The study utilized a questionnaire as the primary tool for data collection, followed by thorough data analysis to derive meaningful insights.
_ Consulting several ideas with supervisor
_ Gathering information through reference books and related Websites.
Scope of the study
Mistakes are an inevitable part of learning English, particularly in communication This article focuses on understanding the causes of these errors and how to correct them, specifically highlighting grammatical mistakes related to subject-verb agreement While there are various types of errors, such as lexical, pronunciation, and written mistakes, this paper will primarily address grammatical issues due to the constraints of knowledge and experience.
Design of the study
The study consists of three parts: Introduction, Development, Conclusion
Part I: Introduction on showing reasons to choose the study, aims, methods, scope and design of the study
Part II: The main part of the study: including four chapters
Chapter I: The theoretical background of English sentences
Chapter II: Common grammatical errors related to Subject and Verb in sentence
Chapter III: Data collection and analysis
- Comment on the interview and survey questionnaires
- Main findings Chapter IV: Some suggested solutions
Part III: Summarize and make a conclusion to the main points which have been explored in the study, propose recommendations to develop the effectiveness of teaching and learning English
THEORETICAL BACKGROUND
Understanding speaking skill
Speaking is a complex productive skill in oral communication that goes beyond mere word pronunciation It encompasses various elements that contribute to effective verbal expression.
There are three kinds of speaking situations in which we find ourselves:
Speaking a second language requires the development of specific communication skills, which have historically held a unique place in language teaching This essential skill deserves as much focus as literary skills in both first and second languages Learners often need to speak with confidence to navigate basic transactions, as speaking is the primary skill by which they are judged and can significantly impact their ability to make or lose friendships.
According to Oxford Advanced Learner‘s Dictionary (2005), ―speaking is the activity of using voice to say something‖
Speaking, as stated by Chaney & Burd (1998) is ―the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts‖
―Speaking is an interactive process of constructing meaning that involves producing and processing information‖ (Brown 1994; Burn & Joyce 1997).
Sentence definitions
Throughout our lives, we have relied on sentences to express our thoughts in both spoken and written forms While there are various definitions of a sentence, we favor a traditional grammar-based approach to understanding its structure and purpose.
A sentence is the largest grammatical unit that conveys a complete thought or idea, characterized by a specific grammatical structure, including one finite verb and one subject, along with distinct intonation Essentially, it serves as a speech unit that articulates a relatively complete idea while reflecting the speaker's perspective on the relationship between the statement and reality.
(https://en.wikipedia.org/wiki/Clause)
A sentence is typically composed of five key components known as sentence elements: subject (S), verb (V), complement (C), object (O), and adverbial (A) Each element represents a distinct part of the sentence, contributing to its overall meaning and structure Understanding these elements is essential for constructing coherent and effective sentences.
Ex: John carefully searched the room
The girl is now a student at a large university
The subject in a sentence is identified through various syntactic features, including position, concord, pronominalization, and reflection in tag questions Semantically, the subject can encompass almost all participant roles and can be expressed through a diverse range of groups and clauses.
The term "subject" refers to the word or words in a sentence that identify who or what performs or experiences the action described by the verb, or the words about which a statement is made, as defined by the Oxford Advanced Learner's Dictionary.
Ex: I am keeping most of my money in the blank
They are placing the blame on us
The kettle is now on the store
The subject of a sentence is fundamentally the element that defines its topic, serving as the focal point of what the sentence conveys While traditional definitions emphasize the syntactic role of the subject, it is equally important to consider its semantic implications, as it represents the underlying meaning and context of the sentence.
Subject can be expressed by a wide variety of groups and clauses but it‘s usually a noun or a pronoun
Subjects determine number (singular or plural) and person concord with the verb Concord is manifested only in those verb forms which show inflectional contrast:
Ex: The librarian/ he/ she has checked the book
The librarians/ I/ you/ we/ they have checked the book
Verb is word or phrase indicating an action, an event or a state, or a condition of the subject such as bring, do, eat, play, sleep, etc
He eats two sweet cakes
According to Quirk (2010), verbs can be categorized into three main types based on their functions within a verb phrase These include the open class of FULL VERBS (or lexical verbs) like "leave," and the closed classes of PRIMARY VERBS, which consist of "be," "have," and "do."
Modal auxiliary verbs, such as "will," "might," and "can," play a crucial role in English grammar Unlike full verbs, which function solely as main verbs, primary verbs can serve both as main verbs and auxiliary verbs This versatility enhances sentence structure and meaning.
Primary verb: have, do, be:
Form: have, has, had do, does, did be, am , is, are, was, were, been, being
Modal auxiliary verb: can, could, may, might, must, shall, should, will, would, ought to
In addition to this, some verbs (variously termed marginal modals, semi- auxiliaries, etc) have a status intermediate between that of main verbs and that of auxiliaries
The semantic definition of meaning-based criteria can be misleading, as nouns derived from verbs through zero derivation, such as "strike," "kick," and "throw," retain their action-oriented nature Additionally, both nouns and verbs have limited potential for inflectional endings, with English exhibiting specific inflections for verbs.
_ Base form (we symbolize verbs with this inflection as V)
_ -S form : Third person singular present tense (we symbolize verbs with this inflection as Vs)
Ex: Ann plays that game very well
_ Past tense (we symbolize verbs with this inflection as V-ed)
Ex: Ann played that game last night
_ Present participle form (we symbolize verbs with this inflection as V-ing) Ex: Ann is playing that game now
_ Past participle form (we symbolize verbs with this inflection as V-en)
Ex: Ann has played that game since 2010
The V-ing form, often referred to as the progressive, is commonly used to create progressive verb structures like "is playing." Additionally, V-ing appears in gerund structures, but only its progressive usage is considered an inflection.
Also, V-en has been called the past participle form of the verb However, V-en can function as the head of the verb phrase
In English, a word qualifies as a verb if it can accept various inflections However, due to zero derivation and the identical spelling of certain derivational endings, it's essential to verify that a word functions as a verb within its specific sentence context Ultimately, a word is classified as a verb if it concludes with a verb inflection.
