Luận văn thì hiện tại tiếp diễn và những lỗi học sinh trường trung học kỹ thuật và nghiệp vụ hà nội mắc

3 CHAPTER 1 - LITERATURE REVIEW Tn this chapler, knowledge of the Present Progressive lense, also called the Present Continuous tense is provided fully and systematically as the theoret

VIETNAM NATIONAL UNIVERSITY, HANOI LNIVERSIT'Y OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF POST —- GRADUATE STUDIES

PHAN THI THU HIEN

THE PRESENT PROGRESSIVE TENSE AND ERRORS MADE BY PUPILS AT HANOT TECHNICAL AND PROFESSIONAL SKILLS TRAINING SCHOOL

(‘Thi Hiện tại tiếp diễn và những lỗi học sinh trường trung hoc

Kỹ thuật và nghiệp vụ IIä Nội mắc )

PHAN TH! THU HIEN

THE PRESENT PROGRESSIVE TENSE AND ERRORS MADE BY PUPILS AT HANOI

TECIINICAL AND PROFESSIONAL SKILLS TRAINING SCHOOL

( Thì Hiện tại tiếp điễn và những lỗi học sinh trường trung học

Kỹ thuật và nghiệp vụ Hà Nội mắc )

3 Scope of the study

4 Methodology of the study

5 Significance of the study

PART B: DEVELOPMEN

1.1 ‘Time - tense - aspect relationship

1.2 Present Progressive tense

1.2.1 Forms

1.2.2 Uses

1.2.3 Signal words

1.2.4 Stative and Dynamic verbs

1.3 Present Progressive tense vs Present Simple tense

2.1 Context of the study

3

CHAPTER 1 - LITERATURE REVIEW

Tn this chapler, knowledge of the Present Progressive lense, also called the Present Continuous tense is provided fully and systematically as the theoretical framework for the investigations of common errors in the following chapter Besides, as Present Progressive (PP) is sometimes mistaken with Present Simple (PS), some comparisons between two tenses arc also montionsd However, before coming to the main part about PP, 2 brief discussion about time _ tense - aspect relationship is necessary,

1.1 TIME - ‘TENSE - ASPECT RELA'TIONSEIP

& Negative structure

We add the word not after Am/ Is’ Are to form the Negative

amy is/ are + not

2.4, Data collection insirun3eni - 20

2.6.1 Questlon Ì nhu sete 22

Appendix 4 Video tasks to practise the PP tense - VỊ

a) Forms

) Uses

©) Signal words

4) Stative and Dynamic verbs

Gource: http: www enodu com/en‘cram-up/arammar/simpre-prepra)

Besides, detailed differences on uses can be found in Eastwood (2005: 38-53)

CHAPTER 2- THE STUDY

Tn the previous chapler, knowledge of Present Progressive tense is provided filly and systematically It is the theoretical framework for investigations of common errors on forms and uses of the PP tense made by pupils at Hanoi technical and professional skills training school (Hatechs) Subsequently, recommendations for teaching the tense are offerod in this chapter

2.1 CONTEXT OF THE STUDY

2 To what, extent can pupils al Uatechs distinguish Present Progressive tense with

Present Simple tense?

Answers for these questions can be obtained through detailed discussion on crrors made by pupils in the area of the Present Progressive tense

2.3 SUBJECTS

‘The population of the study was about 403 first - year pupits of Tlatechs Through systematic sampling, 50 pupils were chosen

2 Vor the above mentioned reasons, the study entitled ?we Present Pragressive tense and errors mace hy pupilt aí Hanai technical and professional sidlls training school bas

‘been carried out

2 AIMS OF ILI STUDY

‘This writing provides knowledge of the Present Progressive tense fully and syslematically as the theoretical framewark to investigate common errors made by pupils

at Hanoi technical and professional skills training school, through which offers recommendations for teaching the tense

3 SCOPT: OF TH STUDY

‘This study is limited to the investigating of written errors which are common on the forms and uses of the Present Progressive tense plus sainc distinctions with tlhe Present Simple tense The study is carried out on 50 pupils of the first year who are studying Lnglish af school

4 METHODOLOGY OF THE STUDY

Furst of all, information about the Present Progressive tense in reliable websiles and

prestigious books was collected, analyzed and synthesized in the literature review Next, in the study, the quantitative technique (a multiple-choice test ) was employed Besides, a simple descriplive statistics was applied in the data analysis procedure

5 SIGNIFICANCE OF THE STUDY

This writing offers a full and detailed look at the Present Progressive tense as both

‘the studying and teaching materials Besides, common errors mentioned in the study are

really helpful expecially to noreexperienced icachers More immporlantly, recommendations

given are not useful only to this tense but other tenses as well Finally, this study provides

an overview of teaching and learning at a vocational school as inspirations to following

studies on this subject

PART B: DEVELOPMENT

> Yes/No questions:

‘Amv Is/ Are | S| V-ing?

