04051001886 the influences of transference from vietnamese to english in the use of passive voice in the english written tests of the secondary students

INTRODUCTION

Rationale for the study

In Vietnam's education system, English is a mandatory subject from elementary to senior school, yet it poses significant challenges for students due to its stark differences from the Vietnamese language The process of acquiring a foreign language often leads to various transferences, both positive and negative, which impact students' proficiency, particularly in writing, resulting in numerous errors This study focuses on how Vietnamese learners utilize the passive voice in their assessments, highlighting the complexities arising from the distinct linguistic structures of the two languages Among the various obstacles faced by Vietnamese learners in mastering English, understanding voice, especially the passive voice, emerges as a critical issue.

As an English teacher at a secondary school, the researcher has observed that her students frequently translate passive sentences from Vietnamese to English, leading to inaccuracies This often results in mistakes on tests and ultimately unsatisfactory performance.

Numerous researchers have explored the passive voice in both English and Vietnamese, focusing on its semantic and syntactic characteristics However, the impact of transferences on these features remains underexplored Additionally, there has been a lack of implementation regarding the equivalents of passive voice between the two languages This study seeks to clarify these features and their implications.

This article explores the use of passive voice in English, comparing its grammatical structure and meaning with the corresponding forms in Vietnamese The aim is to assist Vietnamese learners of English in effectively understanding and utilizing passive constructions.

This study examines how Vietnamese learners utilize the passive voice in English It aims to provide insights and recommendations to enhance learners' understanding of the passive voice, ultimately improving their writing skills in English.

Aims of the study

This thesis aims to compare two types of transference and their impact on the use of passive voice constructions in English and Vietnamese, focusing on syntactic, semantic, and pragmatic features It will first examine the compulsory and optional elements present in typical passive constructions in both languages Next, the analysis will highlight semantic differences arising from the meanings of various components in passive expressions, such as passive markers and passive subjects Finally, the pragmatic features will be explored through two sub-groups.

The article explores the information structure and sentence focus in relation to the pragmatic effects of passive constructions It highlights the connection between passive constructions and other grammatical forms in both English and Vietnamese, emphasizing the pragmatic implications of agent demotion and the lack of agent promotion.

Research questions

This study explored the impact of transferring knowledge from Vietnamese to English on the use of passive voice, aiming to enhance the written test performance of students at Chu Van An during the 2021-2022 academic year.

Specifically, it sought to answer the following questions:

1 What are the influences of positive and negative transfer from Vietnamese to English on the use of passive voice in the English written tests?

2 What are the differences between pretest and posttest result of respondents?

3 Which determine the level of acceptability on the use of transference from Vietnamese to English in the use of passive voice among students? 3.1 Helpfulness

Scopes of the study

The study focuses on 9th grade students at Chu Van An Secondary School, specifically examining three Vietnamese passive constructions in terms of syntax, semantics, and pragmatics A total of 100 students from classes 9A1, 9A2, and 9A3 were selected based on similar characteristics and mental abilities Data was collected through pretest and posttest assessments, with the same questions used in both tests.

Methods of the study

The primary research methods utilized in this study encompass techniques such as surveys, questionnaires, description, administration, and translation A descriptive and deductive approach is employed to analyze the nature of passive voice in both English and Vietnamese Additionally, translation is applied to contrast the English passive noun phrase with its Vietnamese counterpart.

4 passive noun phrase and the pragmatic effect of the English passive/ Vietnamese equivalents

This action research will utilize both qualitative and quantitative methods to achieve its objectives Data collection will involve questionnaires and student reflections Preliminary investigation data were gathered through questionnaires, while insights into the effectiveness of students' transfer of passive voice usage from Vietnamese to English on their writing skills will be obtained from student reflections during the study.

Significance of study

First and foremost, through the problems pointed out and the suggestions made, the students may improve their writing in tests

Furthermore, the study would help English teachers to realize their problems in guiding their students in avoiding making mistakes in a test in order to achieve the best results

Finally, it is hoped that the study will bring new ideas in teaching and developing students’ writing skill.

Organization of the study

This research paper was organized as follows: Chapter 1: Introduction, Chapter 2: Literature Review Chapter 3: Research Design and Methodology Chapter 4: Findings and Discussion Chapter 5: summary, findings, conclusions and recommendations

LITERATURE REVIEW

Concept of language transfer

Language transfer has been variously defined The following definitions are selected because they are typical in some senses

Language transfer involves converting written text from a source language into a target language that is as equivalent as possible This process necessitates a comprehensive understanding of the syntax, semantics, and pragmatics of the source language, along with analytical processing skills.

Kellerman (1983) has played a significant role in the development of second language acquisition studies, particularly regarding the transferability of linguistic elements He posits that transfer is subject to specific constraints that extend beyond the simple similarities and differences between languages These constraints highlight the learner's active role in the process, as they make decisions about what linguistic elements can be transferred.

According to Bartelt (1983), language transfer studies focus on the transfer of rhetorical strategies In this chapter, he revisits his earlier research, considering new findings in processing and nativization The study analyzed written compositions in English by native Apachean speakers, revealing that redundancy—manifested through lexemes, phrases, and sentences—was misused by these students This redundancy served a similar function in their English interlanguage as it does in their native language.

Bartelt analyzes the phenomenon of rhetorical transfer, concluding that it reflects the need for first language (L1) procedural knowledge to address gaps in second language (L2) declarative knowledge He suggests that this transfer may become fossilized, evolving into an ethnically marked norm, leading to a process of nativization Furthermore, Bartelt posits that linguistic nativization could be a component of cultural syncretism, where generic schemata guide the selection of compatible features to fill gaps in new knowledge structures.

Kellerman (1979) identifies two key factors in language transfer: learners' perception of the second language (L2) and the markedness of their first language (L1) structures He describes the perception of L2 and the distance from L1 as psychotypology In this framework, transferability is relative and hinges on the perceived distance between L1 and L2, as well as the structural organization of the learner's L1 This perceived distance evolves as learners gain proficiency in the target language.

Corder (1979) distinguishes between phonology and syntax, noting that phonological transfer involves successive restructuring of the native language, while syntactic transfer does not He proposes that the foundation for second language (L2) acquisition in syntax is not the native language but rather a universal core Additionally, Corder argues that language learning is not linear, likening it to a flower where multiple aspects develop concurrently He also emphasizes the importance of differentiating between borrowing and other language acquisition processes.

7 and structural transfer The former, for Corder, is a performance strategy whereas the latter relates directly to learning

Kellerman's reasonable entity principle suggests that language transfer occurs when it leads to a more systematic, explicit, and logical interlanguage, drawing on Slobin's (1973) principles from first language acquisition Gass (1983) discusses how transfer is promoted under conditions of semantic transparency Additionally, Sharwood Smith (1979) differentiates phonological rules based on constraints, highlighting that syllable-conditioned rules encourage transfer, while morphologically conditioned rules do not This differentiation is based on the function of the rules, as seen in epenthesis, which aligns learners' output with established syllable structure restrictions This concept ties back to Kellerman's principle, as epenthesis contributes to a more systematic interlanguage.

Robl (1980) and Selinker (1983) demonstrated that language transfer involves more than just linguistic reflexes Their findings suggest that examining the bidirectionality of language transfer could provide valuable insights, as it likely involves the same linguistic structures in both languages.

Tu Anh (2005) defined language transfer as the process of conveying a thought from one language to another The language that directly expresses the thought is referred to as the source language.

Language transfer involves changing the form of a language, which includes words, phrases, sentences, and paragraphs, as defined by the Merriam Webster Dictionary (1974) This structural aspect, known as the surface structure, is what we perceive in written or spoken language In translation, the form of the source language is substituted with that of the target language The process of this transformation raises questions about how these changes are made and what influences the selection of forms during translation.

Stuart Campbell (1980) emphasized that language transfer is a key aspect of language learning, reflecting the development of learners' interlanguage He argued that translation skills should be assessed based on the current state of this interlanguage In today's global environment, translation has become an essential skill, as many learners frequently engage in translation activities, both informally and formally This necessity is heightened by the increasing reliance on online information Furthermore, Campbell noted that language transfer can aid the writing process, particularly for lower-level learners, as research indicates that they can access and translate more information from their native language (L1).

Language transfer, as defined by Nicoll (2004), refers to the application of linguistic features from one language to another by bilingual or multilingual speakers This phenomenon can occur in various contexts, including the acquisition of a simultaneous bilingual, where transfer happens between both languages, or from a mature speaker's first language (L1) to a second (L2) or third (L3) language Additionally, language transfer can also occur when an L2 influences the L1, a process often referred to as L1 interference.

Interference and cross-linguistic influence are frequently examined in the realm of English language learning and teaching However, these phenomena can arise in any context where an individual lacks native-level proficiency in a language, such as during the process of translating into a second language.