We must distinguish between main verbs and auxiliary verbs The main verbs can appear themselves in a verb phrase; an auxiliary verb regularly appears only preceding a main verb.
What is concord?
Concord, often referred to as agreement, is the grammatical relationship between two units where one unit reflects a specific feature that aligns with a corresponding feature in the other.
Ex: Economics has become an increasingly popular course at university
I know what is on your mind
There are five kinds of concord: subject – verb concord, subject – object concord, subject – subject complement and object – object complement concord, distributive concord, and pronoun concord.
Significance of grammar in speaking English
If individuals use language according to their personal preferences, it can lead to excessive variations, resulting in ambiguity and vagueness This inconsistency may ultimately cause miscommunications.
13 and communication problems, as no one language would be accepted as a universal standard
Effective communication hinges on the proper construction of sentences; without clarity, the intended message may be lost Misuse of words or incorrect punctuation can alter the meaning, leading to misunderstandings The ultimate goal of grammar is to convey thoughts and ideas clearly If your message isn't understood, the essence of communication is compromised For instance, using a dictionary to speak in a foreign language may yield correct words, but poor sentence structure could result in humorous or even perilous situations.
Proper grammar is essential for creating engaging and coherent prose or verse When communication lacks grammatical accuracy, it can lead to disinterest from the audience To maintain an interesting flow in language, adhering to grammatical rules is crucial Otherwise, the effectiveness of communication diminishes, as the recipient may lose interest in the message being conveyed.
In business and professional communication, it is crucial that language is free from grammatical errors, as the success of negotiations and collaborative efforts relies heavily on the clarity and precision of documents and discussions.
COMMON GRAMMATICAL ERRORS RELATED TO
Mistakes in combination between Subject and Verb
II.1.1 Subject is not defined clearly
In English grammar, subjects are often noun phrases, such as "a flock of birds" or "a bunch of bananas," which can lead learners to mistakenly identify "birds" or "bananas" as the subject Additionally, nouns without clear number indicators, like "license" or "memoranda," can further complicate the determination of the verb's number, resulting in errors.
Incorrect: A flock of birds are flying in the sky
(The subject of this sentence – A flock of birds – is singular, so the Verb must be singular)
Correct: A flock of birds is flying in the sky
Incorrect: The memoranda is not important
Correct: The memoranda are not important
Some examples: The study of languages is very interesting
Serveral theories on this subject have been proposed
The view of these disciplines varies from time to time
The danger of forest fires is not to be taken lightly
Some words like that: flock of birds/ sheep, school of fish, herd of cattle, pride of lions, pack of dogs
To accurately identify the Subject in a sentence, learners must carefully assess the number of Nouns functioning as the Subject This evaluation will guide them in determining whether the Verb should be singular or plural.
(http://2012books.lardbucket.org/books.html)
II.1.2 Elements standing between subject and Verb
In both spoken and written English, it's crucial to use sentences with elements positioned between the subject and verb with caution Learners often make the mistake of merging these elements with the main subject, incorrectly treating the entire phrase as the subject of the sentence.
Ex: She, as well as us, feels sad when he leaves
(In this sentence, the subject – She – is singular, so the verb must be singular
The phrase “as well as” is only the modifier for the subject, therefore, it does not play as subject of sentence.)
Incorrect: Miss Ann, together with some friends are having a big party
Correct: Miss Ann, together with some friends is having a big party Some words like that: together with, along with, as well as, accompanied by
Ex: Mary, along with her manager and some friends, is going to a party tonight
Mr Robbins, accompanied by her wife and children, is arriving tonight
(http://2012books.lardbucket.org/books.html)
To rectify this error, it's essential to recognize that the elements placed between the subject and verb serve merely as supplementary information to clarify the main subject Therefore, focus on the primary subject while disregarding these additional details.
Incorrect: His father, as well as his mother and his brother, like listening to the music
Correct: His father, as well as his mother and his brother, likes listening to the music
II.1.3 Elements of subject are connected to each other by the conjunction
When two nouns or pronouns serve as the subject of a verb and are joined by the conjunction "or," the noun or pronoun closest to the verb will determine its form.
Ex: You or he is to feed the cat
Incorrect: We or John are certain to be punished
Correct: We or John is certain to be punished
(http://2012books.lardbucket.org/books.html)
The principal of this circumstance lies on the conjunction ―or‖ It splits sentence into two clauses:
Ex: You or he is to feed the cat can be paraphrased: “You are to feed the cat or he is to feed the cat”
Therefore, learners should rewrite the sentence in full form if they could not be confident about their choice of Verb
Incorrect: Jimmy or you is to see them off at the airport
Correct: Jimmy or you are to see them off at the airport
II.1.4 Indefinite Pronouns any + singular noun no + singular noun some + singular noun anybody anyone anything nobody no one nothing somebody someone something every + singular noun everybody everyone everything each either neither
Ex: Everybody who wants to buy a ticket should be in this line
Something is in my eye
Anybody who has lost his ticket should report to the desk
Neither of his pens is able to be used
If either of you takes a vacation now, we will not be able to finish the work
No problem is harder than this one
Nobody works harder than John does
1.5 “None” and “No”
―None‖ and ―No‖ are both used with singular and plural Nouns
None of the + non-count noun + singular verb
None of the + plural count noun + plural verb
Ex: None of the counterfeit money has been found
None of the students have finished the exam yet
No + {singular noun / non-count noun} + singular verb
No + plural noun + plural verb
Ex: No example is relevant to this case
No examples are relevant to this case
(Angela Downing and Philip Locke, 2006)
II.1.6 V-ing is used as Subjects
When V-ing is used as Subjects, verbs in the sentences must be 3 rd person singular Verbs
Ex: Knowing her has made him what he is
Not studying has caused him many problems
Washing with special cream is recommended for scalp infection Being cordial is one of his greatest assets
Writing many letters makes her happy
II.1.7 Collective Noun and definition of “collective”
A collective noun refers to a group of two or more individuals, objects, or concepts Typically, it is treated as a singular noun, which means it requires a singular verb form.
