Luận văn a contrastive analysis of tense aspect combinations in english and the vietnamese equivalents with possible applications to teaching and learning english

‘This M.A thesis focuses on the acquisition of the English Tonsc-Aspocl combinations by Vietmnase learners, with the primary aim to what extent it is possible to achieve competence in

VLETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

BÙI VĂN TỰ

A Contrastive Analysis of Tense-Aspect Combinations in English and the Vietnamese Equivalents (with Possible Applications to

Teaching and Learning English)

(Phân tích đối chiễu sự kết hyp Théi-Thé trong tiếng Ánh và Lương

đương trong tiếng Việt với ứng dung trong day va hoc tiéng Anh)

M.A MINOR PROGRAMME THESIS

Field: English Lingui Code: 60.22.15

HANOT- 2009

VIETNAM NATIONAL UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INFERNATIONAL STUDLES

FACULTY OF POST - GRADUATE STUDIES

BÙI VĂN TỰ

A Contrastive Analysis of Tense-Aspect Combinations in English

and the Vietnamese Equivalents (with Possible Applications to

Teaching and Learning English)

(Phân tích đối chiéu sự kết hợp Thời-Thể trong tiếng Anh và tương

dương trong tiếng Việt với ứng dụng trong dạy và học tiéng Anh)

MLA MINOR PROGRAMME THESIS

Field: English Linguistics

Code: 6.22.15

Supcrvisor: Nguyễn Hương Giang, M.A

TIANOI - 2009

LIST OF ABBREVIATIONS ¬ tees nee eee

LIST OF FIGURES AND TABLES,

PART 1: INTRODUCTION

Rationale

2 Llypotheses

Scope of the study

Significance of the study

Methods of the study

Design of the study

LLL Diagrammatic representation of properties of time

1.1.2 Deixis and Temporal Referenec

1.3 Tense-aspect combinations in English

Jearner language is analyzed first and then attempts are made to find explanations for the

In shot, C.A is an effective method for language teachers We-the English teachars should pay attention to the points where there are structural differences between the languages, prodicting the difficultics the learners may face We also make the Icarners awars of the contrast so that they will understand the causes of the errors and avoid committing them

6 Design of the study

‘The thesis has three main parts as follows

‘The first part - Introduction composes of the rationale, the hypothesis, the scope, the significance, the methodology and the design of the study

The second pat Development includes three chapters Chapter 1 shows the theoretical background of English tense and aspect system in chapter 2, the author presents the

PART 1: INTRODUCTION

1 Rationale of the stuily

[inglish is the most popular language in the world In Vietnam, Unglish has been more and

more important since Vietnam beeame an official member of the World Trade

Organization That is why every Viemamese desires to master this language to

communicate with the rest of the world, which seems to be far ftom easy for all

Vietnamese learn a foreign language

af Engtisl

To communicate eftzctively in English, it involves many aspects in which grammar is one

of the basic and central points ‘This M.A thesis focuses on the acquisition of the English

Tonsc-Aspocl combinations by Vietmnase learners, with the primary aim to what extent it

is possible to achieve competence in the field of Tense and Aspect of Euglish and their combinations,

Pursuing this aim tho paper conooulrates on thre major aspects: firstly, a generat introduetion of time and a general outline of Tense and Aspect are presented; secondly, an overview of the English Tense-Aspect combinations is shown, which will be contrasted with the Vietnamese equivalents; thirdly, an empirical research of error analysis is conducted to find out how the Victnamesc high-school Icamers deal with the Tense and

Aspect system in English in general and the present progressive in particular

2, Hypotheses

In this thesis, two research hypotheses are formulated as followed

4 Tha English Tense-Aspect combinations, especially the present progressive may

not properly be acquired by the Viemamese high school learners of English

2 Interference of the first language ix significant in the foreign language

acquisition of ihe present progressive of English,

3 Scope of the study

Both a primary research and the secondary one are conducted to meet the target of the thesis In the primary rescarch, the author draws out a general outline of tense and aspect system in English and the Vietnamese equivalents Though there exist many opinions of linguists and granmmarians in terans of lense- aspecl systems in English, the author fatlows

1.3.8 Past Perfect Progressive

14 Expressions to future time in English

Chapter 2: The Expressions of the Equivalents to Tense and Aspect in Vietnamese 2.1, Literature review of the equivalents to Tense-Aspect System in Vietnamese 2.1L Vietnamese- an isolating language