Language transfer is a significant aspect of bilingual child language acquisition, particularly when one language is dominant, as noted by Kartin (2000) In second language acquisition, learners often transfer elements such as phonology, syntax, and semantics from their native language Negative transfer, or interference, arises when structural differences between the two languages result in systematic errors or fossilization in the second language learning process Conversely, positive transfer occurs when similarities between the languages aid in the learning experience.

Negative transfer occurs when a speaker's native language causes errors in learning or using a target language, while positive transfer refers to the beneficial influence of the native language that aids in the quick acquisition or effective use of the target language.

Concept of voice

This study is grounded in expert theories of syntax, focusing on the concepts of voice, including both active and passive voice.

Voice is a grammatical category that allows for two perspectives on the action of a sentence without altering the reported facts For example, in the active voice, "The butler murdered the detective," the subject performs the action, while in the passive voice, "The detective was murdered by the butler," the subject receives the action.

The term "voice" in linguistics encompasses a variety of grammatical constructions beyond the active-passive distinction, which complicates the establishment of a universally valid definition As noted in the Encyclopedia of Language and Linguistics, voice, in a narrower sense, pertains to morphological categories.

Languages like Greek and Latin feature three voices—active, middle, and passive—associated with different verb categories In contrast, English and Vietnamese lack distinct morphological categories for these voices Consequently, this thesis adopts a broad definition of voice, aligning with Asher R.E.'s perspective that voices are defined by syntactic constructions related to specific grammatical characteristics Voice is conceptualized as a system correlating semantic roles, such as agent and patient, with grammatical functions like subjects and objects This understanding of passive voice serves as the foundation for the comparative analysis presented in the thesis.

2.2.1 Active voice and passive voice syntactically, semantically and pragmatically viewed

Active and passive voice are two widely recognized categories in grammar, distinguished by specific syntactic and semantic features The active-passive opposition is primarily defined at the sentence level, focusing on the relationship between grammatical functions, particularly the subject and the object.

The distinction between active and passive voice is evident in syntax through the arrangement of constituents Semantically, this opposition relates to the roles of the agent and patient Pragmatically, the passive voice is particularly significant, encompassing its frequency across various texts and addressing agent demotion and non-agent promotion, which align passive constructions with other sentence forms.

Active voice in English grammar describes sentences where the subject performs the action of the verb (Nordquist, 2016) As noted by Wikipedia, active voice is prevalent in many languages, serving as the default structure for clauses with transitive verbs in nominative–accusative languages, such as English and most Indo-European languages In these languages, a verb is typically in the active voice when the subject executes the action indicated.

Active voice occurs when the subject of a clause performs the action of the main verb, making it the agent of that action A clause where the agent is the grammatical subject is referred to as an active clause.

Voice, as defined by Quirk et al (1985: 159), is a grammatical category that allows for the action of a sentence to be perceived in two distinct ways without altering the reported facts In English, there are two grammatically marked voices: active and passive The active voice is considered the default, while a passive sentence is characterized by the presence of an object noun phrase (NP).

In the study of sentence structure, the concept of "promoted" to subject position is illustrated through examples from the Corpus of Historical American English (COHA) An active sentence features the direct object in its typical location, while the passive version repositions the active object to the subject position In passive constructions, the original subject may be omitted or included at the end of the sentence in a by-phrase For clarity, verb phrases are underlined, and key noun phrases, including subjects, objects, and prepositional complements, are highlighted in bold.

(1) Well anyway, the governor nominated her (COHA Fiction 1958)

(2) Well anyway, she was nominated (by the governor)

English language students learn to construct passive sentences by positioning the object at the start, followed by the auxiliary verb "BE" and a past participle, with an optional agent introduced by "by." However, the possibilities for forming passive sentences in English extend beyond this basic structure.

The article discusses three types of passive constructions in English: the BE-passive (e.g., the book was sold), the GET-passive (e.g., the book got sold), and the prepositional passive (e.g., the book was sent for) Each type is explored in detail in subsequent sections Additionally, the article mentions the medio passive, exemplified by the phrase "the book is selling well," which has similar object-promoting characteristics While this construction is not the focus of the thesis, readers interested in medio passives are encouraged to refer to Hundt (2007) for further information.

The English passive voice, often met with apprehension (Pullum 2014), serves a significant role in information structure by allowing speakers and writers to shift focus as needed According to Biber et al (1999), the passive voice demotes the agent of the verb, highlighting the affected patient instead This construction is particularly useful when the agent is either unimportant or obvious, leading to its omission, or when it is strategically placed at the end of the sentence to manage the flow of information (Pullum 2014).

Biber et al (1999: 477) write that “one of the major functions of the passive is that it demotes the agent of the verb (often the person doing the

Passives are frequently employed in sentences where the agent is either unimportant or obvious, allowing for its omission This construction also facilitates the placement of the agent at the end of the sentence, which can enhance the flow of information by distinguishing between "given" and "new" information.

Mr Vauclain, a tall and solemn man resembling a bishop in his cutaway uniform, is accessible to the public from 7 A.M until closing Born in Philadelphia in 1856 and educated at the University of Pennsylvania, he began his career at the Altoona shop of the Pennsylvania Railroad The pivotal issue between the nation and the Stuarts revolved around the authority of the king versus Parliament, ultimately resolved by the Revolution of 1688 after significant turmoil.

English verbs

The classification of English verbs varies based on different approaches and criteria This overview is primarily based on the work of Quirk R et al (1972) As noted by Nan (1976), a verb represents the action being performed, exemplified in the sentence "Alfred ate the cakes," where "ate" serves as the verb.

2.3.1 Classification of English verbs Lexical, semi-auxiliary and auxiliary verbs

According to R Quirk et al (1972), verbs are categorized into auxiliary, semi-auxiliary, and lexical based on their grammatical functions within a verb phrase Auxiliary verbs are further divided into primary and modal types In English, voice is closely associated with auxiliary verbs, such as "do," "have," and "be," which can also function as lexical verbs and exhibit various forms, including present and past participles Notably, when transforming active sentences into passive ones, there is a semantic difference that arises under voice restrictions, even when the meanings remain similar.

The following examples are taken from R Quirk, et al (1972: 87)

(1) The play was seen by him

(2) The play happened to be seen by him

(3) The play is expected to be seen by him

The first sentence features a verb phrase that includes the auxiliary verb "was" alongside the lexical verb "see." In the second sentence, the semi-auxiliary "happened" is paired with the lexical verb "see." Finally, the last sentence combines the lexical verb "expect" with another lexical verb, "see."

The presence of lexical, semi-auxiliary, and auxiliary verbs is evident in passive constructions In English, the auxiliary verb is essential for forming typical passive structures Additionally, passive constructions vary when using a semi-auxiliary verb, such as "happened," or a lexical verb, like "expect," distinguishing them from the original sentences.

The following sentence is taken as an example

He expected to see the play (original sentence)

With “expect” there are four grammatically acceptable passive sentences

The play was expected to be seen by him

It was expected of him to see the play

It was expected that he would see the play

It was expected that the play would be seen

However, these sentences are entirely different in meaning from the original sentence “He expected to see the play.”

Whereas the two following sentences are close in meaning

He happened to see the play

The play happened to be seen by him

The similarities between semi auxiliary verbs and auxiliary verbs are evident in two key aspects Firstly, both types of verbs form a unit with the infinitive, enabling the transformation from active to passive voice within the head Secondly, both semi auxiliary and auxiliary verbs permit passive constructions exclusively in the non-finite head.

The concept of voice is closely associated with transitive verbs, which raises the question of what defines a transitive verb and whether all transitive verbs can be transformed into passive forms, as noted by R Quirk and colleagues.

In English grammar, verbs are categorized into transitive verbs, which take objects, and intransitive verbs, which do not accept any objects or complements Transitive verbs that allow for indirect objects are known as ditransitive verbs, while those that have object complements are classified as complex-transitive verbs.

She made a cake (transitive verb)

She made him a cake (ditransitive verb)

She made him have a cake (complex transitive verb)

According to Sinclair et al (1990), verbs can be categorized into transitive and intransitive types, including reporting verbs, reflexive verbs, and ergative verbs Reporting verbs are classified as transitive because the clauses they report function as objects, as illustrated in the sentence "She said that she would come." Similarly, reflexive verbs utilize reflexive pronouns as objects, exemplified by the sentence "He prefers to shave himself before breakfast," where "himself" serves as the object.

Finally, ergative verbs can be classified as either transitive (with the object) or intransitive (with the subject) In the two following sentences, the same verb

The classification of verbs varies, as demonstrated by the sentences "He broke the vase," where the verb is transitive, and "The vase broke," where the verb is intransitive Notably, not all transitive verbs can be used in the passive voice; certain verbs, including reflexive verbs and others like "fit," "resemble," "have," and "own," do not form passive constructions.