Ex: The committee has had a meeting and it has rejected the proposal
However, sometimes, the collective Noun refers to the plural and in this case the Verb must be plural
Ex: The club are discussing the tasks
Following is the mistake in using collective Noun
Incorrect: The jury are giving their verdict now
Correct: The jury is giving its verdict now
There are some Nouns refer to a group or organization In fact, they are singular Nouns Therefore, pronouns or verbs after them will be 3 rd person singular
Congress family group committee class
Organization team army club crowd
Government jury majority minority public
Ex: The committee has met, and it has rejected the proposal
The family was elated by the news
The crowd was wild with excitement
Congress has initiated a new plan to combat inflation
The organization has lot many members this year
Our team is going to win the game
However we should remember some complicated cases that:
The majority of the + plural noun + plural verb
Ex: The majority believes that we are in no danger
The majority of the students believe him to be innocent
Collective nouns related to time, money, and measurement are treated as singular entities, which means that verbs and pronouns that follow them should be in the third person singular form.
Ex: Twenty-five dollars is too much for the meal
Fifty minutes isn‘t enough time to finish this test
Twenty dollars is all I can afford to pay for that radio
Two miles is too much to run in one day
If above Subjects refer to the whole collection, the Verb is singular However, if they refer to the member of the collection, the Verb is plural
When using a collective noun as the subject of a sentence, the verb can be either singular or plural The choice of verb form depends on the context and the collective noun's function within the sentence.
(http://www.trans4mind.com/personal_development/ grammar/parts – of - speech.htm)
1.8 “A number of” and “The number of”
A number of + plural noun + plural verb
Ex: A number of students are going to the class picnic
A number of applicants have already been interviewed
The number of + plural noun + singular verb…
Ex: The number of days in a week is seven
The number of residents who have been questioned on this matter is quite small.
1.9 “There is” and “There are”
When we use sentence with ―there is‖ and ―there are‖ we often refer to the order like that:
Ex: There are books in the bag
However, the above order is reversely used, not in natural order:
Ex: Books are there in the bag
So, it makes learners distracted in recognizing the Subject
Here is the similar case:
Incorrect: There is a few errors in this paragraph
Correct: There are a few errors in this paragraph
Some structures related to ―There is‖: there is certain/ sure/ likely/ bound to be Ex: There is sure to be trouble when she gets his letter
Do you think there is likely to be snow
To address issues of subject/verb agreement, students should first identify the subject of the verb and then adjust the verb accordingly It's important not to be misled by intervening words that may separate the subject from the verb.
II.2 Common mistakes in tense usage
The term ―tense‖ simply indicates the time Therefore, we form a relationship in time in utterance or speech by using the correct tense of Verb
In English, there are two primary tenses: present and past, as noted by Quirk (2010) These tenses are intricately linked to four aspects that describe how actions are performed: simple, progressive, perfective, and perfective progressive.
Aspect/ tense Simple Progressive Perfect Perfect
Present V, Vs am, is, are + Ving have/ has + Ved2 have/ has + been+ Ved2
Past Ved1 was/ were + Ving had + Ved2 had been + Ved2
There is no obvious future tense in English corresponding to the time/ tense relation for present and past Instead there are several possibilities for
Futurity is expressed through modal auxiliaries, semi-auxiliaries, simple present forms, or progressive forms, highlighting the close relationship between futurity, modality, and aspect.
Shift in tense occurs when learners combine two or more tenses which are not synchronic in a sentence
Incorrect: She promised she will not tell anyone my secret
Correct: She promised she would not tell anyone my secret
Unless required by context, learners should be consistent in using tense or combining tenses in a sentence, avoid making mistake by shifting tense
The general truth is an event happening in the past or in the present and in great possibility will happen in the future
Ex: The sun rises at the East
The general truth often causes difficulties to a sentence in the past tense because learners tend to use the past tense to express the general truth in this case
Incorrect: Last week, our clearyman reminded us that living the upright life was a discipline
Correct: Last week, our clearyman reminded us that living the upright life is a discipline
The general truth often remains for a long time, so that it always requires the verb in the present tense
Incorrect: Professor Jacques told us yesterday that iodine was effective in removing silver nitrate stains
Correct: Professor Jacques told us yesterday that iodine is effective in removing silver nitrate stains
II.2.3 Mistakes between the present perfect tense and the simple past tense
Present Perfect Simple Past Simple
Unfinished actions that started in the past and continue to the present:
I 've known Julie for ten years (and I still know her)
I knew Julie for ten years (but then she moved away and we lost touch)
A finished action in someone's life
(when the person is still alive: life experience):
My brother has been to
A finished action in someone's life (when the person is dead):
My great-grandmother went to Mexico three times
A finished action with a result in the present:
I 've lost my keys! (The result is that I can't get into my house now)
A finished action with no result in the present:
I lost my keys yesterday It was terrible! (Now there is no result I got new keys yesterday)
With an unfinished time word (this week, this month, today):
I 've seen John this week
With a finished time word (last week, last month, yesterday):
(http://www.perfect-english-grammar.com)
The past simple tense is utilized for events or actions that occurred in the past and have no relevance to the present In contrast, the present perfect tense is employed for actions that began in the past and continue into the present, as well as for completed actions that have a connection to the present It is important to note that the present perfect tense should not be used with specific time expressions indicating a finished time.
Ex (NOT): I've been to the museum yesterday
I have already seen that movie
Most has just finished his homework
The value of the Johnsons‘ house has doubled in the last four years
The mistakes occurs when learners use the simple past tense in the sentence which requires the present perfect tense
Incorrect: I did not drink any coffee so far today
Correct: I have not drunk any coffee so far today
Learners must differentiate between the present perfect tense and the simple past tense, as each tense is indicated by specific time signals The present perfect tense is often accompanied by adverbs such as "just," "already," "yet," "for," and "since," while the simple past tense is typically signaled by words like "yesterday" and "last" (week/month/year, etc.).
