LIST OF TABLES Table 1: Summary of English articles p.5 Table 2: Bickerlon’s semantic lable for nom phrase reference p.9 Table 3: General information of the wriling corpus p.25 Table
Rationale for the study
The English article system is one of the most challenging aspects of English grammar for EFL students to master Articles such as "the," "a," "an," and zero are among the most frequently used words, making consistent application of rules difficult in extended discourse Non-native speakers often struggle to distinguish function words like articles in spoken language due to their reduced stress, which impacts their input and understanding Additionally, the article system serves multiple functions in English, placing a heavy cognitive load on learners, especially in the early stages of language acquisition, as they seek a clear one-to-one correspondence between form and function.
Function words, such as articles, are often omitted in telegraphic speech, including telegrams and headlines, because they carry minimal informational content Learners tend to overlook these words when processing language for meaning, as content words are more essential According to Pienemann (1998), the difficulty in understanding the meaning of articles depends on their novelty and abstractness, which can vary as learners' hypotheses about their usage evolve during interlanguage development Additionally, the influence of the native language can further complicate the acquisition and correct use of articles.
The motivation for conducting this research stems from previous findings by researchers like Newman (1977, cited in Master, 1988) and Barry Lush (2002), who analyzed EFL learners' composition errors Their studies revealed that among various error types, issues with definite and indefinite articles are the most prevalent, highlighting the need for focused investigation into article usage among language learners.
Learning the English article system is particularly challenging for students whose first language is Vietnamese, as the two languages lack equivalent grammatical categories for articles These errors often arise because Vietnamese does not have an independent grammatical category for articles, making it difficult for learners to grasp their correct usage in English While this difficulty is common among learners of various backgrounds, Vietnamese students specifically struggle to understand certain aspects of the English article system.
Aims of the study 2 3 Reseatch queStOĐM cá sọ n0, _- 4 Seope of the study
This study is cauried out with the aims
This study aims to identify the common errors made by students at Tung Yen Industrial College when using English articles The research investigates the underlying causes of these errors to improve students' understanding and application of articles in English By analyzing students’ mistakes, the study seeks to enhance teaching methods and provide targeted strategies to reduce article usage errors Ultimately, the findings will contribute to more effective English language instruction and help students achieve greater accuracy in their writing and speaking skills.
* To work oul possible solutions lo the problems identified
In order to achieve the above mentioned aims, the study will be conducted to answer the three following research questions:
1) What arc the common lypes of arlicle errors made by firsl-ycar students al
2) What are the possible causes of the crrors the sludents make in the use of English articles?
3) What are the recommendations for the teachers to teach English articles effectively?
This research analyzes errors in the use of English articles in the writings of first-year students at Tung Yen Industrial College The study focuses on 90 general learners to identify common mistakes and improve their understanding of proper article usage By examining these student writings, the research aims to highlight patterns of errors and provide targeted recommendations for enhancing English language instruction.
Methods of the study 3 6 Significance of the stuy in neo 13 7 Design of the study 3
In order to complete the paper, the main rescarch methods employed are
- Slatistical methods are used Lo find out and classify the learners’ errors
- Descriptive methods are used lo describe the acluat errors commilled hy the learners
This study will significantly enhance teaching quality for educators and provide valuable benefits for students by addressing common errors in English article usage The findings will serve as a foundational resource for developing effective solutions to improve students' understanding and application of English articles Additionally, this research will contribute to advancements in teaching methodology, promoting more effective language instruction techniques.
This study is organized into three main parts: Part A offers an introduction to the research issue and an overview of the paper Part B includes three chapters—Chapter 1 reviews the theoretical background of Linglish article systems, errors, and error analysis in second language learning; Chapter 2 details the research methodology and provides an overview of the study context; Chapter 3 presents data analysis, discusses findings, and suggests solutions for errors made by students at Hung Yon Industrial College, along with recommendations for improving English article instruction Part C summarizes key findings, discusses research limitations, and proposes directions for future research The paper concludes with references and an appendix.
1.1 Am overview of English article system
Mastering the use of English articles remains one of the most challenging aspects of teaching English grammar to foreigners Incorrect article usage is a clear indicator that a speaker is not a native English user This article provides an overview of the English article system, highlighting its importance and common difficulties faced by learners Proper understanding and application of English articles are essential for achieving grammatical accuracy and improving overall language proficiency.