2.1.2 The cquivalents to tenses in Vietnamese

2.1.3 The equivalents to aspect in Vietnamese

2.1.4 The use of Lense - aspecl markers in Vietnaroese

2.2 Examples of English Tense-Aspect combinations to the Vietnamese equivalents

Chapter 3: An empirical study

3.4, Rescarch design and procedures

3.5 Results and discussion

1.3.8 Past Perfect Progressive

14 Expressions to future time in English

Chapter 2: The Expressions of the Equivalents to Tense and Aspect in Vietnamese 2.1, Literature review of the equivalents to Tense-Aspect System in Vietnamese 2.1L Vietnamese- an isolating language

2.1.2 The cquivalents to tenses in Vietnamese

2.1.3 The equivalents to aspect in Vietnamese

2.1.4 The use of Lense - aspecl markers in Vietnaroese

2.2 Examples of English Tense-Aspect combinations to the Vietnamese equivalents

Chapter 3: An empirical study

3.4, Rescarch design and procedures

3.5 Results and discussion

PART 1: INTRODUCTION

1 Rationale of the stuily

[inglish is the most popular language in the world In Vietnam, Unglish has been more and

more important since Vietnam beeame an official member of the World Trade

Organization That is why every Viemamese desires to master this language to

communicate with the rest of the world, which seems to be far ftom easy for all

Vietnamese learn a foreign language

af Engtisl

To communicate eftzctively in English, it involves many aspects in which grammar is one

of the basic and central points ‘This M.A thesis focuses on the acquisition of the English

Tonsc-Aspocl combinations by Vietmnase learners, with the primary aim to what extent it

is possible to achieve competence in the field of Tense and Aspect of Euglish and their combinations,

Pursuing this aim tho paper conooulrates on thre major aspects: firstly, a generat introduetion of time and a general outline of Tense and Aspect are presented; secondly, an overview of the English Tense-Aspect combinations is shown, which will be contrasted with the Vietnamese equivalents; thirdly, an empirical research of error analysis is conducted to find out how the Victnamesc high-school Icamers deal with the Tense and

Aspect system in English in general and the present progressive in particular

2, Hypotheses

In this thesis, two research hypotheses are formulated as followed

4 Tha English Tense-Aspect combinations, especially the present progressive may

not properly be acquired by the Viemamese high school learners of English

2 Interference of the first language ix significant in the foreign language

acquisition of ihe present progressive of English,

3 Scope of the study

Both a primary research and the secondary one are conducted to meet the target of the thesis In the primary rescarch, the author draws out a general outline of tense and aspect system in English and the Vietnamese equivalents Though there exist many opinions of linguists and granmmarians in terans of lense- aspecl systems in English, the author fatlows

vil

LIST OF FIGTRES AND TABLES

Figure]: Diagrammatic representation af time as a time line

Figure2: Diagranmatic representation of “Mrs Lan cooked”

Figure 3: Diagrammatic representation of a situation in the past which is referred to from the

speech-act tine Figure 4: Present tense

Figure 5: Past tense

Figure 6: Present simple

Figwe 7: Present progressive

Figure 8: Present perfect

Figure 9: Prasent perfect progressive

Figure 10: Past simple

Figure 11: Past progressive

Figure 12: Past perfect

Figwe 13: Past perfect progressive

Table 1: Percentages of subjects’ options for items 1, 4, 7 and 15

Table 2: Percentayes of subjects’ options for items 5 and 12

‘Table 3: Percentages of subjects’ aptions for items 6, 8, 10 11

Table 4: Percentages of subjects’ choices far items 2, 3,9 13 and 14.

the ones in which English has two tenses: present and past tenses Therefore, there is no future tense mentioned i Lhe sludy, bul a various expressions to future tin Shown

aust be considered in addition to the linguistic structure of the second language and how

highly complex productive and arbitrary As Corder (1973, p 102) suggests: "Consrastive

comparison of the mother tongue of the learner and the second language will offer an account of the differences between L1 and L2 or predict learning problems or learning

len”

Tn fact, English and Victmamese have their own siruelures Vichnmmese is Iypielly classified as an isolating language in which all the words are invariable and grammatical relationships are shown through the use of word order, English, on the other hand, is classified as partially synthetic and analytical Thus, learsing English is so lurd fr Vietnamese tearnars

Since Vietnamese learners, especially high school students at my school - Quynh Ci high school in Thaibinh province, are confusingly using English tense and aspect systems when they speak English in the class or making quite a lot of mistakes in the written tests It is

my hope that this thesis plays an important role in helping the Vietnamese high school

learners

syslomative this kind of linguistic resources, and acquire a good knowledge of

English and Vielmmese grammar, which can help Ihcin usc English mors correctly

5, Methodology of the study

vil

LIST OF FIGTRES AND TABLES

Figure]: Diagrammatic representation af time as a time line

Figure2: Diagranmatic representation of “Mrs Lan cooked”