II.3 Common mistakes in voice usage
Inappropriate passive or active voice
The choice between active and passive voice is not a matter of grammatical correctness, but rather of appropriateness in context While the passive voice can effectively obscure the actor in a sentence, making it suitable for specific fields like science and business, the active voice is generally preferred for clearer communication.
Incorrect: I poured the solution into the beaker
(The active voice would be inappropriate here if this is part of a lab report In science writing, the person performing an experiment should be irrelevant to the process.)
Correct: The solution was poured into the beaker
(Using the passive voice, the "I" can be removed from the sentence.)
Incorrect: Native Americans were repeatedly pushed further west
(Removing the actor from this sentence is inappropriate because it is important here to know who caused this action to occur )
Correct: European settlers repeatedly pushed Native Americans further west
(Using the active voice makes it clear who caused the action.)
(http://wac.gsu.edu/49577.html)
II.3.1 What is active voice?
An author may write a sentence in one of two "voices"—active or passive
Theactive voice emphasizes theperformer(or agent) of the action:
Ex: Wind disperses plant seeds
Smith et al investigated the relationship
We have analyzed the results
The active voice is direct (performer–verb–receiver), vigorous, clear, and concise The reader knows who is responsible for the action
II.3.2 What is passive voice?
The passive voice, in contrast, emphasizes the receiver (or product) of the action:
Ex: Plant seeds are dispersed [by wind]
The relationship was investigated [by Smith et al]
The results have been analyzed [by us]
The passive voice, characterized by its structure of receiver-verb-performer, can often appear weak, awkward, and overly wordy It employs a form of the verb "to be" followed by a past participle, such as "dispersed" or "investigated," along with a "by" phrase to indicate the performer of the action.
27 omitted (the truncated passive), the reader will not directly know who or what performed the action
The passive voice can create ambiguity when authors use it to emphasize the receiver instead of utilizing first-person pronouns like "I" or "we." For example, the phrase "It is concluded that the treatment is effective" illustrates this awkward construction, which can obscure the author's direct involvement in the conclusion.
These types of passive-voice sentences are a form of hedging
Incorrect: The jockeys were exercising their horses; the troughs were being filled by the grooms; and the stable boys were laying out the hardnesses
Correct: The jockeys were exercising their horses; the grooms were filling the troughs; and the stable boys were laying out the hardnesses
In passive voice sentences, the object of an active voice sentence is transformed into the subject Consequently, it is essential that the verbs used in passive constructions are transitive, meaning they must have an object to convey a complete thought.
Passive voice can be used in three situations:
_ When you don‘t know who did something For example,
Ex: My handbag was stolen
_ When the action is more important than who did it
Ex: John was just promoted at work
_ When you want to avoid blaming someone
Ex: The outstanding payment hasn‘t yet been paid
In other cases, it‘s better to use active voice There are two benefits to this:
_ Learners‘ speeches will be more energetic and engaging
_ Learner can avoid making grammar mistakes like those above
Recognizing parts of speech is essential for learners to effectively edit issues like subject-verb agreement and sentence fragments Additionally, improving accuracy and fluency in English will empower learners to master the language.
Learning a new language often presents challenges, particularly with grammar, which many learners find tedious and complex due to its intricate rules and structures However, mastering grammar is essential for clear and systematic communication, as it prevents ambiguity and ensures accurate interpretation of language.
Students must grasp grammar alongside vocabulary to comprehend sentence structure and word combinations effectively A lack of grammatical knowledge can lead to confusion with complex expressions Conversely, a strong foundation in grammar enables students to enhance their four language skills with ease.
In speaking, producing comprehensible meaningful sentences and utterances, and relating them depend to a large extent on grammar
Good grammar is essential for learners as it equips them with fundamental language skills and standard rules, while also enhancing their opportunities for effective communication in practical language use.
DATA COLLECTION AND ANALYSIS
Comment on the interview and survey questionnaires
III.1.1 Comments on the informants
A survey was conducted involving 60 first and second-year English major students at Hai Phong Private University, as they represent a valuable source of data To gather information, I distributed survey questionnaires, interviewed several students, and recorded speeches from 20 participants on a specific topic.
III.1.2 Comments on the interview
In a recent interview with 20 students, I explored the topic of "The benefits of doing exercise every day." Each participant shared their insights in brief segments, highlighting the physical, mental, and emotional advantages of daily exercise Their responses emphasized improved fitness, enhanced mood, increased energy levels, and better overall health, showcasing the positive impact of regular physical activity on daily life.
Besides, with the aim of finding out students‘ views about speaking skill,
In an interview with several students, I explored their perspectives on speaking lessons by asking a series of targeted questions These included their feelings about the lessons, their confidence levels while speaking, common grammatical errors they encounter, and their preferences regarding teacher corrections Additionally, I inquired about the self-corrective strategies they have implemented Each interview was conducted individually, and I meticulously recorded their responses.
III.1.3 Comments on the survey questionnaires
III.1.3.1 Purpose of the survey questionnaires
With a view to provide a thorough insight into the real situations of students‘ English speaking, survey within the scope of the study is conducted
A study was conducted with 60 first and second-year English major students at Hai Phong Private University to identify and analyze grammatical errors made during speaking The primary objective was to gather data on these errors, explore their underlying causes, and propose effective solutions Survey questionnaires were specifically designed to achieve these goals.
_ To find out the attitudes, thoughts of students with English speaking and the importance of grammar in speaking English
_ To detect the grammatical errors made by students in communicating process _ To analyze some reasons leading to these mistakes and get some suggested solutions from students
III.1.3.2 Design of survey questionnaires
The survey consisted of 7 questions aimed at assessing students' real-life English speaking experiences Participants were instructed to select the answers that best reflected their views The questionnaire was divided into three distinct sections.