- Yes, § | anny is! are

- No, $+ am is/ are+ not

on words like who, whom, whal, which, where, when, why, how, etc

WII- am/ is/are | S| Vang?

are mentioned below

a) Firstly, we usc it for things that arc happening at the moment of speaking

b) We can also use this tense for temporary situations, when we feel something will not continus for a long time

©) We can use the present continuous tense to desotibe habits which are temporary or new 4) Another present continuous us is for describing annoying habits, when we want to show that something happens too often and we do not like it In this case we need to use an adverb like ‘always’, ‘forever’, ‘constantly”

2) The next use is for describing detinite future arrangements (with a future time word), In this case we have already made a plan and we are pretty sure that the event will happen in the future,

) Finally, we use this tense to talk about a situation which is changing slowly

(Source: htp://www perfect-english-grammar couv/present-continuous-use fin)

> Yes/No questions:

‘Amv Is/ Are | S| V-ing?

- Yes, § | anny is! are

- No, $+ am is/ are+ not

on words like who, whom, whal, which, where, when, why, how, etc

WII- am/ is/are | S| Vang?

are mentioned below

a) Firstly, we usc it for things that arc happening at the moment of speaking

b) We can also use this tense for temporary situations, when we feel something will not continus for a long time

©) We can use the present continuous tense to desotibe habits which are temporary or new 4) Another present continuous us is for describing annoying habits, when we want to show that something happens too often and we do not like it In this case we need to use an adverb like ‘always’, ‘forever’, ‘constantly”

2) The next use is for describing detinite future arrangements (with a future time word), In this case we have already made a plan and we are pretty sure that the event will happen in the future,

) Finally, we use this tense to talk about a situation which is changing slowly

(Source: htp://www perfect-english-grammar couv/present-continuous-use fin)

2 Vor the above mentioned reasons, the study entitled ?we Present Pragressive tense and errors mace hy pupilt aí Hanai technical and professional sidlls training school bas

‘been carried out

2 AIMS OF ILI STUDY

‘This writing provides knowledge of the Present Progressive tense fully and syslematically as the theoretical framewark to investigate common errors made by pupils

at Hanoi technical and professional skills training school, through which offers recommendations for teaching the tense

3 SCOPT: OF TH STUDY

‘This study is limited to the investigating of written errors which are common on the forms and uses of the Present Progressive tense plus sainc distinctions with tlhe Present Simple tense The study is carried out on 50 pupils of the first year who are studying Lnglish af school

4 METHODOLOGY OF THE STUDY

Furst of all, information about the Present Progressive tense in reliable websiles and

prestigious books was collected, analyzed and synthesized in the literature review Next, in the study, the quantitative technique (a multiple-choice test ) was employed Besides, a simple descriplive statistics was applied in the data analysis procedure

5 SIGNIFICANCE OF THE STUDY

This writing offers a full and detailed look at the Present Progressive tense as both

‘the studying and teaching materials Besides, common errors mentioned in the study are

really helpful expecially to noreexperienced icachers More immporlantly, recommendations

given are not useful only to this tense but other tenses as well Finally, this study provides

an overview of teaching and learning at a vocational school as inspirations to following

studies on this subject

PART B: DEVELOPMENT

> Yes/No questions:

‘Amv Is/ Are | S| V-ing?