Figure 3: Diagrammatic representation of a situation in the past which is referred to from the

speech-act tine Figure 4: Present tense

Figure 5: Past tense

Figure 6: Present simple

Figwe 7: Present progressive

Figure 8: Present perfect

Figure 9: Prasent perfect progressive

Figure 10: Past simple

Figure 11: Past progressive

Figure 12: Past perfect

Figwe 13: Past perfect progressive

Table 1: Percentages of subjects’ options for items 1, 4, 7 and 15

Table 2: Percentayes of subjects’ options for items 5 and 12

‘Table 3: Percentages of subjects’ aptions for items 6, 8, 10 11

Table 4: Percentages of subjects’ choices far items 2, 3,9 13 and 14.

the ones in which English has two tenses: present and past tenses Therefore, there is no future tense mentioned i Lhe sludy, bul a various expressions to future tin Shown

aust be considered in addition to the linguistic structure of the second language and how

highly complex productive and arbitrary As Corder (1973, p 102) suggests: "Consrastive

comparison of the mother tongue of the learner and the second language will offer an account of the differences between L1 and L2 or predict learning problems or learning

len”

Tn fact, English and Victmamese have their own siruelures Vichnmmese is Iypielly classified as an isolating language in which all the words are invariable and grammatical relationships are shown through the use of word order, English, on the other hand, is classified as partially synthetic and analytical Thus, learsing English is so lurd fr Vietnamese tearnars

Since Vietnamese learners, especially high school students at my school - Quynh Ci high school in Thaibinh province, are confusingly using English tense and aspect systems when they speak English in the class or making quite a lot of mistakes in the written tests It is

my hope that this thesis plays an important role in helping the Vietnamese high school

learners

syslomative this kind of linguistic resources, and acquire a good knowledge of

English and Vielmmese grammar, which can help Ihcin usc English mors correctly

5, Methodology of the study

PART 1: INTRODUCTION

1 Rationale of the stuily

[inglish is the most popular language in the world In Vietnam, Unglish has been more and

more important since Vietnam beeame an official member of the World Trade

Organization That is why every Viemamese desires to master this language to

communicate with the rest of the world, which seems to be far ftom easy for all

Vietnamese learn a foreign language

af Engtisl

To communicate eftzctively in English, it involves many aspects in which grammar is one

of the basic and central points ‘This M.A thesis focuses on the acquisition of the English

Tonsc-Aspocl combinations by Vietmnase learners, with the primary aim to what extent it

is possible to achieve competence in the field of Tense and Aspect of Euglish and their combinations,

Pursuing this aim tho paper conooulrates on thre major aspects: firstly, a generat introduetion of time and a general outline of Tense and Aspect are presented; secondly, an overview of the English Tense-Aspect combinations is shown, which will be contrasted with the Vietnamese equivalents; thirdly, an empirical research of error analysis is conducted to find out how the Victnamesc high-school Icamers deal with the Tense and

Aspect system in English in general and the present progressive in particular

2, Hypotheses

In this thesis, two research hypotheses are formulated as followed

4 Tha English Tense-Aspect combinations, especially the present progressive may

not properly be acquired by the Viemamese high school learners of English

2 Interference of the first language ix significant in the foreign language

acquisition of ihe present progressive of English,

3 Scope of the study

Both a primary research and the secondary one are conducted to meet the target of the thesis In the primary rescarch, the author draws out a general outline of tense and aspect system in English and the Vietnamese equivalents Though there exist many opinions of linguists and granmmarians in terans of lense- aspecl systems in English, the author fatlows

PART 1: INTRODUCTION

1 Rationale of the stuily

[inglish is the most popular language in the world In Vietnam, Unglish has been more and

more important since Vietnam beeame an official member of the World Trade

Organization That is why every Viemamese desires to master this language to

communicate with the rest of the world, which seems to be far ftom easy for all

Vietnamese learn a foreign language

af Engtisl

To communicate eftzctively in English, it involves many aspects in which grammar is one

of the basic and central points ‘This M.A thesis focuses on the acquisition of the English

Tonsc-Aspocl combinations by Vietmnase learners, with the primary aim to what extent it

is possible to achieve competence in the field of Tense and Aspect of Euglish and their combinations,