Part 1: How long have you been learning English?
Part 2: What do you think about the role of speaking skill? Do you like learning English grammar? How important is grammar in English speaking skill? How often do you make listed mistakes when speaking English? Why do you make these mistakes?
Part 3: Can you give some suggested solutions for these mistakes you have made?
Data collection and analysis
III.2.1 Interviewing data collection and analysis
Upon reviewing the recordings, I identified key errors related to the survey questionnaires A significant 65% of respondents incorrectly used verb tenses, such as saying, "I do exercise 1 year ago" instead of the correct form Additionally, 45% of participants struggled with the proper usage of "there are" and "there is" when listing the benefits of daily exercise Notably, 15 out of 20 individuals mistakenly stated, "Doing exercise are very useful to our health," instead of the correct, "Doing exercise is very useful to our health."
1 Mistakes in combination between Subject and
3.Mistakes in voice usage (shift from active voice into passive voice ) 20% 80%
4.Mistakes in lacking ―s‖ in plural Noun as Subject
5.Mistakes between ―There is” and “There are”
In the interviewing, most people said that they found speaking lessons interesting and they are fond of participating in However, many of them did not
32 felt confident while speaking They were shy Therefore, they forgot grammatical structures incidentally and made mistakes
III.2.2 Survey questionnaires data collection and analysis
Following a survey conducted with 60 students, the results were compiled and presented in various charts Each chart illustrates the percentage of students who selected their preferred answers for each question, utilizing formats such as bar graphs, pie charts, and tables The data is clearly displayed in the charts below.
III.2.2.1 Question 2: What do you think about the role of speaking skill?
Chart 1: The role of speaking skill
The pie chart highlights the significance of speaking skills, which account for 55% of the importance attributed to communication Alongside speaking, reading, listening, and writing are also crucial skills In today's world, effective communication is essential for expressing feelings, even when they are difficult to articulate Notably, 43% of students recognize the importance of speaking skills At the university level, students have the opportunity to engage with both teachers and international peers, making communication more accessible.
Language is an omnipresent element in our lives, and teachers encourage daily English speaking practice to help students achieve fluency However, a small percentage of students struggle with integrating all four language skills, which hinders their learning effectiveness Mastery of each skill is essential for becoming a well-rounded communicator, but speaking proficiency offers unique benefits The ability to articulate thoughts, opinions, and feelings meaningfully underscores the importance of speaking, which is often underestimated by learners.
III.2.2.2 Question 3: Do you like learning English grammar?
Chart 2: Students‘ interest in English grammar
Through 60 surveyed students, we can see that there are over 60% of them not like learning grammar In the interview, many students said that learning grammar is very difficult and boring They always feel tired of grammar lessons
One of the primary causes of grammatical errors in language learning is the lack of attention to grammar structures, which often leads to ambiguity in speech In contrast, 36% of learners emphasize the importance of learning grammar, recognizing it as essential for accuracy in foreign language acquisition, particularly in developing speaking skills.
III.2.2.3 Question 4: How important is grammar in English speaking skill?
Chart 3: The important of grammar in speaking skill
Grammar is essential for effective communication, as a significant 40% of students recognize its critical role in speaking skills, while 30% also acknowledge its importance Both students and teachers must prioritize grammar to enhance language proficiency Although communication is possible without perfect grammar, it often lacks accuracy and clarity Teaching grammar is a vital component of language education, and teachers with a strong grasp of grammar tend to be more effective Interestingly, children learn their mother tongue without formal grammar instruction, highlighting the need for a balanced approach to grammar education.
Very inportantImportantNot very importantNot important
35 create positive language that the learners may have the chance to practice what they have learned practically
Understanding correct grammar offers numerous advantages for learners, such as capturing attention through clear verbal communication and boosting confidence in diverse social interactions Proficiency in grammar can facilitate job opportunities, like positions as call center representatives, and enable effective engagement with individuals from high society Additionally, it enhances vocabulary and empowers learners to craft exceptional essays that reflect their unique perspectives.
III.2.2.4 Question 5: How often do you make these mistakes when speaking English?
3.Mistakes in voice usage (shift from active voice into passive voice ) 10% 10% 60% 20%
4.Mistakes in lacking ―s‖ in plural
Noun as Subject (plural and singular form)
5.Mistakes between ―There is” and
The data reveals that a significant portion of students struggle with subject-verb agreement, with 50% frequently making this error, while 35% do so occasionally Additionally, a concerning 70% of students fail to include the necessary "s" in plural nouns used as subjects Conversely, only 3% claim to never make this mistake Furthermore, 40% of students consistently err in tense usage, particularly confusing the present perfect tense with the simple past tense Lastly, 10% frequently misapply voice usage, and 25% struggle with the distinction between "There is" and "There are."
III.2.2.5 Question 6: Why do you make these above mistakes?
Learning a new language inevitably involves making mistakes, particularly in speaking, where learners often struggle with subject-verb agreement and tense usage A recent survey highlights that 50% of students attribute their grammatical errors to performance pressure, feeling nervous and lacking confidence when speaking in public This issue is prevalent among English learners and those studying other foreign languages globally Understanding these underlying causes is essential before implementing effective solutions.
A significant issue affecting 40% of surveyed students is the slip of the tongue, where individuals, despite understanding grammatical structures, make inadvertent mistakes while speaking This problem is often attributed to insufficient speaking practice Many students excel in writing and produce error-free texts, yet they struggle with speaking, frequently making grammatical errors This suggests that they may forget their grammatical knowledge and focus more on completing their presentations than on maintaining grammatical accuracy.
One of the primary reasons students make mistakes is their lack of proficiency in grammar, which accounts for 35% of errors While it's possible to communicate without strong grammar skills, the accuracy of that communication suffers significantly Poor grammar knowledge leads to misunderstandings and ambiguity in speech Consequently, both teachers and students must prioritize improving grammar skills to enhance clarity and effectiveness in communication.