A crucial subset of adjectives in English is the determiner, which indicates the specific noun being discussed Determiners include articles such as "a/an" and "the," possessive words like "my," "your," and "their," demonstratives like "this" and "that," numerals such as "three" or "first," and quantifiers like "some" and "many." Using the correct determiner helps clarify which noun is being referred to, making your sentences more precise and grammatically correct.
According to Richards and Schmidt (2002), determiners are words used with nouns that limit or specify their meaning, enhancing clarity The most common type of determiner in English is the article Alexander (1998) defines articles as determiners that influence the meaning of a noun, making it clearer by indicating the specific thing being referred to.
English articles are classified into two primary categories: the definite article "the" and the indefinite articles "a/an," as outlined by Thomson and Martinet (1986) Quirk and Greenbaum (1987) expand this classification by including a third type, the zero article "@," which is used when no article is present Yolsukura (1970) was among the first to propose adding this zero article as a distinct category alongside "a/an," resulting in three article types: indefinite articles "a/an," "the" as the definite article, and the zero article "@." Singular count nouns typically take "a/an" as indefinite articles, while plural nouns and non-count nouns do not require an indefinite article Conversely, all noun categories use "the" as the definite marker, completing the standard system of English articles.
Table 1: Summary of English articles
According to Whitman (1974), explaining articles using simple terms like "a" as the indefinite article and "she" as the definite article is a common misconception He clarifies that such interpretations represent a misunderstanding of the true grammatical functions of articles in language.
Many people mistakenly believe that "a/an" and "the" are simply different forms of the same article, varying only in terms of definiteness or specificity However, "a/an" and "the" are actually entirely different syntactic entities with distinct functions in English grammar They are unrelated beyond their common role as articles within sentence structure, and understanding their differences is crucial for proper language use.
For consistency with other grammarians and textbooks, the terms “indefinite” and “definites” will be maintained For example, in the sentence “I have a book you may be interested in,” the indefinite article “a” indicates that the book is not specifically known to the listener, even though it refers to a particular, identifiable book.
“The definite article #e never varies in form whether it refers to people or things, singular or plural” (Alexander, 1998:55)
(1) a, Annis in the garden, (the garden of this house) b Please pass the wine (he wine on the table)
According to Halliday and [lasan,
The detinite article has no content It merely indicates that the item in question is specific and idenlifiable; (hal somewhere the information necessary for identifying it is recoverable (1976.71)
The definite article "the" indicates a referent that is familiar to both the speaker and the listener, based on shared general knowledge In contrast, the zero article is used for generic references, where no specific or shared knowledge is implied When nouns are used in a generic sense, the definite article is omitted, emphasizing their generalized meaning Understanding the distinction between these uses enhances clarity and precision in English communication, aligning with SEO best practices for clear and accurate content.
(2) a Idon’t like surprises ¥ The surprises they had were fantastic
In the first sentence, the noun "surprises" refers to generic surprises, as the speaker does not specify what kind of surprises, so it does not require a definite article In contrast, in the second sentence, "surprises" denotes specific surprises, which necessitates the use of the definite article "the" to clarify its particular meaning This distinction highlights the importance of using proper articles based on whether the noun is generic or specific.
Quizk et al (1985:272) give this definition:
The indefinite article is considered the "unmarked" article when used with singular count nouns, especially in situations where the reference of the noun is not specifically identifiable within the shared knowledge of the speaker and listener It is typically used with nouns that are not uniquely known or previously mentioned, such as in the phrase "a dog" or "an idea," indicating that the referent is general or unknown Understanding the proper use of the indefinite article is essential for clear and accurate communication in English.
The indefinite article "a" occurs in singular noun phrases to indicate countability and the presence of a single, individuated entity within a broader category Its primary function is to introduce a specific, individual item to a general set of entities denoted by the noun Using "a" implies that other referents of the same category exist outside the immediate context, often described as its instance or specimen use This syntactic and conceptual role highlights how "a" both identifies a particular item and signals the existence of additional members within the same category.
(3) a Leeda visa b Acar mst be insured, (Thornsorr and Martinet, 1998:15)
A process-oriented definition describes the indefinite article as serving as an instruction to the listener not to seek out the referent, for various reasons (Callaway, 1987, cited in Beaumont and Gallaway, 1994:163) This perspective highlights that the indefinite article guides the listener’s understanding by indicating that the specific referent is not emphasized or necessary to identify Understanding this function enhances comprehension of how indefinite articles influence communication and referential assumptions in language use.