Pursuing this aim tho paper conooulrates on thre major aspects: firstly, a generat introduetion of time and a general outline of Tense and Aspect are presented; secondly, an overview of the English Tense-Aspect combinations is shown, which will be contrasted with the Vietnamese equivalents; thirdly, an empirical research of error analysis is conducted to find out how the Victnamesc high-school Icamers deal with the Tense and

Aspect system in English in general and the present progressive in particular

2, Hypotheses

In this thesis, two research hypotheses are formulated as followed

4 Tha English Tense-Aspect combinations, especially the present progressive may

not properly be acquired by the Viemamese high school learners of English

2 Interference of the first language ix significant in the foreign language

acquisition of ihe present progressive of English,

3 Scope of the study

Both a primary research and the secondary one are conducted to meet the target of the thesis In the primary rescarch, the author draws out a general outline of tense and aspect system in English and the Vietnamese equivalents Though there exist many opinions of linguists and granmmarians in terans of lense- aspecl systems in English, the author fatlows

‘The major method of this research is contrastive analysis ‘Ihe theoretical background for the study is the comprehension of language leaning as

cognitive process For this aim,

the English Tense-Aspect combinations and the Vietnamese equivalents are analyzed

contrastively so as to find ont the similarities and the differences in which transfer from the

first language knowledge may be used lo comprehend and produce linguistic struclures iit the forsign language acquisition process

To prove whether the hypotheses can be maintained or should be rejected, an empirical

research study is carried out by assessing students’ written tests A deductive method is

used to find aut the sources of crrors which help teachers of English at high schools teach

English more eftzctively

* Why Contrastive Analysis (C.A)?

Linguists and language teachers arc aware of the importance of C.A O’grady ct al (1991,

p 72) says: “seeking to improve the second language teaching methodologies, early

researchers came fo believe that by comparing and contrasting the learner's native

language with the second language, new insights could he gained into the language

learning provess.”’ James (1980, p 204) states that “C.A is a linguistic enterprise aimed at

producing inverted (ie contrastive) two valued typologies (a CA is always concerned

with a pair of languages) and founded on the assumption that languages can be

compared"

We know that the real purpose of C.A of the two langnages is to find out the differences and the sitilarilics in phonology, morphology, syntax and semantics, The ensors and

difficulties occurring in the language acquisition may be caused by the negative

interference from the first language ‘Therefore, one way to help leamers overcome the

difficulties is Lo study the differences and the sirnilarities carefully

Ellis, Rod (1994, p 17-38) asserts the importance of C.A:

“ the essential source for errors is in the cortrastive analysis {C_A) assumed to be transfer front the mother tongue (MT) af the learner towards the target language

(ILj Thus, interference from L1 towards a second or foreign language was

assumed to take place whenever the habits of the learner's MI differed fram those

of the TT.”

Clearly, the am of € A is lo predict learner difficulties and make the rescarch resulls

available for language teaching so as to affect study programs and learning outcomes

positively Besides, C.A provides an important impetus to the genesis of other theories and

rescarch approaches in sccond language acquisition, such as crror analysis (E.A) In EA,

‘The major method of this research is contrastive analysis ‘Ihe theoretical background for the study is the comprehension of language leaning as

cognitive process For this aim,

the English Tense-Aspect combinations and the Vietnamese equivalents are analyzed

contrastively so as to find ont the similarities and the differences in which transfer from the

first language knowledge may be used lo comprehend and produce linguistic struclures iit the forsign language acquisition process

To prove whether the hypotheses can be maintained or should be rejected, an empirical

research study is carried out by assessing students’ written tests A deductive method is

used to find aut the sources of crrors which help teachers of English at high schools teach

English more eftzctively

* Why Contrastive Analysis (C.A)?

Linguists and language teachers arc aware of the importance of C.A O’grady ct al (1991,

p 72) says: “seeking to improve the second language teaching methodologies, early

researchers came fo believe that by comparing and contrasting the learner's native

language with the second language, new insights could he gained into the language

learning provess.”’ James (1980, p 204) states that “C.A is a linguistic enterprise aimed at

producing inverted (ie contrastive) two valued typologies (a CA is always concerned

with a pair of languages) and founded on the assumption that languages can be

compared"

We know that the real purpose of C.A of the two langnages is to find out the differences and the sitilarilics in phonology, morphology, syntax and semantics, The ensors and

difficulties occurring in the language acquisition may be caused by the negative

interference from the first language ‘Therefore, one way to help leamers overcome the

difficulties is Lo study the differences and the sirnilarities carefully

Ellis, Rod (1994, p 17-38) asserts the importance of C.A:

“ the essential source for errors is in the cortrastive analysis {C_A) assumed to be transfer front the mother tongue (MT) af the learner towards the target language

(ILj Thus, interference from L1 towards a second or foreign language was

assumed to take place whenever the habits of the learner's MI differed fram those

of the TT.”

