(LUẬN văn THẠC sĩ) active and passive participial adjectives in english errors commonly made by students at lang son technical economic secondary school and some proposed solutions

HOÀNG THỊ HẢI ACTIVE AND PASSIVE PARTICIPIAL ADJECTIVES IN NGLISH: ERRORS COMMONLY MADE BY STUDENTS AT LANG SON TECHNICAL&ECONOMIC SECONDARY SCHOOL AND SOME PROPOSED SOLUTIONS.. HOÀNG T

HOÀNG THỊ HẢI

ACTIVE AND PASSIVE PARTICIPIAL ADJECTIVES IN NGLISH: ERRORS COMMONLY MADE BY STUDENTS AT LANG SON TECHNICAL&ECONOMIC SECONDARY SCHOOL

AND SOME PROPOSED SOLUTIONS

(Tính từ chủ động và bị động có nguồn gốc phân từ trong tiếng Anh: Những lỗi học sinh Trường Trung cấp Kinh tế- Kỹ thuật Lạng sơn thường mắc và một vài giải pháp đề xuất)

M.A MINOR THESIS

Field: EnglishTeaching Methodology Code: 60 14 10

Hanoi-2011

HOÀNG THỊ HẢI

ACTIVE AND PASSIVE PARTICIPIAL ADJECTIVES IN NGLISH: ERRORS COMMONLY MADE BY STUDENTS AT LANG SON TECHNICAL&ECONOMIC SECONDARY SCHOOL

AND SOME PROPOSED SOLUTIONS

(Tính từ chủ động và bị động có nguồn gốc phân từ trong tiếng Anh: Những lỗi học sinh Trường Trung cấp Kinh tế-

Kỹ thuật Lạng sơn thường mắc và một vài giải pháp đề xuất)

M.A MINOR THESIS

Field: EnglishTeaching Methodology Code: 60 14 10

SUPERVISOR: Assoc Prof Dr VÕ ĐẠI QUANG

Hanoi-2011

ABSTrACT

This research aimed to discover common errors made by students in using English Participial Adjectives The participants of the study were 100 the first-year students (aged 18-30) They are from classes K29A1, K29A5, Business Accounting of Lang Son Technical & Economic Secondary school in the school year 2009 / 2010 The instrumentations used to collect data in this study are written grammar test and student interview Numbers and causes

of common errors were identified, calculated, and compared in terms of error types

The study shows the six most common errors in students’ performance as follows:

Errors in Participial Adjectives formation (29.4%); Errors in the use of -ing and -ed Participial Adjectives (31.3%); Failure to identify errors in the use Participial Adjectives

(39.5%); Errors in the choice of -ing and -ed Participial Adjectives (47.5%); Errors in

sentence transformation (46.7%); Errors in Vietnamese -English translation: Incorrect translation (46.9%)

Based on the findings of the study, some possible solutions to students’ errors in using English Participial Adjectives were worked out Recommendations for further study are also included

LIST OF ABBREVIATIONS AND SYMBOLS

E.g For example E.P.Adjs English Participial Adjectives P.Adjs Participial Adjectives

S V C Subject + Verb + complement

S V O C Subject + Verb + Object + complement L1 First language

L2 Second language

LIST OF TABLES AND FIGURES

Table 3.1 Table 3.2 Table 3.3 Table 3.4 Table 3.5 Table 3.6 Figure 3.1

Figure 3.2

Figure 3 3

Figure 3.4:

Figure 3.5

Figure 3.6

Errors in word formation (p.24) Errors in the use of -ing and -ed P.Adjs (p.26) Failure to identify the wrong use of -ing and -ed P.Adjs (p.270 Incorrect choice of -ing and -ed P.Adjs (p.29)

Errors in sentence transformation (p.30) Errors in Vietnamese -English translation (p.320 Difference between two groups of students in giving wrong answers to exercise 1 (p.25)