2.3.3 Tense and aspect of English verbs

English Tense and Aspect are primarily expressed through finite verb phrases Tense indicates the connection between verb forms and the concept of time According to R Quirk et al (1972), English has two main tenses: the present tense and the past tense.

Aspect in English describes how the action of a verb is perceived or experienced There are two main types of aspectual contrasts: perfective versus non-perfective and progressive versus non-progressive.

Table 1 The combination of the English tenses and aspects

Tense Simple Perfect Progressive Perfect progressive

Am/is/are+ Ving Have/has

Had+Ved Was/were+Ving Had been+Ving

In English, the perfect progressive is seldom utilized in passive forms within these subdivisions The future tense encompasses several structures, including the future simple (will/shall + infinitive), future continuous, future perfect, and future perfect continuous, along with other grammatical and lexical expressions such as "be going to" and "be about to."

Among different future forms, the future continuous and future perfect continuous are rarely in the passive forms

A phrase is defined as a group of words that function as a grammatical unit, lacking a subject-predicate structure, according to Richards (1990:53) Phrases are typically categorized based on their central word or head.

Quirk, R et al classifies English verb phrases into two categories: Finite verb phrase and non-finite verb phrase Voice is associated with the Finite verb phrases only

In a verb phrase, there is always a main verb accompanied by one or more optional auxiliary verbs (Eastwood, J., 1992) In the passive voice, the structure follows the order of modal verb, perfect, continuous, and passive ordinary verb For example, in the sentence "He must have been picked up at the station by the time police arrived," this order is clearly demonstrated.

RESEARCH METHODOLOGY

Locale of the Study

This study was conducted at Chu Van An Secondary School, Haiphong City in Viet Nam.

Research Design

The study utilized a descriptive research method based on Aggarwal's (2008) approach, focusing on gathering information about current conditions to effectively describe and interpret the data.

The researcher conducted a descriptive study over three months, involving 100 grade 9 respondents from Chu Van An secondary school Written tests were administered to assess the influence of transference from Vietnamese to English in the use of passive voice A questionnaire was developed to evaluate the acceptability of this transference in teaching writing The study focused on the differences in passive expressions, specifically passive markers and subjects Finally, the analysis included pragmatic features such as information structure, sentence focus, and the effects of passive constructions, comparing pretest and posttest results.

24 passive constructions and other constructions in two languages based on the pragmatic effects of agent demotion and non- agent promotion.

Population and Sampling

The respondents are 100 students at the age of 15, from class 9A1, 9A2, 9A3 of Chu Van An Secondary School, Haiphong City in Viet Nam.

Research Instrumentation

Four instruments were developed by the researcher to gather the needed data, including the pretest and posttest instrument, passive voice lessons, survey questionnaire and interview

The study aimed to assess the passive voice and discourse competencies of 9th grade students at Chu Van An Secondary School The questionnaire featured a test design focused on passive voice, comprising 25 items Additionally, the writing test included 25 items, with 10 questions for selecting the best answers, 10 for providing the correct verb forms, and five for identifying the incorrect parts by marking A, B, C, or D.

Incorporating the influences of transference from Vietnamese to English in teaching the passive voice creates a relaxed and enjoyable learning environment for students This approach not only facilitates easier retention of new grammatical concepts but also motivates learners to engage in speaking and writing By fostering enjoyment in expressing their ideas and opinions, students are more likely to participate actively in practice Additionally, this method challenges learners, encouraging them to push their boundaries while providing extra practice that keeps boredom at bay.

Professional language teachers, particularly in English as a foreign language, dedicate significant time to discovering effective teaching methods that enhance students' language acquisition They focus on designing and implementing educational materials, assessments, and practice opportunities Ultimately, teachers play a crucial role in guiding students from minimal knowledge to a proficient level in speaking and writing English.

In recent decades, traditional and monolingual teaching methods have proven to be unsatisfactory, as teachers often relied on outdated approaches in the classroom.

Teachers require enhancements in effective teaching methods, particularly in English as a second language, to improve learning outcomes Globally, there is a growing emphasis on English as a target or second language, which plays a crucial role in communication and daily interactions English is extensively utilized in both formal and informal educational settings, highlighting the need for language experts to innovate and adapt the English teaching and learning environment.

Mastering the use of passive voice in English, influenced by Vietnamese, is crucial for students to write fluently Teachers can effectively implement this approach in their writing instruction, serving as a valuable resource for English educators seeking better methods to enhance their students' success in English studies.

Survey Questionnaires on level of acceptability (Appendix C)

The second instrument was a survey questionnaire consisting of seventeen questions, answered by using Likert scale, with 1 as the lowest and

4 as the highest The respondents were asked to respond to each statement which most closely corresponded to their observation

Number 4 was considered as the highly acceptable, number 3 was acceptable, number 2 was fairly acceptable, and number 1 was not acceptable of respondents on the following parameters Helpfulness, Authenticity, Appropriateness and Appeal to Target User

Interview Questionnaire for students (Appendix D)

This was designed to determine how the respondents assess the grammatical and discourse competencies of the 9 th grade students

A validated acceptability questionnaire was developed to assess the influence of transference from Vietnamese to English in the use of passive voice This questionnaire aimed to enhance the written test performance of the respondents by gathering relevant data on their understanding and application of passive voice structures.

Research Procedure

This study was conducted among the 9 th grade students of Chu Van An Secondary School during the school year 2021-2022

In the initial phase, the researcher administered a pretest to 100 students and evaluated their performance Following this, she taught the passive voice to three 9th grade classes, highlighting the syntactic, semantic, and pragmatic differences between English and Vietnamese passive constructions Upon completing the passive voice instruction, a posttest was conducted to assess the students' understanding and retention of the material.

The study involved a posttest to evaluate the effectiveness of the intervention, with results compared to a pretest Respondents then completed a survey questionnaire validated for content using a Likert scale Additionally, four out of 100 respondents were selected for interviews to assess their ability to distinguish between passive voice in Vietnamese and English.

In Vietnam, students' writing skills are assessed using a marking system that ranges from 0 to 10, which corresponds to five distinct levels in the classification of the Grade Point Average (GPA) At Chu Van An Secondary School, a specific marking system is implemented to evaluate students' writing proficiency.

Table 2 The marking system for evaluating students’ writing performance

Table 3 The Likert scale used for the acceptability on the use of the influence transference from Vietnamese to English in the use of passive voice

Scores Interval Range Descriptive Rating

Statistical Treatment of the Data

The statistical methods employed to analyze the collected data will focus on establishing relationships among the scores of students in both pretests and posttests The primary approach will involve calculating the mean using the appropriate formula.

X = the summation of the scores or data n = is the total number of scores

The level of acceptability on the use of the influence transference from Vietnamese to English in the use of passive voice among the respondents, the Weighted Mean is employed

WM = weighted mean f = number of responses

FINDINGS AND DISCUSSIONS

Syntactic differences

Passive constructions in English and another language exhibit notable syntactic differences, particularly in their obligatory components In English, all passive forms are primarily constructed using a single verb, such as "be," "get," or "become," combined with the past participle.

Past participle On the other hand, Vietnamese passive constructions do need the presence of passive functional words (bị, được) and the transitive verbs in the predicator sentence

In English passive constructions, the agent phrase, adjunct, and noun modifiers are optional, while in Vietnamese, these elements often become essential for creating natural-sounding passive sentences Consequently, what is considered optional in English can be crucial for the fluency and naturalness of passive constructions in Vietnamese.

Passive constructions in the two languages exhibit distinct syntactic differences between obligatory and optional components This summary highlights the typical passive structures found in each language.

Bị/ Được + embedded sentence (transitive verb)

The primary distinction between the two languages lies in their obligatory components In English, all passive constructions are predominantly formed using a single verb, such as "be," "get," or "become," combined with the past participle.

Past participle On the other hand, Vietnamese passive constructions do need the presence of passive functional words (bị/được) and the transitive verbs in the predicator/ the embedded sentence

The second difference is in the optional parts in the two languages The

In English passive constructions, agent phrases, adjuncts, and noun modifiers are often optional; however, in Vietnamese, these elements can become essential for creating natural-sounding passive sentences.

In Vietnamese, elements such as agents and adjuncts that indicate causes, reasons, or circumstances, as well as subject modifiers, play a crucial role in sentence structure According to studies by Quí (2003) and others, these optional components in English passive constructions significantly influence the naturalness of Vietnamese passive sentences.

All the sentences in the following examples satisfy the pattern of Vietnamese passive, but not all sentences are natural in Vietnamese:

Nhà được (họ) sơn lại

Nhà đã được (họ) sơn lại

Nhà được (họ) sơn lại rồi

Among the above Vietnamese passive sentences, “Nhà được (họ) sơn lại.”sounds unnatural When being added with adverbs like đã, rồi, the sentences become more natural in use.