Clearly, the am of € A is lo predict learner difficulties and make the rescarch resulls

available for language teaching so as to affect study programs and learning outcomes

positively Besides, C.A provides an important impetus to the genesis of other theories and

rescarch approaches in sccond language acquisition, such as crror analysis (E.A) In EA,

‘The major method of this research is contrastive analysis ‘Ihe theoretical background for the study is the comprehension of language leaning as

cognitive process For this aim,

the English Tense-Aspect combinations and the Vietnamese equivalents are analyzed

contrastively so as to find ont the similarities and the differences in which transfer from the

first language knowledge may be used lo comprehend and produce linguistic struclures iit the forsign language acquisition process

To prove whether the hypotheses can be maintained or should be rejected, an empirical

research study is carried out by assessing students’ written tests A deductive method is

used to find aut the sources of crrors which help teachers of English at high schools teach

English more eftzctively

* Why Contrastive Analysis (C.A)?

Linguists and language teachers arc aware of the importance of C.A O’grady ct al (1991,

p 72) says: “seeking to improve the second language teaching methodologies, early

researchers came fo believe that by comparing and contrasting the learner's native

language with the second language, new insights could he gained into the language

learning provess.”’ James (1980, p 204) states that “C.A is a linguistic enterprise aimed at

producing inverted (ie contrastive) two valued typologies (a CA is always concerned

with a pair of languages) and founded on the assumption that languages can be

compared"

We know that the real purpose of C.A of the two langnages is to find out the differences and the sitilarilics in phonology, morphology, syntax and semantics, The ensors and

difficulties occurring in the language acquisition may be caused by the negative

interference from the first language ‘Therefore, one way to help leamers overcome the

difficulties is Lo study the differences and the sirnilarities carefully

Ellis, Rod (1994, p 17-38) asserts the importance of C.A:

“ the essential source for errors is in the cortrastive analysis {C_A) assumed to be transfer front the mother tongue (MT) af the learner towards the target language

(ILj Thus, interference from L1 towards a second or foreign language was

assumed to take place whenever the habits of the learner's MI differed fram those

of the TT.”

Clearly, the am of € A is lo predict learner difficulties and make the rescarch resulls

available for language teaching so as to affect study programs and learning outcomes

positively Besides, C.A provides an important impetus to the genesis of other theories and

rescarch approaches in sccond language acquisition, such as crror analysis (E.A) In EA,

‘The major method of this research is contrastive analysis ‘Ihe theoretical background for the study is the comprehension of language leaning as

cognitive process For this aim,

the English Tense-Aspect combinations and the Vietnamese equivalents are analyzed

contrastively so as to find ont the similarities and the differences in which transfer from the

first language knowledge may be used lo comprehend and produce linguistic struclures iit the forsign language acquisition process

To prove whether the hypotheses can be maintained or should be rejected, an empirical

research study is carried out by assessing students’ written tests A deductive method is

used to find aut the sources of crrors which help teachers of English at high schools teach

English more eftzctively

* Why Contrastive Analysis (C.A)?

Linguists and language teachers arc aware of the importance of C.A O’grady ct al (1991,

p 72) says: “seeking to improve the second language teaching methodologies, early

researchers came fo believe that by comparing and contrasting the learner's native

language with the second language, new insights could he gained into the language

learning provess.”’ James (1980, p 204) states that “C.A is a linguistic enterprise aimed at

producing inverted (ie contrastive) two valued typologies (a CA is always concerned

with a pair of languages) and founded on the assumption that languages can be

compared"

We know that the real purpose of C.A of the two langnages is to find out the differences and the sitilarilics in phonology, morphology, syntax and semantics, The ensors and

difficulties occurring in the language acquisition may be caused by the negative

interference from the first language ‘Therefore, one way to help leamers overcome the

difficulties is Lo study the differences and the sirnilarities carefully

Ellis, Rod (1994, p 17-38) asserts the importance of C.A:

“ the essential source for errors is in the cortrastive analysis {C_A) assumed to be transfer front the mother tongue (MT) af the learner towards the target language

(ILj Thus, interference from L1 towards a second or foreign language was

assumed to take place whenever the habits of the learner's MI differed fram those

of the TT.”