Difference between two groups of students in giving wrong answer to exercise 2 (p.27)

Difference between two groups of students in failing to identify the wrong use of -ing and -ed P.Adjs in exercise 3 (p.28)

Difference in perceiving and (differentiating -ing P.Adjs from -ed Adjs of students of group 1 and group 2 (p.31)

Difference between two groups of students in giving wrong answers to exercise 5 (p.31)

Difference between two groups of students in giving wrong answers to exercise 6 (p.33)

GLOSSARY OF LINGUISTIC TERMS

Code The systems (grammar, meaning and sound) of a language

Error A systematic deviation from the accepted code

Global error An error which affects the meaning of the whole sentence

Local error An error which only affects the meaning of the clause in which it is

found

L1 transfer Use of what the learner knows about his first language to try and

assist expression in the target language

Interference from L1

The effects of ‘habit’ formed in the speaker’s first language acting upon the target language (This is the phenomenon of borrowing and transferring learner’s native language patterns into the target language)

Target language The language which the learner is learning

Over-generalisation

A failure by the learner to apply restrictions where appropriate to the application of a rule (It is learners’ previous mother tongue experience that is considered as a means of organizing the second language data.)

Ignorance of rule restrictions

The second language learners “fail to observe the restrictions of existing structures’’

Intralingual errors

are those which reflect the general characteristics of rule learning

Developmental errors

are those which illustrate the learner’s attempting to build hypotheses about English language from his limited related experience

TABLE OF CONTENTS

Acknowledgements ii

Abstract iii

List of abbreviations iv

List of tables and figures v

Glossary of linguistic terms vi

Table of contents vii

PART A: INTRODUCTION 1 Rationale of the study 2 Aims and objectives of the study

2.1 Aims of the study

2.2 Objectives of the study 3 Scope of the study

4 Significance of the study

5 Organization of the thesis

PART B: DEVELOPMENT

Chapter 1: Literature Review 1.1 An investigation into English Participial Adjectives 1.1.1 The formation of the Participial Adjectives 1.1.1.1 The definition of the participles

1.1.1.2 Participial Adjectives 1.1.2 Syntactic functions of Participial Adjectives 1.1.2.1 Attributive

1.1.2.2 Predicative 1.1.3 Semantic features of Participial Adjectives 1.1.3.1 Stative / Dynamic

1

1

1

1

1

2

2

2

3

3

3

3

3

3

6

6

7

9

9

1.1.3.2 Gradable 1.1.4 Participial Adjectives in collocation with nouns 1.2 The meaning of Participial Adjectives compared with their Vietnamese equivalents 1.2.1 The meaning of Participial Adjectives rendered into Vietnamese

1.2.2 The choice of -ing and -ed Participial Adjectives in English

1.3 Error and Error Analysis

1.3.1 What is “error”?

1.3.2 What is “error analysis”?

1.3.3 Classification of errors

1.3.4 Possible causes of errors in second language learning 1.3.4.1 Overgeneralization in learning and using E.P.Adjs 1.3.4.2 Developmental errors 1.3.4.3 Teaching - induced errors 1.3.4.4 Language transfer 1.4 Summary

Chapter 2: Research Methodology 2.1 The context of the study 2 Participants and their background 2.3 Research method

2.3.1 Research questions

2.3.2 Instrumentation

2.3.2.1 Test

2.3.2.2 Interview

2.2.4 Data collection procedures

2.2.4.1 Data collection 2.2.4.2 Techniques of analysis

2.3 Summary

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11

13

13

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14

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23

Chapter 3: The Study 3.1 Some actual errors that students at Lang Son Technical & Economic Secondary school commit when using E.P.Adjs

3.1.1 Errors in Participial Adjectives formation 3.1.2 Errors in the use of -ing and -ed Participial Adjectives 3.1.3 Failure to identify errors in the use Participial Adjectives 3.1.4 Errors in the choice of -ing and -ed Participial Adjectives 3.1.5 Errors in sentence transformation