38 attention to grammar on speaking lessons I think teaching grammar is an essential stage in teaching language
Only 5% of students select poor language models, often due to exposure to incorrect English from various sources such as television, conversations, non-native teachers, and peers This consistent exposure leads to the unconscious repetition of mistakes, forming habits that are challenging to break Consequently, it takes time and effort for these students to achieve mastery in English.
Main findings
The survey and interviews conducted provide valuable insights into the English speaking abilities of first and second-year English major students at Hai Phong Private University The findings reveal that the most common grammatical errors include a 70% prevalence of missing "s" in plural nouns used as subjects, as well as over 50% of mistakes related to the combination of subjects and verbs.
Performance pressure is a significant factor contributing to mistakes made by learners when speaking in public This pressure often leads to feelings of embarrassment and nervousness, resulting in a lack of self-confidence Consequently, learners may forget their intended points and struggle with sentence accuracy, leading to errors in their speech.
Besides, not being good at grammar is another major reason Learners do not know exactly correct structures They have talked about something without making sure of accuracy
Chapter 3 presents key findings on students' perceptions of common grammatical errors they make while speaking English and the underlying reasons for these mistakes Building on these insights, Chapter 4 will offer practical tips aimed at enhancing English speaking skills for both teachers and students.
SOME SUGGESTED SOLUTIONS
Suggested solutions for teacher
IV.1.1 Creating the comfortable speaking environment
Teachers should embrace a positive attitude towards students' mistakes, as they are an essential part of the learning process By analyzing these errors, educators can identify common patterns and understand the specific needs of their learners This insight allows teachers to tailor lesson content and adjust their teaching methods to better support student growth and improvement.
Teachers must proactively identify the underlying causes of various types of errors to implement effective solutions Additionally, they should focus on correcting specific errors that align with the objectives of each day's lesson.
IV.1.1.3 Create conditions for learners
Teachers should foster an environment that encourages students to identify and correct their own errors This approach not only allows learners to recognize their mistakes promptly but also enhances their independence, autonomy, and creativity in studying English By emphasizing error detection and correction, educators can empower students to take charge of their learning process.
Student: Do you go to the cinema yesterday?
Teacher: Mm…try again? (Warning to students to correct) Teacher: Yesterday? (Suggesting for students to fix)
Student: Ah! Did you go to the cinema yesterday?
IV.1.2.1 Group work and pair work
Pair work and group activities are highly effective teaching methods that boost students' confidence in communication Engaging in discussions with peers allows students to explore topics in a relaxed environment, where they can receive immediate feedback and corrections on their mistakes This collaborative approach not only prepares students for flawless presentations but also helps them minimize grammatical errors Here are some tips for setting up successful group work activities.
_ Be sure to fully explain the procedure before splitting the class up
_ Always demonstrate either yourself of with the help of a volunteer exactly what they have to do
_ Ask them to tell you what they have to do before they do it (in their mother tongue if need be) to check their understanding
To effectively manage quick finishers in the classroom, ensure that they have completed their tasks correctly before providing them with additional fill-in activities This approach prevents students from rushing through assignments due to misunderstandings, promoting a better grasp of the material.
Incorporating feedback sessions after pair work is essential to ensure learners feel their time was well spent Sharing their work with the entire group fosters a sense of community and learning, even if the process is informal.
_ Set a clear time limit a Interview
Teachers facilitate a speaking activity where students work in groups to interview one another using provided questions Following the interviews, students compose brief reports and discuss their peers' ideas, ensuring the use of appropriate verb tenses and reported speech.
Sitting back to back they can practice telephone language with each other to improve grammar in speaking skill with some simple conversations such as:
B: Their books are on the table
IV.1.2.2 How to encourage students to speak a Encourage student interaction
A teacher should aim to create a comfortable atmosphere where students are not afraid to speak and enjoy communicating with him/her and their fellow students b Make speaking activities communicative
Effective communication activities aim to foster meaningful interactions among students by providing purposeful speaking tasks These tasks encourage students to bridge information gaps, share real opinions, and engage in authentic conversations Even structured activities can become communicative when centered around genuine events and viewpoints In free speaking activities, students must actively listen and respond in real-time, prioritizing successful communication over grammatical perfection Careful planning of speaking activities is essential for maximizing their effectiveness.
Effective speaking activities for lower-level students must be carefully structured to minimize demands on them It can be challenging for students to generate ideas while managing language use, so providing prompts such as pictures or specific roles from reading contexts is essential As students engage in controlled and guided activities, they gain confidence and become more willing to participate in free activities However, even free activities require thoughtful planning to ensure they are successful and engaging.
44 ranking tasks, etc ) provide a reason, purpose and guidelines within which students can speak more freely
IV.1.2.3 Perfect time to correct the students’ errors
Effective correction is a crucial aspect of teaching foreign languages, as highlighted by Lightbown & Spada (1999:16) Implementing correction strategies that actively engage learners can significantly enhance their English speaking skills.
Correcting errors is essential in all subjects, especially in English When teachers allow students to make mistakes without correction, they inadvertently reinforce those errors Many educators worry that neglecting to correct mistakes will lead to an increase in errors, creating a lasting impact on language use that becomes challenging to rectify later Importantly, most students also support the need for teacher corrections.
Many teachers are concerned that correcting students' mistakes may lead to increased timidity and hinder their fluency, which contradicts their goal of fostering confidence To promote a positive learning environment, educators need to understand how to address errors without negatively impacting students' psychological well-being This raises the question of when teachers should refrain from correcting students' errors.
_ When the teacher‘s involvement would interrupt the flow of students‘ speeches
_ When correcting the error is significantly beyond the students‘ current abilities in English
_ When the error was a slip of the tongue
_ When teachers are worried that correcting a students‘ spoken errors in front of their friends will knock their confidence
_ When teachers lack confidence in our own grammatical knowledge and fear being found out b When and how can teachers give immediate correction?