- Yes, § | anny is! are

- No, $+ am is/ are+ not

on words like who, whom, whal, which, where, when, why, how, etc

WII- am/ is/are | S| Vang?

are mentioned below

a) Firstly, we usc it for things that arc happening at the moment of speaking

b) We can also use this tense for temporary situations, when we feel something will not continus for a long time

©) We can use the present continuous tense to desotibe habits which are temporary or new 4) Another present continuous us is for describing annoying habits, when we want to show that something happens too often and we do not like it In this case we need to use an adverb like ‘always’, ‘forever’, ‘constantly”

2) The next use is for describing detinite future arrangements (with a future time word), In this case we have already made a plan and we are pretty sure that the event will happen in the future,

) Finally, we use this tense to talk about a situation which is changing slowly

(Source: htp://www perfect-english-grammar couv/present-continuous-use fin)

2 Vor the above mentioned reasons, the study entitled ?we Present Pragressive tense and errors mace hy pupilt aí Hanai technical and professional sidlls training school bas

‘been carried out

2 AIMS OF ILI STUDY

‘This writing provides knowledge of the Present Progressive tense fully and syslematically as the theoretical framewark to investigate common errors made by pupils

at Hanoi technical and professional skills training school, through which offers recommendations for teaching the tense

3 SCOPT: OF TH STUDY

‘This study is limited to the investigating of written errors which are common on the forms and uses of the Present Progressive tense plus sainc distinctions with tlhe Present Simple tense The study is carried out on 50 pupils of the first year who are studying Lnglish af school

4 METHODOLOGY OF THE STUDY

Furst of all, information about the Present Progressive tense in reliable websiles and

prestigious books was collected, analyzed and synthesized in the literature review Next, in the study, the quantitative technique (a multiple-choice test ) was employed Besides, a simple descriplive statistics was applied in the data analysis procedure

5 SIGNIFICANCE OF THE STUDY

This writing offers a full and detailed look at the Present Progressive tense as both

‘the studying and teaching materials Besides, common errors mentioned in the study are

really helpful expecially to noreexperienced icachers More immporlantly, recommendations

given are not useful only to this tense but other tenses as well Finally, this study provides

an overview of teaching and learning at a vocational school as inspirations to following

studies on this subject

PART B: DEVELOPMENT

a) Forms

) Uses

©) Signal words

4) Stative and Dynamic verbs

Gource: http: www enodu com/en‘cram-up/arammar/simpre-prepra)

Besides, detailed differences on uses can be found in Eastwood (2005: 38-53)

CHAPTER 2- THE STUDY

Tn the previous chapler, knowledge of Present Progressive tense is provided filly and systematically It is the theoretical framework for investigations of common errors on forms and uses of the PP tense made by pupils at Hanoi technical and professional skills training school (Hatechs) Subsequently, recommendations for teaching the tense are offerod in this chapter

2.1 CONTEXT OF THE STUDY

2 To what, extent can pupils al Uatechs distinguish Present Progressive tense with

Present Simple tense?

Answers for these questions can be obtained through detailed discussion on crrors made by pupils in the area of the Present Progressive tense

2.3 SUBJECTS

‘The population of the study was about 403 first - year pupits of Tlatechs Through systematic sampling, 50 pupils were chosen

‘As a part of the integrated world, Vietnam is trying to improve its English language education in many parts of the country from urban to rural, and even momntainous areas Teachers ws main agculs in the classroom can invesligale existing serious probleis, carry out research, and seek solutions to these problems to eradicate them from the classroom In this way, they will contibute to the overall improvement of the quality of English Janguagc teaching and lcaming in their schools in particular, and in Vietnam in gencral This study has been done based on this background

For my school, Hanoi technical and professional skills training school, English is slill considered a minor subject, and the pupils” gonoral lovel of English is rather limited Here, teaching English mainly focuses on grammar, which occupies most of teachers and pupils’ stady time and takes the considerable percentage in tests and exams, Nevertheless, the result af this investinenl is nol inuch optimistic

Although the Present Progressive tense is a common tense which is often taught carefully, pupils still make quite a lot of srrors in terms of form and use Vor example, instead of speaking or writing IIe is shedving English, these pupils produced sentences like

He studying English ox He is steding English, otc In addition, not few of them have difficulty in distinguishing between ts tense and the Present Simple tense, so they often make errors such as F live with ny friends right now This is mostly evident, (hrongh their practice and test results, as observed by the researcher before this study was caried out,