Semantic differences

This section explores the semantic differences influenced by noun types (animate vs inanimate) in the formation of active and passive expressions The lexical meaning of the subject determines whether a sentence is active, neutral, or passive In English, passive sentences correspond to both Vietnamese passive and neutral sentences Structurally, the Vietnamese neutral sentence occupies a position between active and thematic sentences, resembling passive sentences in that the grammatical subject is affected by the agent Consequently, Vietnamese active and thematic sentences are translated into English active sentences, while both Vietnamese neutral and passive sentences align with English passive constructions.

The 33 English passive constructions are interconnected, with their passive meaning influenced by the lexical meaning of the subjects The key differences between "active" and "passive" voice hinge on the denotative meaning of the subject.

Pragmatic differences

In term of Pragmatic differences, the theory of information structure and sentence focus decide the choice of passive/ active and passive/ other constructions in the two languages, pragmatically

In both English and Vietnamese, using passive constructions enables speakers and writers to adhere to the principles of information structure and sentence focus This approach typically places given information at the beginning of a sentence, while new information is introduced later.

Research by Asher (1994), Givón (1996), Swan (1997), Thuyết (1998), Vân (2002), Quí (2003), Thắng (2004), and Giáp (2004) highlights that English and Vietnamese passive constructions share similarities in two key areas: information structure and sentence focus.

In both English and Vietnamese, the use of passive constructions enables speakers and writers to adhere to the principles of information structure and sentence focus This means that in a given context, familiar information typically precedes new information The following examples illustrate how given information is prioritized in both languages.

“beautiful house” - “Yes, it was built by my parents.”

Con mèo rất hoảng sợ Nó đang bị chó rượt đuổi.(The cat is in a panic

It's being chased by the dog.)

The pronoun “it” (in the first example) and Nó (in the second example)

34 are the given information These examples follow the universal rule of information structure that is given information preceding the new information

The next similarity is the sentence focus In both of two languages, in a passive sentence, the focus is often on the action - not on the doer

The house has been decorated (by Mr Pike)

If we do know Mr Pike, we would use the active “Mr Pike has decorated the house” The situation is the same in the following example in Vietnamese:

Cô ấy đã được trao rất nhiều giải thưởng danh giá

(She has been awarded many honored prizes.)

The focus of our discussion is on the numerous prestigious awards she has received, rather than the identity of the individuals or organizations that presented them.

In short, the similarity in passive construction usage between English passive constructions and the Vietnamese ones are in two areas of

The choice of passive voice in both languages emphasizes the importance of presenting given information first, with the primary focus on the action being performed.

Comparison between the pretest and posttest performance of respondents

Table 5 pretest and posttest performance No.1 (DRAW DATA)

The data indicates that 14 respondents maintained consistent scores between the pretest and posttest, while 4 students experienced a decline in their posttest scores compared to their pretest results Notably, 82 respondents demonstrated improvement, achieving higher posttest scores than their pretest scores These findings affirm the positive impact of the lessons conducted by the researcher.

The data reveals that 12 respondents maintained stable scores between the pretest and posttest, while 3 students experienced a decline in their posttest scores compared to their pretest results In contrast, 85 respondents demonstrated improvement in their English skills, achieving higher posttest scores than their pretest scores This outcome underscores the effectiveness of the lessons provided by the researcher.

The data indicates that 88 students achieved higher scores in the posttest compared to the pretest, while the remaining students showed no change in their results This evidence highlights a significant difference in scores between the pretest and posttest for those who participated in the lessons.

Assessment of the Students by Interview

The researcher selected four students for semi-structured interviews based on their performance in three written tests Among them, two students (S1 and S10) had fewer correct answers compared to their peers, while one student (S82) significantly outperformed others with a higher number of correct responses Additionally, one student (S30) exhibited unstable progress in their correct answers.

The difficulties which learners find out the most in changing from active to passive appear to be with the objects which are long phrases or sentences with many phrases

Learners frequently struggle with identifying the object to convert into the subject and the appropriate use of "by + Object." Additionally, there are various unique forms to consider Notably, British and Vietnamese speakers employ the passive voice in distinct ways.

Learners often make mistakes when translating Vietnamese sentences that omit "bị" or "được" into English, particularly in verb forms The challenges in bilingual studies arise from the need to understand the language norms against which deviations are assessed.

The application of grammatical relations and word order from one language to the morphemes of another highlights the influence of the mother tongue, which serves as a broader term for what is often referred to as transfer Additionally, the process of acquiring phonology involves a successive restructuring of the native language.

Examining the bidirectionality of language transfer between two languages with similar linguistic structures can provide deeper insights into the factors influencing this phenomenon, beyond just structural elements.

The interview revealed that the redundancy exhibited by students in their English compositions—through lexemes, phrases, and sentences—serves a similar function in their English interlanguage as it does in their native language.

Table 8 presents the average scores of students' pre-test and post-test results, highlighting the impact of using passive voice on their writing skills.

Category Pre-test Post-test

As can be seen from table 8, it shows the pre-test scores of students in English writing skills as to test No.1, to test No.2 and test No.3 obtained a

“Fair” mean scores of 5.50 5.44, 5.49; while the post-test scores in English writing skill of students as to test No.1, to test No.2, test No.3 obtained a

The study reveals that participants demonstrated enhanced performance, as indicated by higher mean scores in the post-test compared to the pre-test Additionally, a positive trend in mean scores throughout the study suggests significant improvement This research posits that the positive outcomes are attributed to the influence of Vietnamese on English, particularly in the application of passive voice within English writing skills.

The second part deals with the Lessons in English writing developed into the influences of transference from Vietnamese to English in the use of passive voice

The researcher developed a comprehensive material comprising five lessons, each accompanied by various activities—oral and written, as well as individual, pair, and group tasks—to improve students' fluency and writing skills in the English language.

Table 9 Weighted Mean Distribution on the Acceptability on the use of the transference from Vietnamese to English in the use of passive voice in

1 Students can understand the passive voice correctly

2 Students are engaged in developing a passive from a given active

3 This method can serve as a new model in teaching English passive in any classroom

4 The method provides clearly the use of passive in contexts

Table 9 discloses the weighted mean distribution on the Acceptability on the use of the transference from Vietnamese to English in the use of passive voice in terms of Helpfulness

The respondents generally perceive Helpfulness as acceptable, with an average weighted mean of 3.23 Notably, Item 4, which states that the method clearly demonstrates the use of passive in various contexts, ranks highest with a weighted mean of 3.28, indicating strong acceptability Conversely, Item 3, which suggests that this method can serve as a new model for teaching English passive in any classroom, received the lowest rating with a weighted mean of 3.2, categorized as acceptable.

1 Students can update the present trends in applying the features of Vietnamese passive voice to English one

2 Students can find it easy to decide the choice of passive/ active and passive/ other constructions in the two languages

3 Students can get variety of experiences in learning passive

4 Students have a good chance to learn to use passive in writing correctly

5 Students are trained to restructure language creatively

Table 10 presents the weighted mean distribution on the Acceptability on the use of the transference from Vietnamese to English in the use of passive voice in terms of Authenticity

The data indicates that respondents generally view authenticity as highly acceptable, reflected in an average weighted mean of 3.30 Notably, Item 4, which states that the transference of English and Vietnamese provides students with a valuable opportunity to correctly use the passive voice in writing, received the highest rating with a weighted mean of 3.59, categorized as strongly acceptable Conversely, Item 2, which suggests that the transference of English and Vietnamese simplifies the choice between passive/active and passive/other constructions in both languages, received the lowest rating at 3.16, also described as strongly acceptable.

The results implied that the use of transference from Vietnamese to English in the use of passive voice are fitted to the grammar ability of the respondents

1 Students have opportunities to practice the appropriate use of passive 3.26 Highly

2 The method enhances passive building through the tasks 3.21 Acceptable

3 Students can overcome the difficulties in forming and writing passive 3.24 Acceptable

4 Students form suitable steps to learn grammar 3.29 Highly

It could be seen on the table that the Appropriateness is generally perceived by the respondents as strongly acceptable with an average weighted mean of 3.25

The method for learning grammar is highly regarded, ranking first with a weighted mean of 3.29, indicating it is strongly acceptable In contrast, the enhancement of passive building through tasks is the least favored, with a weighted mean of 3.32, yet still considered strongly acceptable.

Table 12 Weighted Mean Distribution on the Acceptability on the influence from Vietnamese to English in the use of passive voice in Terms of Appeal to Target User

Appeal to Target User Weighted

1 Students are confident in dealing with any new tasks related to passive

2 The method is more enjoyable than any other approaches

3 Students are able to develop their grammar 3.21 Acceptable

4 Students are interested in learning English passive

It could be seen on the table that the Appeal to Target User is generally perceived by the respondents as acceptable with an average weighted mean of 3.22

The transference of English and Vietnamese significantly alleviates students' concerns about tackling new tasks related to passive voice, earning a weighted mean of 3.22, which is considered acceptable Conversely, the least rated aspect is the ability of this transference to enhance students' grammar skills, with a weighted mean of 3.21, categorized as strongly acceptable.