Although the term “zero article” traditionally refers to any instance in which a noun requires no article, the researchers (Yotsukura, 1970; Celce-Murcia & Larsen-Freeman,
Research from 1999 divides the zero article into two types: zero and null Yotsukura's distributional analysis indicates that a different form of the zero article exists, specifically found before singular proper nouns and some common nouns, as revealed through post-modifying restrictive relative clauses Célce-Murcia and Larsen-Freeman further observed that the zero article occurs with nonspecific or generic noncount and plural nouns, such as water and cats In contrast, the null article is used with certain singular count nouns and proper nouns, like Chicago, which Quirk et al (1985: 246) describe as "no article," while common nouns like music are associated with a "zero article."
Chesterman suggests using the term the mdf form: for the second zero attick, Let us consider examples such as the following trom Chesterman (1991:17)
(4) a, * Hike Lomdon that the tourists see b, I like the London that the tourists sec
6, 1 like cheese that is made of goat’s milk
(5) a, Ward has come that the Pope has died, b, “Ward thal came yesterday was thal ths Pops has digd ¢., The word that came yesterday was that the Pope has died
(6) a What about question seven’? b “What aboul question seven you answered before, then? ¢, What about the question seven you answered before, then?
(1) a Breakfast is ready b *Breakfusl you asker foris teary ¢, The breakfast you asked for is ready
LITERATURE REVIEW 1.1, An overview of Biglish arlicle syskeld các se, we 1.1.1 Dofinitions of English artiele se wa 1.1.2 Types of Linglish articles ecscsnssnsnsesesnsneenee " 1.1.2.4 Definite article we 1.1.2.2, Indefinite articles 6 1.1.2.3, Zero article 1.1.3 Usage of English articles
The determiners in Vietnamese language
With respect to Vietnamese determiners, linguists have been inclined to agree that
Vietnamese has an article system which can partly be compared to that in English
(Nguyễn Tài Cẩn 1975, Dinh Văn Dức 1986) According to Nguyễn Tài Cẩn (1975) and Dinh Vin Dic (1986), Vieinamese has four determiners: ahimg, ode (plural markers), một
This article discusses the complexity of the English article system, noting that some linguists treat "a" and "an" as determiners rather than articles, while others consider "zero" and "những" as numerals Cao Xuan Hae (1999) identifies "mit," "zero," "những," and "anọ" as quantifiers For clarity, this study uses the term "determiner" to refer to what some scholars call articles The discussion aims to highlight the challenges Vietnamese learners face when mastering English articles, emphasizing the importance of understanding these linguistic distinctions for effective language acquisition.
MGt (a), derive from the numeral mai (ane), is an indefinite determiner in Vietrmamn is quate similar to a in English m terms of non-detinite and specific use
However, mt N docs not seem to be an equivalenl af a— Nin English with respect to predicate nominative constructions and generic use
49) Ôngấy là — chínhtrị gia Ông âylà một chính trị gia
He is a politician lence, the use of the indefinite article in a predicate nominative construction is expected to be a potential difficulty for Victnamesc Icarners
Furniture and clothing are being sold at the flea market, offering great deals and affordable prices Visitors can find reasonably priced furniture and inexpensive clothing, making it a popular shopping destination for bargain hunters.
In example (11), uncountable nouns like furniture and clothing are not preceded by a determiner when first introduced However, upon repetition, these nouns must be preceded by the definite article "the." In contrast, in Victorian English, no determiner is used in either instance.
Nhiing and ccc are literally plural markers ‘hey are used with count nouns to mark plurality
(12) Nhting vi sao (the stars)
Các vì sao (the stars)
However, they are a litile different fiom the
On the customs side, there is a group of musicians who perform diverse oriental music These performers play a variety of traditional Asian instruments, creating a vibrant and authentic cultural atmosphere.
In the example provided, the word "musicians" appears initially without a determiner because the group has not been previously mentioned When "musicians" appears again later, it is preceded by "the" since the group has already been introduced Additionally, in Vietnamese, nouns like "music" and "city" are often accompanied by classifiers when used in plural forms.
English and Vietnamese both include count and non-count nouns; however, English requires explicit plural markings, whereas Vietnamese does not This difference can lead to common errors among Vietnamese learners of English, particularly with article usage Consequently, these issues may affect all types of English articles, highlighting the importance of understanding pluralization rules in English grammar Proper awareness of these distinctions can significantly improve language accuracy and fluency for Vietnamese learners.