In this circumstance, although documents on the Present Progressive tense are

available, most of thom arc nol full and detailed Resides crrors on this te

2 are rarely

auentioned except for in the Master thesis of Pham Viet Huong (2003) named The English

present tenses in comparison and contrast with Vietiamese equivalent expressions In her

study, common errors and solutions are given but m such a general way in addition,

sludics conducted at vocational schools arc rather sparc,

1.2.3 Signal words

Signal words used with the PP tense are divided into two groups

a) Signal words desoribing actions happening now

> now, right now, just now, for now, for a little while, at the moment, at present,

prosenlly (= now)

> Aller imperative

> While | present silualions

) Signal words describing actions m the fature

© today, tonight, this wock/ month’ ycar/ surumer, cte

© tomorrow, next week, vie

These signal words are quile »

1.2.4, Stative and Dynamic verbs

a) In English language, there are verbs that are not normally used in Progressive tenses, becanse they describe states rather than actions They are called stative verbs, including: b) ‘The verbs that can be used in Progressive tenses are called dynamic verbs, including:

&) Some verbs can be both stative and dynarrie verbs depending on their meanings

1.3 PRESENT PROGRESSIVE TENSE VS PRESENT SIMPLE TENSE

Because the PP tense is sometimes mistaken with the PS, some comparisons

‘between Iwo tenses arc discussed hors Neverthel first of all an overview of the PS

tense may be usefid,

(Source: bttp.//d3 violet vn/uploads/previews/506/290669\preview sw

Now, let us compare the PS with PP tense, mainly to point out differences between

‘the two tenses.

‘As a part of the integrated world, Vietnam is trying to improve its English language education in many parts of the country from urban to rural, and even momntainous areas Teachers ws main agculs in the classroom can invesligale existing serious probleis, carry out research, and seek solutions to these problems to eradicate them from the classroom In this way, they will contibute to the overall improvement of the quality of English Janguagc teaching and lcaming in their schools in particular, and in Vietnam in gencral This study has been done based on this background

For my school, Hanoi technical and professional skills training school, English is slill considered a minor subject, and the pupils” gonoral lovel of English is rather limited Here, teaching English mainly focuses on grammar, which occupies most of teachers and pupils’ stady time and takes the considerable percentage in tests and exams, Nevertheless, the result af this investinenl is nol inuch optimistic

Although the Present Progressive tense is a common tense which is often taught carefully, pupils still make quite a lot of srrors in terms of form and use Vor example, instead of speaking or writing IIe is shedving English, these pupils produced sentences like

He studying English ox He is steding English, otc In addition, not few of them have difficulty in distinguishing between ts tense and the Present Simple tense, so they often make errors such as F live with ny friends right now This is mostly evident, (hrongh their practice and test results, as observed by the researcher before this study was caried out,

In this circumstance, although documents on the Present Progressive tense are

available, most of thom arc nol full and detailed Resides crrors on this te

2 are rarely

auentioned except for in the Master thesis of Pham Viet Huong (2003) named The English

present tenses in comparison and contrast with Vietiamese equivalent expressions In her

study, common errors and solutions are given but m such a general way in addition,

sludics conducted at vocational schools arc rather sparc,

1.2.3 Signal words

Signal words used with the PP tense are divided into two groups

a) Signal words desoribing actions happening now

> now, right now, just now, for now, for a little while, at the moment, at present,

prosenlly (= now)

> Aller imperative

> While | present silualions

) Signal words describing actions m the fature

© today, tonight, this wock/ month’ ycar/ surumer, cte

© tomorrow, next week, vie

These signal words are quile »

1.2.4, Stative and Dynamic verbs

a) In English language, there are verbs that are not normally used in Progressive tenses, becanse they describe states rather than actions They are called stative verbs, including: b) ‘The verbs that can be used in Progressive tenses are called dynamic verbs, including:

&) Some verbs can be both stative and dynarrie verbs depending on their meanings

1.3 PRESENT PROGRESSIVE TENSE VS PRESENT SIMPLE TENSE

Because the PP tense is sometimes mistaken with the PS, some comparisons

‘between Iwo tenses arc discussed hors Neverthel first of all an overview of the PS

tense may be usefid,

(Source: bttp.//d3 violet vn/uploads/previews/506/290669\preview sw

Now, let us compare the PS with PP tense, mainly to point out differences between

‘the two tenses.