CONCLUSIONS

Implication and conclusion

Based on the findings of this study, the following are concluded:

In both English and Vietnamese, passive constructions exhibit distinct syntactic differences between obligatory and optional components Additionally, there are notable semantic differences influenced by the type of noun, specifically whether the subject is animate or inanimate, which plays a crucial role in shaping active and passive expressions.

The English passive sentence corresponds to both the Vietnamese passive and neutral sentences Structurally, the Vietnamese neutral sentence occupies a position between active and thematic sentences It resembles the passive sentence in that the grammatical subject is influenced by the agent Consequently, Vietnamese active and thematic sentences are translated into English active sentences, while both the Vietnamese neutral and passive sentences align with English passive constructions These sentence types are interconnected in their relationships.

The distinction between active and passive sentences is influenced by the lexical meaning of the subjects involved The pragmatic differences reveal that both English and Vietnamese passive constructions share similarities in information structure and sentence focus In both languages, the use of passive voice is linked to the prioritization of given information, with the emphasis placed on the action itself.

The interview revealed that students misused redundancy in their English compositions, including lexemes, phrases, and sentences Notably, the mean scores for the post-test indicated an improvement in students' English writing skills compared to the pre-test The developed lessons proved to be effective tools for enhancing English teaching and learning Additionally, the respondents generally found the aspects of Helpfulness, Authenticity, Appropriateness, and Appeal to the Target User to be acceptable.

Implications for teaching and learning English for students at Chu Van An

The important role of teaching and learning English has been realized by all teachers and students at Chu Van An Secondary School recent years

Although English is not the primary focus of their education, it remains a mandatory subject for students Despite their efforts to excel, many students struggle with writing tasks presented in each lesson Addressing these challenges to enhance student performance in English is a significant concern for both teachers and learners This article explores the impact of Vietnamese language influences on the use of passive voice in English writing, offering valuable insights for improving English teaching and learning at this school.

Both teachers and students must recognize the significant impact of Vietnamese on English, particularly in the use of the passive voice, as frequently illustrated in textbooks.

To effectively address writing challenges, teachers should highlight the key differences between English and Vietnamese passive constructions in terms of syntax, semantics, and pragmatics, while also clarifying the most commonly used forms Additionally, it is essential for teachers to ensure that the passive voice examples presented to students are beneficial for their learning.

In conclusion, after discussing the application of transference from Vietnamese to English in the passive voice, it is essential for teachers to provide exercises on this topic These linguistic devices should be taught alongside language skills to enhance understanding and proficiency.

Suggestions for further study

The researcher aims to investigate the impact of transference from Vietnamese to English on the use of passive voice in English written tests This study is driven by time constraints, allowing for a focused analysis of how language transfer affects students' writing skills.

THE SECONDARY STUDENTS” It is hoped that further studies of the same nature must be conducted to other school or locale

This thesis examines the syntactic, semantic, and pragmatic aspects of passive voice transference from Vietnamese to English It is recommended that future research conduct parallel studies to deepen the understanding of passive voice and to validate or challenge the findings of this study Further investigations by upcoming researchers are encouraged.

1 Ảnh, Nguyễn Thị (2000) Tiếng Việt có thái bị động không?Hà Nội:

Tạp chí ngôn ngữ, SỐ 5/2000

2 Asher, R.E (1994) The Encyclopedia of Language and Linguistics: Volume 69 New York: Pergamon Press

3 Ban, Diệp Quang and Thuận, Nguyễn Thị (2000) Lại bàn về vấn đề câu bị động trong Tiếng Việt Hà Nội: Tạp chí ngôn ngữ số 7/2000

4 Ban, Diệp Quang (1998) Ngữ pháp tiếng Việt Hà Nội: NXBGD

5 Bartelt (1983) Transfer grammar International Journal oƒ American

6 Biên, Lê (1991) Tiếng Việt Từ loại Tiếng Việt hiện đại Hà Nội: ĐHSP

7 Borsley, R (1999) Syntactic Theory New York: Oxford University Express, Inc

8 Borsley, R.D (1999) A Unified Approach London Arnold Edword

9 Corder (1979) A psycholinguistic study of language transfer

Unpublished Ph.D dissertation, Georgetown University

10 Đen, Nguyễn Văn (2003) The negative Effect of the Vietnamese words

“bị” and “được" on the Formation of English passives M.A thesis

11 Eastwood, J (1992) Oxford Practice Grammar Oxford: Oxford University Press

12 Gass, S and L Selinker 1983 Language Transfer: A Conference Report Transfer and Translation in Language Learning and Teaching cd by F Eppert RELC, Singapore: Singapore University Press

13 Giáp, Nguyễn Thiện (1996) Dẫn luận ngôn ngữ Hà Nội: NXBGD

14 Givón, T (1993) English Grammar: A Function- based Introduction The Netherlands: John Bejamins Publishing Co

15 Hạo, Cao Xuân (2002) Tiếng Việt sơ thảo ngữ pháp chức năng, Volumn I TP Hồ Chí Minh: Nxb KHXH

16 Haliday, M.A.K (1985) An Introduction to Functional Grammar

17 Herold, R (1986) A Quatitative Study of the Altenation between Be- passive and Get passive, paper read at the XVth NWAVE Conference,

18 Hiền, Vũ Thị Minh (2000) The Contrastive Analysis of Passive voice between English & Vietnamese Equivalents M.A thesis

19 Hoà, Nguyễn Đình (1996) Pasivization in Vietnamese Southem Illinois University

20 Hundt (2014) Late Modern English Syntax Cambridge Univesity press

21 Jonh East Wood (1994) Oxford Guide to English Grammar Oxford University press

22 Kartin, (2000) Language transfer in second language acquisition Some effect of L1 instruction (Romanian) on L2/L3 learning Catalina

23 Kellerman, (1979) Kellerman, E 1983 Now you see it, now you don't

Language Transfer in Language Learning Towards a characterization of the strategy of transfer in second language learning Interlanguage

24 Lakoff, R (1971) Passive Resistance, CLS no 7 Chicago: Chicago linguistics society

25 Leech, G and Svartvik, J (1992) A Communicative Grammar of English Longman Group UK ltd

26 Lộc, Nguyễn Văn (2000) Các mô hình kết trị của động từ tiếng Việt

27 Lý, Lê Văn (1968) Sơ thảo ngữ pháp tiếng Việt Hà Nội: Trung tâm học liệu Bộ Giáo dục

28 Murphy, R (1985) English Grammar in Use Cambridge Univesity press

29 Ninh, Bảo (2004) Thân phận tình yêu Hà nội: Nhà xuất bản phụ nữ

30 Palmos, F (1995) The Sorrow of War Great Britain: Reed Consumer

31 Phiến, Hoàng Trọng (1980) Ngữ Pháp Tiếng Việt: Câu Hà Nội: NXB ĐH & THCN

32 Quirk, R and GreenBaum S (1973) A University Grammar of English Hongkong: Longman Group Ltd

33 Quirk, R and S.Greenbaum and Leech, G and Svartvik (1979) A

Grammar of Contemporary English London, Longman group UK limited VIII grammar71

34 Quirk, R et al (1972) A Comprehensive Grammar of the English Language England: Longman

35 Quirk, R et al (1973) A University Grammar of English England: Longman

36 Quirk, R et al (1973) A University Grammar of English England: Longman

37 Sinclair, J et al (1990) Collins Cobuild English Grammar Glasgow: Harpercollins Publishers

38 Sharwood Smith, (1979) Strategies, language transfer and the simulation of the second language learner's mental operations

39 Slobin, (1973) Cognitive prerequisites for the development of

48 grammar Studies oƒ Child Language Development (cu by C Ferguson and D Slobin) New York Holt, Rinehart and Winston

40 Stuart Campbell, (1980) Introducing English Sematics London:

Routledge, New York University press

41 Swan, M (1997) Practical English Usage Oxford University

42 Thomson L.C (1965) A Itemize Grammar Eatle and London: University of Washington Press

43 Thomson, A.J &Martinet, A.V (1986) A Practical English Grammar Oxford: Oxford University Press

44 Twain, Mark The Adventures of Tomsoyor Germany Seven seas Publisher,

45 Thái, Lê Xuân (1989) Câu bị động trong Tiếng Việt: Tạp chí ngôn ngữ số 2/1989

46 Thản, Nguyễn Kim (1999) Động từ tiếng Việt: NXB KHXH

47 Tu Anh, (2005) Motivation as a contributing factor in second language acquisition Unpublished master’s Thesis Thai Nguyen university of Education

48 Vân, Hoàng Văn (2000) Ngữ pháp kinh nghiệm của cú Tiếng Việt mô tả theo quan điểm chức năng hệ thống Hà nội: Trường Đại học Quốc gia