1.3.1 The notions of errors in language learning
Numerous experts in linguistics have explored the concept of errors in language learning Norrish (1992:7) defines an error as “a systematic deviation when a learner has not learned something and consistently gets it wrong,” highlighting the consistent nature of such mistakes Similarly, Corder (1992) emphasizes that errors are systematic and characteristic of the learner’s current stage of linguistic development, stating that “the learner’s errors are themselves systematic” (p 24).
"Systematic deviance is a key concept in understanding language errors, referring to recurrent mistakes made by learners of English as a second or foreign language These errors occur when learners consistently apply incorrect forms, indicating a pattern rather than random inaccuracies Such systematic errors are rule-governed, as they follow the grammatical rules the learner has learned, even if these rules are applied incorrectly Recognizing these errors helps in understanding the learner's developmental stage and guiding targeted instruction to correct underlying rule misconceptions."
Rachards and Schmidt (2002) define error as the misuse of a linguistic item, such as a word, grammatical element, speech act, or clause, in a way perceived by native speakers as indicative of incomplete or faulty learning This definition highlights that errors reveal the language acquisition strategies employed by learners, providing insight into their developmental process Understanding these errors is essential for assessing and supporting effective language learning.
Norrish (1992) and Jain (1992) agree that errors play a crucial role in language learning and teaching Norrish emphasizes that “the error itself may actually be a necessary part of learning a language,” highlighting the constructive role of mistakes Jain suggests that “second language learners’ errors are potentially important for understanding the process of second language acquisition,” as they help identify areas in the learner’s English that require more focused attention Additionally, Jain states that “errors would help determine which areas in the learner’s English need more attention and what type of attention,” making them a valuable diagnostic tool for effective language instruction.
Learners’ errors are typically classified into distinct categories, with Burt (1975) distinguishing between “global” and “local” errors Global errors disrupt communication by preventing the learner from fully understanding certain aspects of the message, whereas local errors only impact a single element within a sentence and do not obstruct overall message comprehension This global/local distinction remains the most widely used criterion for assessing the communicative significance of language errors.
According to Tomiyama (1980), article errors can be categorized into three types: omitting the obligatory item (e.g., "Put book on table"), inserting an article where it should not occur (e.g., "Te tives in the Manchester"), and choosing the wrong article (e.g., "Choose the cake fiom the plate") While these error types highlight common issues learners face with articles, Tomiyama's surface strategy taxonomy provides limited insight into the specific noun phrase environments where learners make mistakes or how they acquire article usage.
Richards (1992;173) proposes a three-way classification of exrors:
Interlingual errors occur when a language learner's native tongue influences their production of the target language, especially in areas where the two languages differ significantly These errors result from the transfer of linguistic patterns or structures from the mother tongue, leading to inaccuracies in language use Understanding interlingual errors is essential for language teaching and learning, as it helps identify common pitfalls caused by native language interference.
Intralingual errors originate within the structure of the English language itself These complex rule-learning behaviors are often characterized by overgeneralization, incomplete application of rules, and difficulty learning the specific conditions for rule usage When English’s complexity encourages these learning challenges, learners from diverse linguistic backgrounds tend to make similar errors, highlighting common patterns in language acquisition struggles.
Developmental errors in language learning reveal the strategies learners use to acquire a new language These errors often occur because learners form false hypotheses about the language based on limited exposure, reflecting their active hypothesis-testing process Notably, many developmental errors resemble the mistakes made by children learning their mother tongue, which underscores their role as natural stages in language development Recognizing these patterns helps linguists distinguish between errors due to developmental stages and those caused by other factors, providing valuable insights into the language acquisition process.
The notions of errors in language learning 12 1.3.2 Classificatioius OŸ GHOS ào ninh no „13 1.3.3 Error analysis
Linguistic experts have proposed various notions of error, emphasizing its systematic and developmental nature Norrish (1992:7) defines an error as “a systematic deviation when a learner has not learned something and consistently gets it wrong,” highlighting the persistent nature of such mistakes Similarly, Corder (1992) states that errors are “systematic and consistent deviations characteristic of the learner’s linguistic system at a given stage of learning,” indicating that errors reflect the learner’s current interlanguage development Overall, these perspectives underscore that language errors are integral to the learning process and reveal stages of linguistic progression.