Implementing corrections at the end of each session significantly enhances the learning experience for students This follow-up activity fosters communication and collaboration between teachers and students, allowing both parties to share insights and learn from one another Additionally, providing positive feedback when students strive to express challenging concepts encourages their growth and reinforces their efforts.
According to Bygate (2009), teachers should classify errors and provide suggestions to help students correct their mistakes based on their learning To enhance the learning experience, teachers can implement effective correction strategies that integrate error correction into lessons, making it a valuable tool for student development.
_ Do correction at the end of the lesson
_ Take note errors that many students make during speaking
_ Comment on students‘ presentations and suggest some errors they make _ Ask students to comment on their mistakes and explain why they make these mistakes
Students often anticipate that teachers will identify their mistakes and provide corrective feedback However, the manner in which teachers address these errors significantly impacts learners' confidence in using a foreign language To foster this confidence, corrections should be reserved for the end of sessions, allowing English learners to feel more assured in their future presentations.
Suggested solutions for students
According to Bygate (2009), the time constraints faced by speakers often lead them to explore their phrasing and meaning in real-time, resulting in four distinctive features of spoken language One key aspect is that speakers tend to use simpler syntax, which facilitates improvisation Additionally, the pressure of time encourages individuals to take shortcuts, leading to abbreviated messages and the production of incomplete sentences or clauses, as they omit unnecessary elements to streamline communication.
Using fixed conventional phrases simplifies message production for speakers Additionally, employing devices that allow for time to think is a natural part of communication Together, these strategies enhance the overall ease of speaking.
Speakers can enhance the production of correct speech through four key methods: simplifying sentence structures, employing ellipsis, utilizing formulaic expressions, and incorporating fillers and hesitation devices.
―Simplification can be found mainly in the tendency to tack new sentenceson to previous ones by the use of coordinating conjunctions like ‗and‘,
‗or‘,‗but‘, or indeed no conjunction at all This way of connecting sentences is
Parataxis, characterized by the use of simple, independent clauses, contrasts with hypotaxis, which employs subordination to create more complex sentences While writing allows for extensive subordination, the time constraints of spoken language often make it challenging to implement such complexity effectively.
Parataxis serves as a simplification strategy in speech production, allowing speakers to convey ideas more clearly In addition to using parataxis, speakers typically avoid complex noun groups filled with multiple adjectives Instead, they often repeat the same sentence structure to introduce additional adjectives separately Consequently, oral language is generally more spread out and less dense compared to written language.
Many surveyed students attempt to construct complex sentences using the present perfect tense or conditional forms while speaking, which often leads to significant errors They acknowledge that sticking to simple, frequently used sentences is more effective than trying to express complicated ideas Although this approach may feel limiting, it ultimately enhances their English learning experience.
Ellipsis is a linguistic tool used to streamline communication, especially when time is limited, by omitting parts of a sentence, similar to syntactic abbreviation Examples include phrases like "Who?", "On Saturday", and "Why me?" Effective use of ellipsis relies on the listener's background knowledge, as both the speaker and listener must share an understanding of the context For instance, when someone says "Look" or "Why don’t you come out?", it's assumed that the listener knows what to observe or what the person could emerge from Thus, utilizing ellipsis allows for more economical speech, as we often communicate without complete sentences.
A third tool for enhancing spoken language production involves the use of conventional colloquial or idiomatic expressions, often referred to as formulaic expressions These expressions encompass a variety of set phrases, including idioms and commonly paired phrases that, while having standard meanings, are frequently used together in conversation.
Time-creating devices play a crucial role in enhancing speech production by allowing speakers additional time to organize their thoughts Common features of these devices include fillers, pauses, and hesitations, with phrases such as "well" and "erm" serving as frequent examples of fillers.
Filler words such as "you see," "kind of," "sort of," and "you know" are commonly used in conversation Additionally, speakers often rephrase or repeat statements made by themselves or others as a form of filler Another common strategy involves hesitating and repeating words while searching for the right expression.
49 word By doing this, they give themselves more time to find their words or organize their ideas‖
IV.2.5 Be slow and careful
Many learners believe that speaking slowly at the beginning of an interview is beneficial They find that taking time to construct sentences in their minds before speaking can enhance both fluency and accuracy By adopting a slower pace, individuals can communicate more effectively and confidently.
It is more beneficial for learners to speak slowly and accurately rather than quickly and incorrectly By focusing on slow and correct speech, learners can gradually enhance their fluency while maintaining accuracy Conversely, speaking fluently with numerous mistakes makes it significantly more challenging to rectify those errors and achieve both fluency and correctness.
IV.2.6 If learners are not sure how to say something, don’t say it
Students interviewed about addressing grammatical errors in spoken English emphasized the importance of only speaking when they are confident in their statements While they can reference dictionaries or online resources for writing, they noted the lack of time for such resources during speaking exercises Therefore, they suggested that opting to express thoughts they know are correct is a more effective strategy.
According to Bygate (2009), learners often choose to modify their messages rather than avoid challenges, a process known as "meaning replacement." This approach allows them to make communication more manageable.
IV.2.7 Speak as much as learners can
Speaking practice is essential for learning English effectively A majority of surveyed students identified that maximizing their spoken English practice significantly enhances their speaking skills and accuracy.
CONCLUSION
Review of the study
This study emphasizes the common grammatical errors learners make while speaking English and explores critical questions about when and how these mistakes occur, as well as the best methods for correcting them It offers practical tips to help learners embrace and learn from their errors, viewing mistakes as valuable opportunities in the process of mastering English speaking skills The main chapters of the study delve into these essential aspects of language learning.
Certain concepts most relevant English sentences: definition of English speaking, sentence, main parts of speech in sentence (Subject and Verb)
Common grammatical errors related to Subject and Verb usage in sentence during speaking English
Some causes and suggested solution to overcome the mistakes
In conclusion, making mistakes is an essential aspect of the learning process What truly matters is how learners approach correcting those mistakes I hope this study serves as a valuable resource for those interested in understanding this important topic.