49 Wilss, (1982) A direction for contrastive analysis: the comparative study of developmental sequences TESOL Quarterly

50 Zobl, H 1980c Developmental and transfer errors: their common bases and (possibly) differential effects on subsequent learning

APPENDICES APPENDIX A: PRE-TEST AND POST-TEST TEST No 1

1 The house because of the faulty building work

A collaped B was collaped C collapes D is collaped

A burn B burning C burned D to burn

3 They get the room once a day

A clean B to clean C cleaning D cleaned

4 The wall needs _ as soon as possible

A repainting B to repaint C repaint D repainted

A has just panted B has just been painted C paitned D was painted

6 The sofa _ in for a long time

A did not sit B was not sat C has not sat D has not been sat

7 The wall of the house should of red brick

A built B be built C get built D B&C are correct

8 He seemed to be the person in prison for years

A kept B has kept C keep D keeps

A burned B has burned C was burned D has been burned

10 He _ the lonelyness since his mother died

A was suffered B has sufferd C suffered D has been suffered

II Give correct form of the verbs:

1 Her English listennig skill (develop) a lot after 5 months learning in England

2 The victim (take) to the hospital by taxi

3 A strange man (take) her to work yesterday

4 I (not/ invite) to the party last night

5 I (not/ invite) her to the party last night

6 I (make) to wait for hours in the sunlight

7 She (make) me wait for hours in the sunlight

8 The boy seriously (punish) because he (break) the window

9 They (punish) him seriously because of his carelessness

10 The room (can/ get/ light) naturally

III Mark letter A, B, C or D to indicate the part that is incorrect

1 The breaking cup is much more expensive than this one

2 He got really sock when he heard the news

3 The wall was collaped because of the strong wind

4 My English writing test won’t be marked by my teacher of English

5 My mother has our house tidy three times a week

I Mark letter A, B, C or D to indicate the correct word or phrase to complete each of the sentences

1 The house looks new because it

C was repainted D has just been repainted

2 Your test _ yet because of your teacher’s siclkness

A hasn’t checked B hasn’t been checked

3 Children should have their eyes regularly

A tested B to test C Test D being test

A has just been polished B has just polished

C just has been polished D just polished

5 We can’t go along here because the road at present

A is being repaired B repairs C is repaired D is repairing

6 There’s someone following us I think

A we are being followed B we are following

C we are followed D we are being following

7 My passport last month, so I couldn’t travel abroad

A expired B were expired C was expired D had expired

8 In a morden society, busy wifes are expected with the housework

A to be helped B to help C helping D being help

Mark letter A, B, C or D to indicate the sentence that is closest in meaning to the given one

9 The leader hasn’t checked Nam’s homewwork yet

A Nam hasn’t been checked his homework by the leader yet

B Nam’s homework hasn’t been checked by the leader yet

C Nam hasn’t checked his homework by thw leader yet

10 The victim had an operation this early morning

A The victim operated this early morning

B The victim was operatied this early morning

C They operated the victim this early morning

1 The room (decorate) with roses It looks so colorful

2 The police (allow) to stop careless drivers who drives so fast

3 Toshico had her car (repair) by a mechanic

4 Ellen got Marvin (type) her paper

5 We got our house (paint) last week

6 Dr Byrd is having the students (write) a composition

7 Mark got his transcripts (send) to the university

8 The new president (interview) on TV tonight

9 That car looks like it has never _ (wash)

10 If I were you, I would _ (contact) a lawyer

1.The children were frightening by the thunder and lightning

2 Two people got hurt in the accident and were took to the hospital by an ambulance

A B C D 3.The students helped by the clear explanation that the teacher gave

4.That alloy is composing by iron and tin

5 The package must be wrapped carefully before it posted

I Mark letter A, B, C or D to indicate the correct word or phrase to complete each of the sentences

1 He was late for school because he the bus

A missed B was missed C was missing D misses

2 Something funny _ in class yesterday

A happened B was happened C happens D is happened

3 We _ by a loud noise during the night

A woke up B are woken up C were woken up D were waking up

4 Do you get your heating _ every year?

A checking B check C be checked D checked

5 “Ms Jones, please type those letters before noon” _ “They’ve already , sir They’re on your desk.”

A typed B been being typed C being typed D been typed

A be fixed B fixing C to be fixing D Fixed

7 Ted _ by a bee while he was sitting in the garden

A got sting B got stung C get stung D gets stung

8 These tennis courts don’t very often Not many people want to play

A got used B used C get used D get use

9 Those letters _ now You can do the typing later

A need typing B needn't be typed

C need to type D needn't typing

10 “What a beautiful dress you are wearing”- “thanks, it _ especially for me by a French tailor.”

A is made B has made C made D was made

1 Have you _ (inform) yet about the new policy?

2 Unfortunately, the budget has _ (not/approve) yet

3 A smile _ (appear) on her face

4 We _ (wait) for 30 minutes Where is the bus?

5 The performance _ (happen) right now Let’s go

6 I’ll be happy if our plan _ (succeed)

7 The server _ (order) to clean up the mess he had made

8 The judge ordered that smoking _ (prohibit) in restaurants

9 His grandfather _ (pass away) years ago

10 The airplane which _ (operate) by Singapore Airlines has good service

1 The man believed to have left New Zealand for Australia last week

2 I let watch TV in the evening by my mother

3 Food prices have been risen too rapidly that we have to change our eating habits

4 Student suppose to read all the questions carefully and find out the answers

5 I remember to take to the zoo last month by my father

APPENDIX B: LESSONS Table of contents

1 UNIT 1:WONDERS OF VIET NAM

2 UNIT 2: CHANGING ROLES IN SOCIETY

3 UNIT 3: THE FIRST UNIVERSITY IN VIET NAM

Week: … Period …… Date of planning:………

UNIT 1: WONDERS OF VIET NAM

By the end of the lesson, Ss will be able to:

- Vocabulary: Use the lexical items to describe wonders of Viet Nam

- Pronunciation: Pronounce the words correctly

- Grammar: Use impersonal passive correctly

2 Skills: Improve listening and speaking skills

- Have a positive attitude towards taking part in the lesson

- Understand and actively respond to relevant matter or situations

Form and improve such competencies as: Collaboration and presentation, self- study and problem solving, using language

II Teaching aids: Lesson plan, PowerPoint

- Anticipated problems: Students may have difficulties in using the structures to do the tasks required

- Solutions: The teacher should be willing to help them

Teacher’s Activities Ss’ Activities Content Note

- Ask Ss to study part of the conversation from GETTING

- Draw Ss’ attention to how to form the impersonal passive by analyzing the underlined part and the rule

- Ask Ss to read the conversation in

GETTING STARTED again and underline another impersonal passive that they can find

- Ask them to share their findings with a

- Pay attention to the form and the rule of the impersonal passive

- Read again and find out more impersonal passive

Read and pay attention to the underlined part

What’s the best way to get around?

Mi: It’s probably best to use rickshaws It’s said that they’re quicker and cheaper than taxis

Form: It + to be + past participle + that + S + V

Teacher’s Activities Ss’ Activities Content Note partner before checking with the whole class

- Then ask some more able Ss to give some examples to illustrate

- T leads to the new lesson examples

- First ask Ss to cover up the yellow box in

1b and try to work out the usage themselves for this structure

- Allow Ss to uncover the yellow box in 1b to analyse the rule and the examples in the box

- Then ask some Ss to give some more examples to check understanding

- Study the rule and the examples

When do we use the impersonal passive? Can you think of any rules?

- Explain the requirements of the task

- Ask Ss to work in 2’ to complete the sentences using passive form of the verbs in brackets

- Let Ss share their answers with a partner

- Let Ss write their answers on the board

- Write the answers on the board

1 It is believed that the best time to visit the complex of Hue Monuments is in April

2 It is reported that thousands of visitors come to enjoy breathtaking views of Ha Long Bay every year

3 It is claimed that Phong Nha - Ke Bang can be compared to a huge geological museum

4 It is understood that Binh Dai Fortress was designed to control movement on the Perfumed River

5 It is expected the government will have measures to protect and preserve our man-made

Teacher’s Activities Ss’ Activities Content Note wonders

- Ask Ss work in 2’ to write sentences about

Towers using the impersonal passive

- Let Ss share their answers with a partner

- Ss write their answers on the board

Write sentences about Po Nagar Cham Towers

1 It is claimed that Po Nagar Cham Towers were built in the 8th century by the Cham people in central Viet Nam

2 It is said that the Cham people built Po Nagar Cham temple complex to honour Yang Ino Po Nagar, mother of the kingdom

3 It is believed that the Po Nagar Cham Towers were built on the site of an earlier wooden temple, which was burned by the Javanese in A.D