Clearly, the am of € A is lo predict learner difficulties and make the rescarch resulls

available for language teaching so as to affect study programs and learning outcomes

positively Besides, C.A provides an important impetus to the genesis of other theories and

rescarch approaches in sccond language acquisition, such as crror analysis (E.A) In EA,

Jearner language is analyzed first and then attempts are made to find explanations for the

In shot, C.A is an effective method for language teachers We-the English teachars should pay attention to the points where there are structural differences between the languages, prodicting the difficultics the learners may face We also make the Icarners awars of the contrast so that they will understand the causes of the errors and avoid committing them

6 Design of the study

‘The thesis has three main parts as follows

‘The first part - Introduction composes of the rationale, the hypothesis, the scope, the significance, the methodology and the design of the study

The second pat Development includes three chapters Chapter 1 shows the theoretical background of English tense and aspect system in chapter 2, the author presents the

vil

LIST OF FIGTRES AND TABLES

Figure]: Diagrammatic representation af time as a time line

Figure2: Diagranmatic representation of “Mrs Lan cooked”

Figure 3: Diagrammatic representation of a situation in the past which is referred to from the

speech-act tine Figure 4: Present tense

Figure 5: Past tense

Figure 6: Present simple

Figwe 7: Present progressive

Figure 8: Present perfect

Figure 9: Prasent perfect progressive

Figure 10: Past simple

Figure 11: Past progressive

Figure 12: Past perfect

Figwe 13: Past perfect progressive

Table 1: Percentages of subjects’ options for items 1, 4, 7 and 15

Table 2: Percentayes of subjects’ options for items 5 and 12

‘Table 3: Percentages of subjects’ aptions for items 6, 8, 10 11

Table 4: Percentages of subjects’ choices far items 2, 3,9 13 and 14.

vil

LIST OF FIGTRES AND TABLES

Figure]: Diagrammatic representation af time as a time line

Figure2: Diagranmatic representation of “Mrs Lan cooked”

Figure 3: Diagrammatic representation of a situation in the past which is referred to from the

speech-act tine Figure 4: Present tense

Figure 5: Past tense

Figure 6: Present simple

Figwe 7: Present progressive

Figure 8: Present perfect

Figure 9: Prasent perfect progressive

Figure 10: Past simple

Figure 11: Past progressive

Figure 12: Past perfect

Figwe 13: Past perfect progressive

Table 1: Percentages of subjects’ options for items 1, 4, 7 and 15

Table 2: Percentayes of subjects’ options for items 5 and 12

‘Table 3: Percentages of subjects’ aptions for items 6, 8, 10 11

Table 4: Percentages of subjects’ choices far items 2, 3,9 13 and 14.

PART 1: INTRODUCTION

1 Rationale of the stuily

[inglish is the most popular language in the world In Vietnam, Unglish has been more and

more important since Vietnam beeame an official member of the World Trade

Organization That is why every Viemamese desires to master this language to

communicate with the rest of the world, which seems to be far ftom easy for all

Vietnamese learn a foreign language

af Engtisl

To communicate eftzctively in English, it involves many aspects in which grammar is one

of the basic and central points ‘This M.A thesis focuses on the acquisition of the English

Tonsc-Aspocl combinations by Vietmnase learners, with the primary aim to what extent it

is possible to achieve competence in the field of Tense and Aspect of Euglish and their combinations,

Pursuing this aim tho paper conooulrates on thre major aspects: firstly, a generat introduetion of time and a general outline of Tense and Aspect are presented; secondly, an overview of the English Tense-Aspect combinations is shown, which will be contrasted with the Vietnamese equivalents; thirdly, an empirical research of error analysis is conducted to find out how the Victnamesc high-school Icamers deal with the Tense and

Aspect system in English in general and the present progressive in particular

2, Hypotheses

In this thesis, two research hypotheses are formulated as followed

4 Tha English Tense-Aspect combinations, especially the present progressive may

not properly be acquired by the Viemamese high school learners of English

2 Interference of the first language ix significant in the foreign language

acquisition of ihe present progressive of English,

3 Scope of the study

Both a primary research and the secondary one are conducted to meet the target of the thesis In the primary rescarch, the author draws out a general outline of tense and aspect system in English and the Vietnamese equivalents Though there exist many opinions of linguists and granmmarians in terans of lense- aspecl systems in English, the author fatlows

PART 1: INTRODUCTION

1 Rationale of the stuily

[inglish is the most popular language in the world In Vietnam, Unglish has been more and

more important since Vietnam beeame an official member of the World Trade

Organization That is why every Viemamese desires to master this language to

communicate with the rest of the world, which seems to be far ftom easy for all

Vietnamese learn a foreign language

af Engtisl

To communicate eftzctively in English, it involves many aspects in which grammar is one

of the basic and central points ‘This M.A thesis focuses on the acquisition of the English