Limitation of the study
This study focused on identifying the most prevalent grammatical errors in English speaking, providing examples and correction methods While mistakes are inevitable during the writing process, limitations in knowledge, experience, and time can hinder improvement.
54 grammatical errors related to Subject and Verb are presented and only the most common ones are connected in each of the performance.
Suggestion for further study
This study acknowledges the writer's limited experience and knowledge, which may lead to unavoidable shortcomings Despite this, an effort has been made to enhance the interest in learning English speaking skills Looking ahead, there is a strong desire to conduct further research that not only addresses grammatical mistakes related to the subject and verb but also encompasses all parts of speech in English sentences to improve English speaking proficiency.
1 Angela Downing and Philip Locke (2006), “English grammar”, New York, USA: Routledge
2 Burns A and Joyce H, (1997) “Focus on Speaking” , Sydney: National
Centre for English Language Teaching and Research
3 Bygate M, (1987) ― Speaking”, Oxford University Press
4 Bygate M, (2009) “Teaching the spoken foreign language”, Berlin
5 Chaney & Burd (1998), “Teaching Speaking ‖, Boston: Allyn & Bacon
6 Henno Park (2010) “Teaching English as a Second Language” , New York: Oxford University Press
7 Lightbown & Spada (2006) “ How languages are learned” , New York: Oxford University Press
8 Oxford Advanced Learner’s Dictionary (2005), Oxford University Press
9 Randoiph Quirk (2010), “A University Grammar of English” , University of
Website: http://www-01.sil.org/lingualinks/languagelearning.htm
Website: https://en.wikipedia.org/wiki/Clause
Website : http://www.englishforums.com
Website : http://www.trans4mind.com/personal_development/ grammar/parts – of - speech.htm
Website: http://grammar.about.com
Website : http://www.perfect-english-grammar.com
Website : http://www.ecenglish.com
This survey aims to identify grammatical errors made by English major students at HaiPhong Private University during spoken English Your responses will contribute valuable data for my graduation thesis titled “Grammatical Errors Made by English Major Students at HaiPhong Private University When Speaking English and the Solutions.” Your honest answers are crucial for the success of my dissertation Thank you for your participation.
1.How long have you been learning English? a 3 years b 7 years c more than 7 years
2.What do you think about the role of speaking skill? a.Very important b Important c Not very important d Not important
3.Do you like learning English grammar? a.Yes b No
4.How important is grammar in English speaking skill? a.Very important b Important c Not very important d Not important
5 How often do you make these mistakes when speaking English?
Always Usually Seldom Never 1.Mistakes in combination between Subject and Verb (S –V concord)
3.Mistakes in voice usage (shift from active voice into passive voice )
4.Mistakes in lacking ―s‖ in plural
Noun as Subject (plural and singular form)
5.Mistakes between ―There is” and “There are”
6.Why do you make these above mistakes?
1 You are bad at grammar
2 Performance pressure (you feel shy and not confident when speaking)
3 Slips of the tongue (you have good knowledge of grammar but you are wrong in pronunciation)
4 Forgetfulness (you forget some grammars)
5 Bad models You hear ―incorrect‖ English all the time – from the TV, in conversation, from some non-native English teachers, …
7.Can you give some more suggested solutions for these mistakes you have made?
I 4 Significance of grammar in speaking English 12
CHAPTER II: COMMON GRAMMATICAL ERRORS RELATED TO
SUBJECT AND VERB IN SENTENCE 14
II.1 Mistakes in combination between Subject and Verb 14
II.1.1 Subject is not defined clearly 14
II.1.2 Elements standing between subject and Verb 15
II.1.3 Elements of subject are connected to each other by the conjunction “or” 16
II.1.6 V-ing is used as Subjects 18
II.1.7 Collective Noun and definition of “collective” 18
II.1.8 “A number of” and “The number of” 20
II.1.9 “There is” and “There are” 20
II.2 Common mistakes in tense usage 21
II.2.3 Mistakes between the present perfect tense and the simple past tense 23 II.3 Common mistakes in voice usage 25
II.3.1 What is active voice? 26
II.3.2 What is passive voice? 26
CHAPTER III: DATA COLLECTION AND ANALYSIS 29
III.1 Comment on the interview and survey questionnaires 29
III.1.1 Comments on the informants 29
III.1.2 Comments on the interview 29
III.1.3 Comments on the survey questionnaires 29
III.1.3.1 Purpose of the survey questionnaires 29
III.1.3.2 Design of survey questionnaires 30
III.2 Data collection and analysis 31
III.2.1 Interviewing data collection and analysis 31
III.2.2 Survey questionnaires data collection and analysis 32
III.2.2.1 Question 2: What do you think about the role of speaking skill? 32
III.2.2.2 Question 3: Do you like learning English grammar? 33
III.2.2.3 Question 4: How important is grammar in English speaking skill? 34
III.2.2.4 Question 5: How often do you make these mistakes when speaking English? 35
III.2.2.5 Question 6: Why do you make these above mistakes? 36
CHAPTER IV: SOME SUGGESTED SOLUTIONS 39
IV.1 Suggested solutions for teacher 39
IV.1.1 Creating the comfortable speaking environment 39
IV.1.1.3 Create conditions for learners 40
IV.1.2.1 Group work and pair work 40
IV.1.2.2 How to encourage students to speak 43
IV.1.2.3 Perfect time to correct the students’ errors 44
IV.2 Suggested solutions for students 46
IV.2.5 Be slow and careful 49
IV.2.6 If learners are not sure how to say something, don’t say it 49
IV.2.7 Speak as much as learners can 50
IV.2.8.1 Enrolling on an English course 51
IV.2.8.2 Speaking English with their friends 51
IV.2.8.3 Speaking English to yourself 51
IV.2.8.4 Watching English movies or TV series 52
IV.2.8.5 Listening to the English radio 52
IV.2.8.7 Visiting an English-speaking forums/ clubs 52