2.4, Data collection insirun3eni - 20

2.6.1 Questlon Ì nhu sete 22

Appendix 4 Video tasks to practise the PP tense - VỊ

1.2.3 Signal words

Signal words used with the PP tense are divided into two groups

a) Signal words desoribing actions happening now

> now, right now, just now, for now, for a little while, at the moment, at present,

prosenlly (= now)

> Aller imperative

> While | present silualions

) Signal words describing actions m the fature

© today, tonight, this wock/ month’ ycar/ surumer, cte

© tomorrow, next week, vie

These signal words are quile »

1.2.4, Stative and Dynamic verbs

a) In English language, there are verbs that are not normally used in Progressive tenses, becanse they describe states rather than actions They are called stative verbs, including: b) ‘The verbs that can be used in Progressive tenses are called dynamic verbs, including:

&) Some verbs can be both stative and dynarrie verbs depending on their meanings

1.3 PRESENT PROGRESSIVE TENSE VS PRESENT SIMPLE TENSE

Because the PP tense is sometimes mistaken with the PS, some comparisons

‘between Iwo tenses arc discussed hors Neverthel first of all an overview of the PS

tense may be usefid,

(Source: bttp.//d3 violet vn/uploads/previews/506/290669\preview sw

Now, let us compare the PS with PP tense, mainly to point out differences between

‘the two tenses.

a) Forms

) Uses

©) Signal words

4) Stative and Dynamic verbs

Gource: http: www enodu com/en‘cram-up/arammar/simpre-prepra)

Besides, detailed differences on uses can be found in Eastwood (2005: 38-53)

CHAPTER 2- THE STUDY

Tn the previous chapler, knowledge of Present Progressive tense is provided filly and systematically It is the theoretical framework for investigations of common errors on forms and uses of the PP tense made by pupils at Hanoi technical and professional skills training school (Hatechs) Subsequently, recommendations for teaching the tense are offerod in this chapter

2.1 CONTEXT OF THE STUDY

2 To what, extent can pupils al Uatechs distinguish Present Progressive tense with

Present Simple tense?

Answers for these questions can be obtained through detailed discussion on crrors made by pupils in the area of the Present Progressive tense

2.3 SUBJECTS

‘The population of the study was about 403 first - year pupits of Tlatechs Through systematic sampling, 50 pupils were chosen

1.2.3 Signal words

Signal words used with the PP tense are divided into two groups

a) Signal words desoribing actions happening now

> now, right now, just now, for now, for a little while, at the moment, at present,

prosenlly (= now)

> Aller imperative

> While | present silualions

) Signal words describing actions m the fature

© today, tonight, this wock/ month’ ycar/ surumer, cte

© tomorrow, next week, vie

These signal words are quile »

1.2.4, Stative and Dynamic verbs

a) In English language, there are verbs that are not normally used in Progressive tenses, becanse they describe states rather than actions They are called stative verbs, including: b) ‘The verbs that can be used in Progressive tenses are called dynamic verbs, including:

&) Some verbs can be both stative and dynarrie verbs depending on their meanings

1.3 PRESENT PROGRESSIVE TENSE VS PRESENT SIMPLE TENSE

Because the PP tense is sometimes mistaken with the PS, some comparisons

‘between Iwo tenses arc discussed hors Neverthel first of all an overview of the PS

tense may be usefid,

(Source: bttp.//d3 violet vn/uploads/previews/506/290669\preview sw

Now, let us compare the PS with PP tense, mainly to point out differences between

‘the two tenses.

‘As a part of the integrated world, Vietnam is trying to improve its English language education in many parts of the country from urban to rural, and even momntainous areas Teachers ws main agculs in the classroom can invesligale existing serious probleis, carry out research, and seek solutions to these problems to eradicate them from the classroom In this way, they will contibute to the overall improvement of the quality of English Janguagc teaching and lcaming in their schools in particular, and in Vietnam in gencral This study has been done based on this background

For my school, Hanoi technical and professional skills training school, English is slill considered a minor subject, and the pupils” gonoral lovel of English is rather limited Here, teaching English mainly focuses on grammar, which occupies most of teachers and pupils’ stady time and takes the considerable percentage in tests and exams, Nevertheless, the result af this investinenl is nol inuch optimistic

Although the Present Progressive tense is a common tense which is often taught carefully, pupils still make quite a lot of srrors in terms of form and use Vor example, instead of speaking or writing IIe is shedving English, these pupils produced sentences like