4 It is understood that the

Po Nagar Kalan is the main tower, which is one of the tallest Cham

Teacher’s Activities Ss’ Activities Content Note structures

5 It is known that a sculpture of the goddess Mahishasuramardini may be found above the entrance to the main temple

6 It is thought that in the 17th century, the Viet people took over the temple tower, calling it Thien Y Thanh Mau Tower

- Guide Ss to do this exercise individually, then compare their sentences with a classmate

- Call on some Ss to write the answers on the board

- Ask other Ss for their comments

Make sentences using the structures:

Week: … Period …… Date of planning:………

UNIT 2: CHANGING ROLES IN SOCIETY

- Vocabulary: Use the lexical items to the roles in society

- Grammar: Use simple future passive correctly

- Write the two example sentences using the future active and passive on the board

- Let Ss work out the difference between the two sentences

- Lead to the new lesson

- Find out the difference between the two sentences

Look at the two example sentences and find out the difference between them

1 Robots will do our housework in the future

2 Our housework will be done by robots in the future

- Ask Ss to give the form of future passive

Form: S+ will be+ Past participle

- Explain the requirement of the tasks

- Ask Ss to work individually and then share their answers with a partner

- Check the answers as a class

1 -Choose the future active or passive to complete the sentences

4 A 5 A 6 B 2-Rewrite the sentences without changing their original meanings

1 Classes will also be held in places like restaurants or supermarkets

2 The school’s curriculum will constantly be tailored to meet changes in society

3 Students’ academic performance will not be evaluated through exams

4 Not all the decisions in the family will be made by men

5 Women will be freed from most housework by high technology

6 More flyovers will be built to reduce traffic in the city

- Have Ss to do this exercise individually

- Call on some Ss to present in front of the class

- Present in front of the class

Talk about the changes in society in the future, using the simple future passive to

Week: … Period …… Date of planning :………

UNIT 3: THE FIRST UNIVERSITY IN VIET NAM

- Vocabulary: Use the lexical items to talk about the first university in Viet Nam

- Give Ss some sentences and tell the

Ss to find which sentence is in passive, which one is in active

- Look at the extra board and do the task given by the teacher

Which sentence is in passive, which one is in active?

1 My father works for a bank

2 Lan is taken to school every day by her father

3 The temple of literature was built in 11th century

4 Our classroom is swept clearly every morning

5 We play soccer every afternoon

- Through the sentences above, ask Ss to give the form, use of present simple passive and past simple passive

- Ask Ss to read the

“Look out” box and give some more examples to check understanding

- Give the form, use of present simple passive and past simple passive

We use the passive when the action is more important than the person who does it

- Form of the present simple passive

(+) S + be (am/is/are) + PP + (by O)

(-) S + be (am/is/are) not +

PP + (by O) (?) Be (am/is/are) S + PP + (by O)?

- Form of the past simple passive

- Have Ss work in groups of four and then do the task

- Ask Ss to give answers

1 Complete the passage using the past participle of the verbs in the box

- Guide Ss to do the task

- Listen to the teacher’s instruction

2 Using the verbs in brackets, write the present simple passive

1 Many precious relics are displayed in the Temple of

Teacher’s Activities Ss’ Activities Content Note individually

- Call sts to write the answer on the board

- Check and give the correct answer and then do the task

- Give answers and note down the correction if necessary

2 Many old trees and beautiful flowers are taken care of by the gardeners

3 Lots of souvenirs are sold inside the Temple of Literature

4 Khue Van pavilion is regarded as the symbol of

5 The Temple of Literature is considered as one of the most important cultural and historical places in Viet Nam

- Ask Ss to read the requirement of the task and then make an example first

- Ask Ss to make similar sentences

- Have two Ss write their answers on the board

- Listen and do the task

- Come to write on the board

3 Using the words in box below to make sentences brick walls trees and flowers courtyards food and drink tickets

Eg: The Temple of Literature is surrounded by brick walls

Teacher’s Activities Ss’ Activities Content Note necessary

- Ask Ss to read the requirement of the task and then let them work in pairs to complete the sentences

4 Complete the sentences with the words from the box

- Let Sts work in groups of four to do the task

- Call some of the students to give their answers

- Check and give the correct answers

5 Reorder the parts of the passage and then circle the passive sentences in past simple

Can you make sentences in the present and past passive voice about the places below?

- The One Pillar pagoda is located in the center of Ha Noi

- The One Pillar was pagoda

Teacher’s Activities Ss’ Activities Content Note built in 1049

- Vocabulary: Use the lexical items to describe natural disasters

- Give Ss a list of sentences and ask Ss to find out which tenses the passive sentences are in

- Ask for Ss’ answers and give feedback

Which tenses are the passive sentences in?

- Ask one student to write the form of the passive voice on the board and have other

- Draw Ss’ attention to how to form the passive voice by

- Say the form of the passive voice

The passive voice is constructed using the verb "to be" in the correct tense and form, along with the past participle of the main verb It is important to note that only transitive verbs, which can take an object, are applicable in the passive voice.

Teacher’s Activities Ss’ Activities Content Note analyzing the rule and then ask some more able Ss to give some examples to illustrate this examples Ex:

- Only a few minor injuries were reported

- Medical supplies, food and rescue equipment have also been sent

- Ask Ss to read the conversation in

To begin, identify and underline all instances of passive voice in the text Afterward, collaborate with one or more partners to discuss your findings before sharing them with the entire class.

- Underline the examples of passive voice

1 Read the conversation in GETTING STARTED and underline any sentence in the passive voice that you can find

Check your findings with a partner

Only a few minor injuries were reported

It seems many houses and public buildings were destroyed or flooded, and thousands of peoplewere left homeless

They’ve sent recue workers to free people who were trapped in flooded homes

Medical supplies, food and recue equipment have also been sent

They’ve been taken to a self place where temporary accommodation will be provided for them

- Have Ss work independently and then ask them to share their answers with one or more partners

- Ask some Ss to say their answers aloud

- Give feedback and correct their answers

-Work independently and then share their answers with one or more partners

2 Complete the sentences using the correct passive from of the verbs in brackets

5 will be delivered/ are going to be delivered

- Have Ss work independently and then ask them to share their answers with one or more partners

- Ask some Ss to say

-Work independently and then share their answers with one or more partners

3 Rewrite the following sentences using the correct passive voice

1 Food and blankets have been given out to homeless people (by volunteers)

2 Ten people trapped in collapsed buildings have

Teacher’s Activities Ss’ Activities Content Note their answers aloud

- Give feedback and correct their answers

- Listen and take note been freed (by the rescue workers) so far

3 Was the whole village destroyed (by the storm)?

4 If the area is hit by the storm, a lot of damage will be caused

5 A garden party is going to be organized to raise money

A devastating earthquake was reported in the coastal city of San Francisco, California, on Tuesday morning, causing widespread destruction and panic among residents Buildings were damaged, and streets were left in disarray as emergency services were deployed to assist those affected Thousands of people were evacuated from their homes, and shelters were established to provide temporary refuge The local government has urged citizens to remain vigilant as aftershocks are expected Recovery efforts are being coordinated, and support from neighboring states is being requested to aid in the rebuilding process.

- Divide the class into 2 groups and ask

Read and pay attention to the underlined part

1 Harry Potter and the Goblet of

Ss’ Activities Content Noe students to choose the correct answers

Which group has more correct answer will be the winner

- Give feedback and check Ss’ answers

2 J K Rowling Harry Potter and the Goblet of Fire

3 The judge _ Smith to five years in prison

4 Smith to five years in prison

5 Over a million dollars in cash from a bank in Los Angeles

6 Thieves over a million dollars in cash from a bank in Los Angeles

7 I'll have to come by bus as my car _

8 The gold in a cave near the top of the mountain

9 Archaeologists the gold in a cave near the top of the mountain

10 The meeting until the end of the month

11 We have _ the meeting until the end of the month

12 VW cars _ in Germany and the Czech Republic

13 Many shops _ at around nine in the morning

15 Helmets must on the site

- Ask Ss to review the definition,

3 How to change a sentence into the

Ss’ Activities Content Noe usages, the way to change a sentence into the passive voice and passive form of some tenses

- Listen and take note passive voice

4 Passive form of some tenses

- Ask Ss to answer and give feedback

Are the sentences T or F? Explain why?