3.1.6 Errors in Vietnamese -English translation 3.2 Findings and Discussion

3.3 Summary Chapter 4: Possible solutions to the students’ errors in using English Participial Adjectives

4.1 Possible solutions to the errors commonly made by students at Lang Son Technical

&Economic Secondary school 4.2 Suggestions for teaching and learning Participial Adjectives in English 4.2.1 Suggestions for teaching 4.2.2 Suggestions for learning

4.3 Summary

PART C: CONCLUSION

1 Conclusion

2 Recommendations for further research References

Appendices Appendix 1: Written grammar test

24

24

25

27

28

30

31

33

35

36

36

36

36

38

39

40

41

I

I

IV

BẢN TOÁT YẾU LUẬN VĂN

commonly made by students at Lang Son Technical & Economic Secondary school and some proposed solutions.”

(Tính từ chủ động và bị động có nguồn gốc phân từ trong tiếng Anh: Những lỗi học sinh Trường Trung cấp Kinh tế- Kỹ thuật Lạng sơn thường mắc và một vài giải pháp đề xuất)

Người thực hiện: Hoàng Thị Hải: Cao học K18A dự án phát triển giáo viên Người hướng dẫn: PGS.TS Võ Đại Quang

This research aimed to discover common errors made by students in using English Participial Adjectives The participants of the study were 100 the first-year students (aged 18-30) They are from classes K29A1, K29A5, Business Accounting of Lang Son Technical & Economic Secondary school

in the school year 2009 / 2010 The instrumentations used to collect data in this study are written grammar test and student interview Numbers and causes of common errors were identified, calculated, and compared in terms

of error types

The study shows the six most common errors in students’ performance

as follows: Errors in Participial Adjectives formation (29.4%); Errors in the use of -ing and -ed Participial Adjectives (31.3%); Failure to identify errors

in the use Participial Adjectives (39.5%); Errors in the choice of -ing and -ed Participial Adjectives (47.5%); Errors in sentence transformation (46.7%); Errors in Vietnamese -English translation: Incorrect translation (46.9%)

Based on the findings of the study, some possible solutions to students’ errors in using English Participial Adjectives were worked out Recommendations for further study are also included

Nghiên cứu này nhằm mục đích tìm ra những lỗi thông thường mà học sinh thường mắc trong quá trình sử dụng tính động từ có nguồn gốc phân từ trong tiếng Anh Nghiên cứu này được khảo sát trên 100 học sinh năm thứ nhất ( tuổi từ 18-30) lớp K29 A1 và K29A5 chuyên ngành kế toán doanh nghiệp tại trường Trung Cấp Kinh tế - Kỹ thuật Lạng Sơn năm học 2009-2010) Công cụ dung để nghiên cứu là thu thập dữ liệu từ phiếu điều tra từ bài kiểm tra viết ngữ pháp và phỏng vấn học sinh Nghiên cứu này đã xác định được, tính toán và so sánh một số loại lỗi, con số, và nguyên nhân gây ra những lỗi thông thường đó

Nghiên cứu này chỉ ra sáu lỗi học sinh thường mắc trong quá trình học như sau: Lỗi trong thành lập tính từ có nguồn gốc phân từ (29.4%); Lỗi trong

sử dụng tính động từ có đuôi ing và ed ( 31.3 %); Không xác định đựoc lỗi tính động từ ( 39.5%); lỗi trong lựa chọn tính từ có đuôi ing và ed ( 47.5%); Lỗi trong chuyển câu ( 46.7%); lỗi trong khi dịch từ tiếng Việt sang tiếng Anh (46.9%)

Dựa vào kết quả nghiên cứu tác giả đã gợi ý được một số đề xuất giải pháp về lỗi của học sinh trong khi sử dụng tính động từ có nguồn gốc phân từ trong tiếng Anh và đưa ra một số khuyến nghị cho nghiên cứu tiếp theo