Luận văn a study on common errors related to the usage of do and make collocations by english non major students at thai nguyen university of economics and business administration tueba

However, during the time working as a teacher of English at ation TURBA, T Thai Nguyen University of Eoonomics and Business Admini: have found out that English non- major students at

OF ECONOMICS AND BUSINESS ADMINISTRATION

(NGHIEN CUU VE NHUNG LOI THUONG GAP TRONG VIEC DUNG QUAN NGU

CITUA DONG TU DO VA MAKE CXIA SINII VIN KIIONG CIIUYEN TIENG ANTI

Ở TRƯỞNG ĐẠI HỌC KINH TẾ & QUẦN TRI KINH DOANH THAT NGUYEN)

M.A MINOR THESIS

OF ECONOMICS AND BUSINESS ADMINISTRATION

(NGHIÊN CỬU VẺ NHỮNG LỒI THƯỜNG GẶP TRONG VIEC DITSG QUAN NGỮ

CHUA DONG TU DO VA MAKE CUA SINH VIEN KHONG CHUYEN TIENG ANH

G TRUONG DAI HOC KINH TE & QUAN TRI KINH DOANH THAI NGUYEN)

M.A MINOR TITESIS:

FIELD: ENGLISIT LINGUISTICS

SUPERVISOR: ASSOC PROF DR VO BAI QUANG

Ha noi - 2012

TABLE OF CONTENT

Part A: INTRODUCTION 02.00.00

1, Rationale of the study

2, Aims and objectives of the study

3 Scope of the study

4 Significance of the study

5 Structure of the stUỦy 2 nh nà nhe

2.4, Collocations, free compounds, and idioms

2.5 Collecations with Do and Make

2.2.3 Data collection instruments

2.2.4 Data analysis teclniques

2.3 Summary

Chapter 3: Analysis, Findings and Discussion

3.1 Criteria for classification of the findings

3.2 Finding 1 & Discussion on this finding

3.3 inding 2 & Discussion on this finding

3.4, Finding 3 & Discussion on this finding

Definition of key technical terms

In this thesis, the key technical terms are to be employed in the senses as stated

below:

i Exror = Misuse or breach of the code arising from incompetence in the target

language

iL Context — the eurcumstances that form the setting for an event, statement, or

idea, and in Lerms of which it can be fully understood (Oxford Dictionary)

iii Pragmatic meaning = Meaning in context

iv Collocation= a group of words or phrase which is frequently used with

another word or phrase, in a way that sounds correct to people who have spoken the language all their lives, but might not be expected from the

meaning (CALD, 2005)

1 Rationale of the study

“No piece of natural spoken or written Linglish is totally free of collocation” (OCD, 2009) Therefore, learning collocation is important for EFL leamers For students, choosing the right collocation will make his/her speech and writing sound much more natural, more native-speaker-like Poor collocation in exams is also likely to lead to lower marks However, during the time working as a teacher of English at

ation (TURBA), T

Thai Nguyen University of Eoonomics and Business Admini:

have found out that English non- major students at different levels often make mistakes in using NO and MAKE collocations For this reason, I decided to choose this as the theme for my MA thesis

2 Aims and objectives of the study

The ultimate purposes of (he research are

ito help English non-major students gain an insight into DO and MAKE

collocations

i To examine the influenced factors 0 possible errors made by the studerits iii Yo improve my own teaching of English at ‘T'UEBA

To achieve these aims, the following objectives are pursued forward:

© [Establishing the types of errors related to DO and MAKT collocations

commonly committed by English non-majar sinderts al TURBA

Finding out the causes of students’ errors related to the usage of DO and

MAKE collocations

«® Working out possible solutions to the problems encourilered Dy students in

using collocations with DO and MAKE

3 Scope of the study

Tho survey was conducted at TUEBA The population was nol large, only 300

Accounting students who were al pre-intermediate Ievel of English Only errors

related to the uses of DO and MAKE collocations in the form of “verb + noun”

pattem were taken into consideration,

List of abbreviations

CALD: Cambridge Advanced Learners’ Dictionary

CUB: Cambridge University Press

OCD: Oxford Collocations Dictionary

OCU: Oxford Collocations in Use

OUP: Oxford University Press

TƯBBA: Thai Nguyen University of Economics and Business Adttinistration

List of abbreviations

CALD: Cambridge Advanced Learners’ Dictionary

CUB: Cambridge University Press

OCD: Oxford Collocations Dictionary

OCU: Oxford Collocations in Use

OUP: Oxford University Press

TƯBBA: Thai Nguyen University of Economics and Business Adttinistration

1 Rationale of the study

“No piece of natural spoken or written Linglish is totally free of collocation” (OCD, 2009) Therefore, learning collocation is important for EFL leamers For students, choosing the right collocation will make his/her speech and writing sound much more natural, more native-speaker-like Poor collocation in exams is also likely to lead to lower marks However, during the time working as a teacher of English at