"Systematic deviance" refers to errors made consistently by language learners, indicating they have not mastered the correct grammatical form These persistent mistakes are rule-governed, as they follow the learner's current understanding of grammar rules Recognizing systematic errors is crucial for developing effective language instruction and targeted error correction strategies Understanding this concept helps educators identify patterns in learners' mistakes and tailor their teaching to address specific areas of difficulty.
According to Richards and Schmidt (2002), an error is defined as the use of a linguistic item—such as a word, grammatical element, speech act, or clause—in a way that a native speaker perceives as indicative of faulty or incomplete learning This definition highlights that errors reveal the strategies learners employ in their language acquisition process.
Norrish (1992) highlights that errors may be a necessary part of the language learning process, emphasizing their potential role in aiding language acquisition Jain (1992) also supports this view, suggesting that second language learners' errors are valuable for understanding the language learning process He further notes that errors can help identify which areas of a learner's English require more focused attention and specify the types of instructional strategies needed.
Learners' errors are typically categorized into global and local errors According to Burt (1975), global errors hinder communication and prevent learners from understanding key aspects of the message, while local errors only affect individual sentence elements without obstructing overall comprehension This distinction between global and local errors remains the most widely used criterion for assessing the communicative significance of language mistakes, emphasizing the importance of identifying errors that impact understanding versus those that do not.
According to Tomiyana (1980), errors in article usage can be categorized into three types: omission of the required article, insertion of an article where it does not belong, and incorrect choice of the article While this categorization helps identify common student mistakes, it offers limited insight into the specific contexts within noun phrases where learners tend to make errors or how they acquire proper article usage.
Richards (1992;173) proposes a three-way classification of exrors:
Interlingual errors occur when a learner's native language influences their use of the target language, leading to mistakes in areas where the two languages differ significantly These errors are shaped by the interference of the learner's mother tongue, affecting their language production in specific linguistic aspects Recognizing interlingual errors is essential for understanding language transfer and improving language learning and teaching strategies.
Intralingual errors originate within the structure of the English language itself, often due to complex rule-learning behaviors These errors are typically characterized by overgeneralization, incomplete application of rules, and failure to learn the specific conditions for their correct use When the complexity of English grammar encourages such learning difficulties, learners from diverse language backgrounds tend to make similar errors, highlighting common challenges in mastering the language’s structure.
Developmental errors reveal the strategies learners use to acquire language, often reflecting their attempt to form hypotheses based on limited exposure These errors indicate that learners are frequently independent of their native language, making false assumptions about the target language A key reason for classifying an error as developmental is its similarity to mistakes made by children acquiring their mother tongue, highlighting universal patterns in language development and learning processes.
Tomiyana’s classification provides an effective framework for categorizing and describing learner errors, while Richards’ approach offers valuable insights into the underlying causes of these errors Richards' work is particularly significant because it reflects the actual process by which errors are made, helping educators understand and address the root issues in language learning.
Error analysis emerged in the late 1960s as a preferred approach over contrastive analysis, offering a broader understanding of learners' mistakes While it does not entirely replace contrastive analysis, error analysis remains foundational in language learning research Unlike contrastive analysis, which focuses on identifying differences between languages, error analysis reveals a wider range of potential errors, providing deeper insights into learners' interlanguage development and areas needing targeted instruction.
Brown (2000, p.166) explains that error analysis involves observing, analyzing, and classifying the errors made by language learners to understand the underlying systems governing language acquisition This approach helps identify the common problems faced by students, making it a vital tool for understanding second and foreign language learning processes.
Error analysis, as defined by Richards and Schmidt (2002), is the study of errors made by second and foreign language learners, helping to assess language proficiency and learning processes It provides valuable insights into how individuals acquire a language and highlights common difficulties faced during language learning This analysis is essential for improving teaching methods and developing effective instructional materials, ultimately enhancing language education outcomes.
Error analysis is a methodology used to identify, classify, and interpret errors made in spoken or written English This process helps learners and educators understand language difficulties and improve language proficiency By systematically analyzing errors, it provides valuable insights into common mistakes and areas needing targeted instruction, enhancing language learning effectiveness.
Errors are an inevitable part of language learning, revealing the learner’s current level of knowledge in the target language According to Corder (1992a), errors serve as evidence of the learner’s developing linguistic system, providing valuable insights into their language acquisition process Error analysis is essential in second language learning research because it helps elucidate what and how learners acquire new language skills, making it a crucial tool for understanding language development.