Tonsc-Aspocl combinations by Vietmnase learners, with the primary aim to what extent it

is possible to achieve competence in the field of Tense and Aspect of Euglish and their combinations,

Pursuing this aim tho paper conooulrates on thre major aspects: firstly, a generat introduetion of time and a general outline of Tense and Aspect are presented; secondly, an overview of the English Tense-Aspect combinations is shown, which will be contrasted with the Vietnamese equivalents; thirdly, an empirical research of error analysis is conducted to find out how the Victnamesc high-school Icamers deal with the Tense and

Aspect system in English in general and the present progressive in particular

2, Hypotheses

In this thesis, two research hypotheses are formulated as followed

4 Tha English Tense-Aspect combinations, especially the present progressive may

not properly be acquired by the Viemamese high school learners of English

2 Interference of the first language ix significant in the foreign language

acquisition of ihe present progressive of English,

3 Scope of the study

Both a primary research and the secondary one are conducted to meet the target of the thesis In the primary rescarch, the author draws out a general outline of tense and aspect system in English and the Vietnamese equivalents Though there exist many opinions of linguists and granmmarians in terans of lense- aspecl systems in English, the author fatlows

the ones in which English has two tenses: present and past tenses Therefore, there is no future tense mentioned i Lhe sludy, bul a various expressions to future tin Shown

aust be considered in addition to the linguistic structure of the second language and how

highly complex productive and arbitrary As Corder (1973, p 102) suggests: "Consrastive

comparison of the mother tongue of the learner and the second language will offer an account of the differences between L1 and L2 or predict learning problems or learning

len”

Tn fact, English and Victmamese have their own siruelures Vichnmmese is Iypielly classified as an isolating language in which all the words are invariable and grammatical relationships are shown through the use of word order, English, on the other hand, is classified as partially synthetic and analytical Thus, learsing English is so lurd fr Vietnamese tearnars

Since Vietnamese learners, especially high school students at my school - Quynh Ci high school in Thaibinh province, are confusingly using English tense and aspect systems when they speak English in the class or making quite a lot of mistakes in the written tests It is

my hope that this thesis plays an important role in helping the Vietnamese high school

learners

syslomative this kind of linguistic resources, and acquire a good knowledge of

English and Vielmmese grammar, which can help Ihcin usc English mors correctly

5, Methodology of the study

PART 1: INTRODUCTION

1 Rationale of the stuily

[inglish is the most popular language in the world In Vietnam, Unglish has been more and

more important since Vietnam beeame an official member of the World Trade

Organization That is why every Viemamese desires to master this language to

communicate with the rest of the world, which seems to be far ftom easy for all

Vietnamese learn a foreign language

af Engtisl

To communicate eftzctively in English, it involves many aspects in which grammar is one

of the basic and central points ‘This M.A thesis focuses on the acquisition of the English

Tonsc-Aspocl combinations by Vietmnase learners, with the primary aim to what extent it

is possible to achieve competence in the field of Tense and Aspect of Euglish and their combinations,

Pursuing this aim tho paper conooulrates on thre major aspects: firstly, a generat introduetion of time and a general outline of Tense and Aspect are presented; secondly, an overview of the English Tense-Aspect combinations is shown, which will be contrasted with the Vietnamese equivalents; thirdly, an empirical research of error analysis is conducted to find out how the Victnamesc high-school Icamers deal with the Tense and

Aspect system in English in general and the present progressive in particular

2, Hypotheses

In this thesis, two research hypotheses are formulated as followed

4 Tha English Tense-Aspect combinations, especially the present progressive may

not properly be acquired by the Viemamese high school learners of English

2 Interference of the first language ix significant in the foreign language

acquisition of ihe present progressive of English,

3 Scope of the study

Both a primary research and the secondary one are conducted to meet the target of the thesis In the primary rescarch, the author draws out a general outline of tense and aspect system in English and the Vietnamese equivalents Though there exist many opinions of linguists and granmmarians in terans of lense- aspecl systems in English, the author fatlows

the ones in which English has two tenses: present and past tenses Therefore, there is no future tense mentioned i Lhe sludy, bul a various expressions to future tin Shown

aust be considered in addition to the linguistic structure of the second language and how

highly complex productive and arbitrary As Corder (1973, p 102) suggests: "Consrastive

comparison of the mother tongue of the learner and the second language will offer an account of the differences between L1 and L2 or predict learning problems or learning

len”