The lesson is t ught by the teacher

He is taught the lesson

Passive constructions [be + past participle] cannot follow subject pronouns [he]

No [subject / verb] agreement; same error as above

Dinner is eaten by they

[Object / agent] agreement is almost correct, but the agent must be an object pronoun [they]

This is an active sentence

Dinner is eaten by them

Adequate passive sentence, if a bit odd

Better clarify who is [them]

- Divide the class into 2 groups and ask students to choose the correct answers

Which group has more correct answer will be the winner

- Give feedback and check Ss’

1 My wedding ring ………… of yellow and white gold a is made b is making c made d d maked

2 If your brother ………., he would come a invited b were invited c were inviting d invite

3 References ………… in the examination room a not are used b is not used c didn’t used d are not used

Ss’ Activities Content Noe answers a are born b were born c was born d born

5 My mother is going ……… this house a sold b to be sold c to sold d to sell 6.There’s somebody hehind us I think we are ……… a being followed b are followed c follow d following

7 Have you ………… by a dog? a bite b ever been bit c ever been bitten d bit 8.The room is being ………… at the moment a was cleaned b cleaned c cleaning d clean

9 The road to our village ………… widened next year a is b will c can d will be

10 The old lady was ……… exhausted after the long walk a very b absolutely c pretty d fairly

11 The old man is said….all his money to an old people’s home when he died a to leave b to leaving c have left d to have left

12 Nobody was injured in the accident , …………? a was there b was he c were they d weren’t they

13 Renoir’s paintings ……… masterpieces all over the world a had considered b are considered c are considering d consider

14 He was advised………singing lessons a take b taken c taking d to take

15 You’d better get someone…your living room a redecorate b redecorate c to redecorate d redecorating

16 When………… ? In 1928 a penicillin was discovered b did pencillin discoved c was penicillin disscoverd

Ss’ Activities Content Noe d did pencillin discover

17 I don’t remember….of the decision to change the company policy on vacations a telling b being told c to tell d to be told

18 The children ………to the zoo a were enjoyed taken b enjoyed being taken c were enjoyed taking d enjoyed taking

………… him on his birthday a to b for c with d on

20 His car needs ……… a be fixed b fixing c to be fixing d fixed

21 Her watch needs……… a reparing b to be repaired c repaired d a&b

22 He was said…….this building a designing b to have designed c to designs d designed

23 Ted………….by a bee while he

Ss’ Activities Content Noe was sitting in the garden a got sting b got stung c get stung d gets stung 24.Let the children………… taken to the cinema a to b be c to be d being

25 That book by a famous author a wrote b was written c is writing d has written

26 People don’t use this road very often a This road is not used very often b Not very often this road is not used c This road very often is not used d This road not very often is used

27 Somebody accused me of stealing money a I was accused by somebody of stealing money b I was accused of stealing money c I was accused of stealing money by somebody d I was accused stealing money

28 Somebody is using the computer at the moment a The computer is being used at the moment b The computer at the moment is being used c The computer is being used by somebody at the moment d The computer is used at the moment

29 The bill includes service a Service is included by the bill b Service included in the bill c Service is included in the bill d Service is in the bill

30 They have changed the date of the meeting a The date of the meeting has been changed b The date of the meeting has been changed by them c The meeting has been changed the date d The date of the meeting has changed

31 It has been said that UFO sightings are increasing a People say that UFO sightings are increasing b people have said that UFO sightings are increasing c That UFO sightings are increasing is true d UFO has been said to be inreasing

32 He is getting them mend the windows a He’s having the windows to mend b He’s having to mend the windows c He’s having to be mended the windows d He is having the windows mended

33 They made her hand over her passport a She was made to hand over her passport b She was made hand over her passport c She was handed over to make her passport d She was handed over for her

Ss’ Activities Content Noe passport to make

34 Don’t let the others see you a Don’t let you to be seen b Don’t let yourself be seen c You aren’t to be seen by the others d Both a &c allowed

35 They say that many people are homeless after the tsunami a They say many people to have been homeless after the tsunami b They say many piople to bbe homeless after the tsunami c Many people are said to have been homeless after the tsunami d Many people are said to be homeless after the tsunami

36 They know that the Prime Minister is in favour of the new law a The Prime minister is known to have been in favour of the new law b They know the Prime Minister to be in favour of the new law c The Prime Minister is known to be in favour of the new law d They know the Prime Minister to

Ss’ Activities Content Noe have been in favour of the new law

- Ask Ss to answer and give feedback

1 Mary types letters in the office

2 His father will help you tomorrow

3 Science and technology have completely changed human life

5 They are learning English in the room

6 Nothing can change my mind

7 No one had told me about it

8 I don’t know her telephone number

9 My students will bring the children home

10 They sent me a present last week

11 She gave us more information

12 The chief engineer was instructing all the workers of the plan

13 They can’t make tea with cold water

14 Somebody has taken some of my books away

15 They will hold the meeting before May Day

- Have Ss to do this exercise individually, then compare their sentences with a classmate

Ss to write the answers on the board

- Correct any mistakes (if any)

- Do the task Ask the teacher is there is anything Ss don’t understand

Use the passive voice to describe a process

APPENDIX C: SURVEY QUESTIONAIRE Questions on The level of acceptability of the use of the transference from Vietnamese to English in the use of passive voice among the respondents

Name: School: Class/Section: Directions: Read each statement carefully Then rate each category using the following scale Put a check (√) mark on the appropriate cell

Descriptive Rating Strongly Acceptable(SA) Acceptable(A)

Fairly Acceptable(FA) Not Acceptable(NA) Weighted mean (WM) Descriptive Rating (DR)

1 Students can understand the passive voice correctly

2 Students are engaged in developing a passive from a given active

3 This method can serve as a new model in teaching English passive in any classroom

4 The method provides clearly the use of passive in contexts

1 Students can update the present trends in applying the features of Vietnamese passive voice to English one

2 Students can find it easy to decide the choice of passive/ active and passive/ other constructions in the two languages

3 Students can get variety of experiences in learning passive

4 Students have a good chance to learn to use passive in writing correctly

5 Students are trained to restructure language creatively

1 Students have opportunities to practice the appropriate use of passive

2 The method enhances passive building through the tasks

3 Students can overcome the difficulties in forming and writing passive

4 Students form suitable steps to learn grammar

1 WM DR III Appeal to Target User

1 Students are confident in dealing with any new tasks related to passive

2 The method is more enjoyable than any other approaches

3 Students are able to develop their grammar

4 Students are interested in learning

Tôi đang tiến hành nghiên cứu về ảnh hưởng của chuyển di tiếng Anh và tiếng Việt khi sử dụng câu bị động trong bài kiểm tra viết của học sinh THCS Mục đích của nghiên cứu này là thu thập thông tin, vì vậy tôi rất mong nhận được sự hỗ trợ từ các bạn thông qua việc trả lời các câu hỏi sau.

Cám ơn sự hợp tác của các bạn!

Teacher: Q1- Cách thức bạn học câu bị động trong tiếng Anh như thế nào?

ST1: Em học cấu trúc dạng bị động, các bước chuyển câu chủ động sang bị động

Teacher: Q2- Em có gặp khó khăn gì khi học câu bị động không? Nếu có thì đó là khó khăn nào?

ST1: Khó khăn khi gặp những câu có tân ngữ là những cụm từ dài hoặc câu có nhiều

Teacher: Q3- Bạn thường mắc lỗi gì khi chuyển câu chủ động sang bị động không? Nếu có thì đó là những lỗi nào?

ST1: Em hay bị nhầm khi xác định tân ngữ để chuyển sang làm chủ ngữ

Teacher: Q4-Bạn có mẹo nào khi sử dụng câu bị động không? Đó là mẹo nào?

Để xác định tân ngữ trong câu, cần chú ý rằng tân ngữ là đối tượng chịu tác động của hành động và thường đứng ngay sau động từ Trong cấu trúc câu bị động, động từ luôn ở dạng P2, trong khi động từ "be" sẽ thay đổi theo thì của câu chủ động Do đó, việc nắm vững cách chia động từ "be" ở các thì trong câu chủ động là rất quan trọng.

Teacher: Q5-Bạn mong muốn giáo viên giúp bạn điều gì khi học câu bị động

ST1: Hướng dẫn và cho công thức các dạng bị động thông thường và đặc biệt

Teacher: Q1- Cách thức bạn học câu bị động trong tiếng Anh như thế

B: Em học thuộc công thức các thì ở dạng bị động, các bước chuyển câu chủ động sang bị động và các trường hợp đặc biệt cần lưu ý

Teacher: Q2-Em có gặp khó khăn gì khi học câu bị động không? Nếu có thì đó là khó khăn nào?

ST82: Có quá nhiều dạng đặc biệt biến đổi không theo qui luật Có nhiều động từ người Anh và người Việt sử dụng bị động khác nhau

Teacher: Q3 Bạn thường mắc lỗi gì khi chuyển câu chủ động sang bị động không? Nếu có thì đó là những lỗi nào?

Tiêu đề	The influences of transference from vietnamese to english in the use of passive voice in the english written tests of the secondary students
Tác giả	Phùng Thị Kim Anh
Người hướng dẫn	Nguyễn Thị Thi, Ph.D
Trường học	Vietnam National University, Hanoi University of Languages and International Studies
Chuyên ngành	English Linguistics
Thể loại	Luận văn thạc sĩ
Năm xuất bản	2022
Thành phố	Hanoi

Định dạng
Số trang	130
Dung lượng	2,04 MB