ation (TURBA), T

Thai Nguyen University of Eoonomics and Business Admini:

have found out that English non- major students at different levels often make mistakes in using NO and MAKE collocations For this reason, I decided to choose this as the theme for my MA thesis

2 Aims and objectives of the study

The ultimate purposes of (he research are

ito help English non-major students gain an insight into DO and MAKE

collocations

i To examine the influenced factors 0 possible errors made by the studerits iii Yo improve my own teaching of English at ‘T'UEBA

To achieve these aims, the following objectives are pursued forward:

© [Establishing the types of errors related to DO and MAKT collocations

commonly committed by English non-majar sinderts al TURBA

Finding out the causes of students’ errors related to the usage of DO and

MAKE collocations

«® Working out possible solutions to the problems encourilered Dy students in

using collocations with DO and MAKE

3 Scope of the study

Tho survey was conducted at TUEBA The population was nol large, only 300

Accounting students who were al pre-intermediate Ievel of English Only errors

related to the uses of DO and MAKE collocations in the form of “verb + noun”

pattem were taken into consideration,

List of Tables

Table 1: Collocations under investigation in the thesis

Table 2: Nouns as object constituent in DO collocatians

Table 3: Nouns as object constituent in MAKE collocatians

Table 4: A summary of the results of the test on learmers’ understanding of DO

Table 7: A summary of the results of the test on leamers’ understanding of nouns as

object constituent in MAKE collocations

Table 8 A summary of the results of the test on learners’ use of both DO and MAKE

Definition of key technical terms

In this thesis, the key technical terms are to be employed in the senses as stated

below:

i Exror = Misuse or breach of the code arising from incompetence in the target

language

iL Context — the eurcumstances that form the setting for an event, statement, or

idea, and in Lerms of which it can be fully understood (Oxford Dictionary)

iii Pragmatic meaning = Meaning in context

iv Collocation= a group of words or phrase which is frequently used with

another word or phrase, in a way that sounds correct to people who have spoken the language all their lives, but might not be expected from the

meaning (CALD, 2005)

List of Tables

Table 1: Collocations under investigation in the thesis

Table 2: Nouns as object constituent in DO collocatians

Table 3: Nouns as object constituent in MAKE collocatians

Table 4: A summary of the results of the test on learmers’ understanding of DO

Table 7: A summary of the results of the test on leamers’ understanding of nouns as

object constituent in MAKE collocations

Table 8 A summary of the results of the test on learners’ use of both DO and MAKE

Part A: INTRODUCTION

List of Tables

Table 1: Collocations under investigation in the thesis

Table 2: Nouns as object constituent in DO collocatians

Table 3: Nouns as object constituent in MAKE collocatians

Table 4: A summary of the results of the test on learmers’ understanding of DO

Table 7: A summary of the results of the test on leamers’ understanding of nouns as

object constituent in MAKE collocations

Table 8 A summary of the results of the test on learners’ use of both DO and MAKE

List of abbreviations

CALD: Cambridge Advanced Learners’ Dictionary

CUB: Cambridge University Press

OCD: Oxford Collocations Dictionary

OCU: Oxford Collocations in Use

OUP: Oxford University Press

TƯBBA: Thai Nguyen University of Economics and Business Adttinistration

2.2.3 Data collection instruments

2.2.4 Data analysis teclniques

2.3 Summary

Chapter 3: Analysis, Findings and Discussion

3.1 Criteria for classification of the findings

3.2 Finding 1 & Discussion on this finding

3.3 inding 2 & Discussion on this finding

3.4, Finding 3 & Discussion on this finding

2.2.2, Remarks

¬ 3 Concluding remarks on objective 3

2.3.1, Objective 3 restated

2.3.2, Remarks

3 Limitations of the study

4, Suggestions for further studies

vị

List of Tables

Table 1: Collocations under investigation in the thesis

Table 2: Nouns as object constituent in DO collocatians

Table 3: Nouns as object constituent in MAKE collocatians

Table 4: A summary of the results of the test on learmers’ understanding of DO

Table 7: A summary of the results of the test on leamers’ understanding of nouns as

object constituent in MAKE collocations

Table 8 A summary of the results of the test on learners’ use of both DO and MAKE