Tn fact, English and Victmamese have their own siruelures Vichnmmese is Iypielly classified as an isolating language in which all the words are invariable and grammatical relationships are shown through the use of word order, English, on the other hand, is classified as partially synthetic and analytical Thus, learsing English is so lurd fr Vietnamese tearnars

Since Vietnamese learners, especially high school students at my school - Quynh Ci high school in Thaibinh province, are confusingly using English tense and aspect systems when they speak English in the class or making quite a lot of mistakes in the written tests It is

my hope that this thesis plays an important role in helping the Vietnamese high school

learners

syslomative this kind of linguistic resources, and acquire a good knowledge of

English and Vielmmese grammar, which can help Ihcin usc English mors correctly

5, Methodology of the study

vil

LIST OF FIGTRES AND TABLES

Figure]: Diagrammatic representation af time as a time line

Figure2: Diagranmatic representation of “Mrs Lan cooked”

Figure 3: Diagrammatic representation of a situation in the past which is referred to from the

speech-act tine Figure 4: Present tense

Figure 5: Past tense

Figure 6: Present simple

Figwe 7: Present progressive

Figure 8: Present perfect

Figure 9: Prasent perfect progressive

Figure 10: Past simple

Figure 11: Past progressive

Figure 12: Past perfect

Figwe 13: Past perfect progressive

Table 1: Percentages of subjects’ options for items 1, 4, 7 and 15

Table 2: Percentayes of subjects’ options for items 5 and 12

‘Table 3: Percentages of subjects’ aptions for items 6, 8, 10 11

Table 4: Percentages of subjects’ choices far items 2, 3,9 13 and 14.

vil

LIST OF FIGTRES AND TABLES

Figure]: Diagrammatic representation af time as a time line

Figure2: Diagranmatic representation of “Mrs Lan cooked”

Figure 3: Diagrammatic representation of a situation in the past which is referred to from the

speech-act tine Figure 4: Present tense

Figure 5: Past tense

Figure 6: Present simple

Figwe 7: Present progressive

Figure 8: Present perfect

Figure 9: Prasent perfect progressive

Figure 10: Past simple

Figure 11: Past progressive

Figure 12: Past perfect

Figwe 13: Past perfect progressive

Table 1: Percentages of subjects’ options for items 1, 4, 7 and 15

Table 2: Percentayes of subjects’ options for items 5 and 12

‘Table 3: Percentages of subjects’ aptions for items 6, 8, 10 11

Table 4: Percentages of subjects’ choices far items 2, 3,9 13 and 14.

‘The major method of this research is contrastive analysis ‘Ihe theoretical background for the study is the comprehension of language leaning as

cognitive process For this aim,

the English Tense-Aspect combinations and the Vietnamese equivalents are analyzed

contrastively so as to find ont the similarities and the differences in which transfer from the

first language knowledge may be used lo comprehend and produce linguistic struclures iit the forsign language acquisition process

To prove whether the hypotheses can be maintained or should be rejected, an empirical

research study is carried out by assessing students’ written tests A deductive method is

used to find aut the sources of crrors which help teachers of English at high schools teach

English more eftzctively

* Why Contrastive Analysis (C.A)?

Linguists and language teachers arc aware of the importance of C.A O’grady ct al (1991,

p 72) says: “seeking to improve the second language teaching methodologies, early

researchers came fo believe that by comparing and contrasting the learner's native

language with the second language, new insights could he gained into the language

learning provess.”’ James (1980, p 204) states that “C.A is a linguistic enterprise aimed at

producing inverted (ie contrastive) two valued typologies (a CA is always concerned

with a pair of languages) and founded on the assumption that languages can be

compared"

We know that the real purpose of C.A of the two langnages is to find out the differences and the sitilarilics in phonology, morphology, syntax and semantics, The ensors and

difficulties occurring in the language acquisition may be caused by the negative

interference from the first language ‘Therefore, one way to help leamers overcome the

difficulties is Lo study the differences and the sirnilarities carefully

Ellis, Rod (1994, p 17-38) asserts the importance of C.A:

“ the essential source for errors is in the cortrastive analysis {C_A) assumed to be transfer front the mother tongue (MT) af the learner towards the target language

(ILj Thus, interference from L1 towards a second or foreign language was

assumed to take place whenever the habits of the learner's MI differed fram those

of the TT.”

Clearly, the am of € A is lo predict learner difficulties and make the rescarch resulls

available for language teaching so as to affect study programs and learning outcomes

positively Besides, C.A provides an important impetus to the genesis of other theories and

rescarch approaches in sccond language acquisition, such as crror analysis (E.A) In EA,