2.2.2, Remarks

¬ 3 Concluding remarks on objective 3

2.3.1, Objective 3 restated

2.3.2, Remarks

3 Limitations of the study

4, Suggestions for further studies

vị

1 Rationale of the study

“No piece of natural spoken or written Linglish is totally free of collocation” (OCD, 2009) Therefore, learning collocation is important for EFL leamers For students, choosing the right collocation will make his/her speech and writing sound much more natural, more native-speaker-like Poor collocation in exams is also likely to lead to lower marks However, during the time working as a teacher of English at

ation (TURBA), T

Thai Nguyen University of Eoonomics and Business Admini:

have found out that English non- major students at different levels often make mistakes in using NO and MAKE collocations For this reason, I decided to choose this as the theme for my MA thesis

2 Aims and objectives of the study

The ultimate purposes of (he research are

ito help English non-major students gain an insight into DO and MAKE

collocations

i To examine the influenced factors 0 possible errors made by the studerits iii Yo improve my own teaching of English at ‘T'UEBA

To achieve these aims, the following objectives are pursued forward:

© [Establishing the types of errors related to DO and MAKT collocations

commonly committed by English non-majar sinderts al TURBA

Finding out the causes of students’ errors related to the usage of DO and

MAKE collocations

«® Working out possible solutions to the problems encourilered Dy students in

using collocations with DO and MAKE

3 Scope of the study

Tho survey was conducted at TUEBA The population was nol large, only 300

Accounting students who were al pre-intermediate Ievel of English Only errors

related to the uses of DO and MAKE collocations in the form of “verb + noun”

pattem were taken into consideration,

1 Rationale of the study

“No piece of natural spoken or written Linglish is totally free of collocation” (OCD, 2009) Therefore, learning collocation is important for EFL leamers For students, choosing the right collocation will make his/her speech and writing sound much more natural, more native-speaker-like Poor collocation in exams is also likely to lead to lower marks However, during the time working as a teacher of English at

ation (TURBA), T

Thai Nguyen University of Eoonomics and Business Admini:

have found out that English non- major students at different levels often make mistakes in using NO and MAKE collocations For this reason, I decided to choose this as the theme for my MA thesis

2 Aims and objectives of the study

The ultimate purposes of (he research are

ito help English non-major students gain an insight into DO and MAKE

collocations

i To examine the influenced factors 0 possible errors made by the studerits iii Yo improve my own teaching of English at ‘T'UEBA

To achieve these aims, the following objectives are pursued forward:

© [Establishing the types of errors related to DO and MAKT collocations

commonly committed by English non-majar sinderts al TURBA

Finding out the causes of students’ errors related to the usage of DO and

MAKE collocations

«® Working out possible solutions to the problems encourilered Dy students in

using collocations with DO and MAKE

3 Scope of the study

Tho survey was conducted at TUEBA The population was nol large, only 300

Accounting students who were al pre-intermediate Ievel of English Only errors

related to the uses of DO and MAKE collocations in the form of “verb + noun”

pattem were taken into consideration,

1 Rationale of the study

“No piece of natural spoken or written Linglish is totally free of collocation” (OCD, 2009) Therefore, learning collocation is important for EFL leamers For students, choosing the right collocation will make his/her speech and writing sound much more natural, more native-speaker-like Poor collocation in exams is also likely to lead to lower marks However, during the time working as a teacher of English at

ation (TURBA), T

Thai Nguyen University of Eoonomics and Business Admini:

have found out that English non- major students at different levels often make mistakes in using NO and MAKE collocations For this reason, I decided to choose this as the theme for my MA thesis

2 Aims and objectives of the study

The ultimate purposes of (he research are

ito help English non-major students gain an insight into DO and MAKE

collocations

i To examine the influenced factors 0 possible errors made by the studerits iii Yo improve my own teaching of English at ‘T'UEBA

To achieve these aims, the following objectives are pursued forward:

© [Establishing the types of errors related to DO and MAKT collocations

commonly committed by English non-majar sinderts al TURBA

Finding out the causes of students’ errors related to the usage of DO and

MAKE collocations

«® Working out possible solutions to the problems encourilered Dy students in

using collocations with DO and MAKE

3 Scope of the study

Tho survey was conducted at TUEBA The population was nol large, only 300

Accounting students who were al pre-intermediate Ievel of English Only errors

related to the uses of DO and MAKE collocations in the form of “verb + noun”

pattem were taken into consideration,

2.2.2, Remarks

¬ 3 Concluding remarks on objective 3

2.3.1, Objective 3 restated

2.3.2, Remarks

3 Limitations of the study

4, Suggestions for further studies

vị

2.2.2, Remarks

¬ 3 Concluding remarks on objective 3

2.3.1, Objective 3 restated

2.3.2, Remarks

3 Limitations of the study

4, Suggestions for further studies

vị

List of Tables

Table 1: Collocations under investigation in the thesis

Table 2: Nouns as object constituent in DO collocatians

Table 3: Nouns as object constituent in MAKE collocatians

Table 4: A summary of the results of the test on learmers’ understanding of DO

Table 7: A summary of the results of the test on leamers’ understanding of nouns as

object constituent in MAKE collocations

Table 8 A summary of the results of the test on learners’ use of both DO and MAKE

Definition of key technical terms

In this thesis, the key technical terms are to be employed in the senses as stated

below:

i Exror = Misuse or breach of the code arising from incompetence in the target

language

iL Context — the eurcumstances that form the setting for an event, statement, or

idea, and in Lerms of which it can be fully understood (Oxford Dictionary)

iii Pragmatic meaning = Meaning in context

iv Collocation= a group of words or phrase which is frequently used with

another word or phrase, in a way that sounds correct to people who have spoken the language all their lives, but might not be expected from the

meaning (CALD, 2005)

1 Rationale of the study

“No piece of natural spoken or written Linglish is totally free of collocation” (OCD, 2009) Therefore, learning collocation is important for EFL leamers For students, choosing the right collocation will make his/her speech and writing sound much more natural, more native-speaker-like Poor collocation in exams is also likely to lead to lower marks However, during the time working as a teacher of English at

ation (TURBA), T

Thai Nguyen University of Eoonomics and Business Admini:

have found out that English non- major students at different levels often make mistakes in using NO and MAKE collocations For this reason, I decided to choose this as the theme for my MA thesis

2 Aims and objectives of the study

The ultimate purposes of (he research are

ito help English non-major students gain an insight into DO and MAKE

collocations

i To examine the influenced factors 0 possible errors made by the studerits iii Yo improve my own teaching of English at ‘T'UEBA

To achieve these aims, the following objectives are pursued forward:

© [Establishing the types of errors related to DO and MAKT collocations

commonly committed by English non-majar sinderts al TURBA

Finding out the causes of students’ errors related to the usage of DO and

MAKE collocations

«® Working out possible solutions to the problems encourilered Dy students in

using collocations with DO and MAKE

3 Scope of the study

Tho survey was conducted at TUEBA The population was nol large, only 300

Accounting students who were al pre-intermediate Ievel of English Only errors

related to the uses of DO and MAKE collocations in the form of “verb + noun”

pattem were taken into consideration,

Part A: INTRODUCTION

List of Tables

Table 1: Collocations under investigation in the thesis

Table 2: Nouns as object constituent in DO collocatians

Table 3: Nouns as object constituent in MAKE collocatians

Table 4: A summary of the results of the test on learmers’ understanding of DO

Table 7: A summary of the results of the test on leamers’ understanding of nouns as

object constituent in MAKE collocations

Table 8 A summary of the results of the test on learners’ use of both DO and MAKE

1 Rationale of the study

“No piece of natural spoken or written Linglish is totally free of collocation” (OCD, 2009) Therefore, learning collocation is important for EFL leamers For students, choosing the right collocation will make his/her speech and writing sound much more natural, more native-speaker-like Poor collocation in exams is also likely to lead to lower marks However, during the time working as a teacher of English at

ation (TURBA), T

Thai Nguyen University of Eoonomics and Business Admini:

have found out that English non- major students at different levels often make mistakes in using NO and MAKE collocations For this reason, I decided to choose this as the theme for my MA thesis

2 Aims and objectives of the study

The ultimate purposes of (he research are

ito help English non-major students gain an insight into DO and MAKE

collocations

i To examine the influenced factors 0 possible errors made by the studerits iii Yo improve my own teaching of English at ‘T'UEBA

To achieve these aims, the following objectives are pursued forward:

© [Establishing the types of errors related to DO and MAKT collocations

commonly committed by English non-majar sinderts al TURBA

Finding out the causes of students’ errors related to the usage of DO and

MAKE collocations

«® Working out possible solutions to the problems encourilered Dy students in

using collocations with DO and MAKE

3 Scope of the study

Tho survey was conducted at TUEBA The population was nol large, only 300

Accounting students who were al pre-intermediate Ievel of English Only errors

related to the uses of DO and MAKE collocations in the form of “verb + noun”

pattem were taken into consideration,

List of abbreviations

CALD: Cambridge Advanced Learners’ Dictionary

CUB: Cambridge University Press

OCD: Oxford Collocations Dictionary

OCU: Oxford Collocations in Use

OUP: Oxford University Press

TƯBBA: Thai Nguyen University of Economics and Business Adttinistration

List of Tables

Table 1: Collocations under investigation in the thesis

Table 2: Nouns as object constituent in DO collocatians

Table 3: Nouns as object constituent in MAKE collocatians

Table 4: A summary of the results of the test on learmers’ understanding of DO

Table 7: A summary of the results of the test on leamers’ understanding of nouns as

object constituent in MAKE collocations

Table 8 A summary of the results of the test on learners’ use of both DO and MAKE

1 Rationale of the study

“No piece of natural spoken or written Linglish is totally free of collocation” (OCD, 2009) Therefore, learning collocation is important for EFL leamers For students, choosing the right collocation will make his/her speech and writing sound much more natural, more native-speaker-like Poor collocation in exams is also likely to lead to lower marks However, during the time working as a teacher of English at

ation (TURBA), T

Thai Nguyen University of Eoonomics and Business Admini:

have found out that English non- major students at different levels often make mistakes in using NO and MAKE collocations For this reason, I decided to choose this as the theme for my MA thesis

2 Aims and objectives of the study

The ultimate purposes of (he research are

ito help English non-major students gain an insight into DO and MAKE

collocations

i To examine the influenced factors 0 possible errors made by the studerits iii Yo improve my own teaching of English at ‘T'UEBA

To achieve these aims, the following objectives are pursued forward:

© [Establishing the types of errors related to DO and MAKT collocations

commonly committed by English non-majar sinderts al TURBA

Finding out the causes of students’ errors related to the usage of DO and

MAKE collocations

«® Working out possible solutions to the problems encourilered Dy students in

using collocations with DO and MAKE

3 Scope of the study

Tho survey was conducted at TUEBA The population was nol large, only 300

Accounting students who were al pre-intermediate Ievel of English Only errors

related to the uses of DO and MAKE collocations in the form of “verb + noun”

pattem were taken into consideration,

Part A: INTRODUCTION

1 Rationale of the study

“No piece of natural spoken or written Linglish is totally free of collocation” (OCD, 2009) Therefore, learning collocation is important for EFL leamers For students, choosing the right collocation will make his/her speech and writing sound much more natural, more native-speaker-like Poor collocation in exams is also likely to lead to lower marks However, during the time working as a teacher of English at

ation (TURBA), T

Thai Nguyen University of Eoonomics and Business Admini:

have found out that English non- major students at different levels often make mistakes in using NO and MAKE collocations For this reason, I decided to choose this as the theme for my MA thesis

2 Aims and objectives of the study

The ultimate purposes of (he research are

ito help English non-major students gain an insight into DO and MAKE

collocations

i To examine the influenced factors 0 possible errors made by the studerits iii Yo improve my own teaching of English at ‘T'UEBA

To achieve these aims, the following objectives are pursued forward:

© [Establishing the types of errors related to DO and MAKT collocations

commonly committed by English non-majar sinderts al TURBA

Finding out the causes of students’ errors related to the usage of DO and

MAKE collocations

«® Working out possible solutions to the problems encourilered Dy students in

using collocations with DO and MAKE

3 Scope of the study

Tho survey was conducted at TUEBA The population was nol large, only 300

Accounting students who were al pre-intermediate Ievel of English Only errors

related to the uses of DO and MAKE collocations in the form of “verb + noun”

pattem were taken into consideration,

List of abbreviations

CALD: Cambridge Advanced Learners’ Dictionary

CUB: Cambridge University Press

OCD: Oxford Collocations Dictionary

OCU: Oxford Collocations in Use

OUP: Oxford University Press

TƯBBA: Thai Nguyen University of Economics and Business Adttinistration

2.2.2, Remarks

¬ 3 Concluding remarks on objective 3

2.3.1, Objective 3 restated

2.3.2, Remarks

3 Limitations of the study

4, Suggestions for further studies

vị