He studying English ox He is steding English, otc In addition, not few of them have difficulty in distinguishing between ts tense and the Present Simple tense, so they often make errors such as F live with ny friends right now This is mostly evident, (hrongh their practice and test results, as observed by the researcher before this study was caried out,

In this circumstance, although documents on the Present Progressive tense are

available, most of thom arc nol full and detailed Resides crrors on this te

2 are rarely

auentioned except for in the Master thesis of Pham Viet Huong (2003) named The English

present tenses in comparison and contrast with Vietiamese equivalent expressions In her

study, common errors and solutions are given but m such a general way in addition,

sludics conducted at vocational schools arc rather sparc,

3

CHAPTER 1 - LITERATURE REVIEW

Tn this chapler, knowledge of the Present Progressive lense, also called the Present Continuous tense is provided fully and systematically as the theoretical framework for the investigations of common errors in the following chapter Besides, as Present Progressive (PP) is sometimes mistaken with Present Simple (PS), some comparisons between two tenses arc also montionsd However, before coming to the main part about PP, 2 brief discussion about time _ tense - aspect relationship is necessary,

1.1 TIME - ‘TENSE - ASPECT RELA'TIONSEIP

& Negative structure

We add the word not after Am/ Is’ Are to form the Negative

amy is/ are + not

3

CHAPTER 1 - LITERATURE REVIEW

Tn this chapler, knowledge of the Present Progressive lense, also called the Present Continuous tense is provided fully and systematically as the theoretical framework for the investigations of common errors in the following chapter Besides, as Present Progressive (PP) is sometimes mistaken with Present Simple (PS), some comparisons between two tenses arc also montionsd However, before coming to the main part about PP, 2 brief discussion about time _ tense - aspect relationship is necessary,

1.1 TIME - ‘TENSE - ASPECT RELA'TIONSEIP

& Negative structure

We add the word not after Am/ Is’ Are to form the Negative

amy is/ are + not

2 Vor the above mentioned reasons, the study entitled ?we Present Pragressive tense and errors mace hy pupilt aí Hanai technical and professional sidlls training school bas

‘been carried out

2 AIMS OF ILI STUDY

‘This writing provides knowledge of the Present Progressive tense fully and syslematically as the theoretical framewark to investigate common errors made by pupils

at Hanoi technical and professional skills training school, through which offers recommendations for teaching the tense

3 SCOPT: OF TH STUDY

‘This study is limited to the investigating of written errors which are common on the forms and uses of the Present Progressive tense plus sainc distinctions with tlhe Present Simple tense The study is carried out on 50 pupils of the first year who are studying Lnglish af school

4 METHODOLOGY OF THE STUDY

Furst of all, information about the Present Progressive tense in reliable websiles and

prestigious books was collected, analyzed and synthesized in the literature review Next, in the study, the quantitative technique (a multiple-choice test ) was employed Besides, a simple descriplive statistics was applied in the data analysis procedure

5 SIGNIFICANCE OF THE STUDY

This writing offers a full and detailed look at the Present Progressive tense as both

‘the studying and teaching materials Besides, common errors mentioned in the study are

really helpful expecially to noreexperienced icachers More immporlantly, recommendations

given are not useful only to this tense but other tenses as well Finally, this study provides

an overview of teaching and learning at a vocational school as inspirations to following

studies on this subject

PART B: DEVELOPMENT

2 Vor the above mentioned reasons, the study entitled ?we Present Pragressive tense and errors mace hy pupilt aí Hanai technical and professional sidlls training school bas

‘been carried out

2 AIMS OF ILI STUDY

‘This writing provides knowledge of the Present Progressive tense fully and syslematically as the theoretical framewark to investigate common errors made by pupils

at Hanoi technical and professional skills training school, through which offers recommendations for teaching the tense

3 SCOPT: OF TH STUDY

‘This study is limited to the investigating of written errors which are common on the forms and uses of the Present Progressive tense plus sainc distinctions with tlhe Present Simple tense The study is carried out on 50 pupils of the first year who are studying Lnglish af school

4 METHODOLOGY OF THE STUDY

Furst of all, information about the Present Progressive tense in reliable websiles and

prestigious books was collected, analyzed and synthesized in the literature review Next, in the study, the quantitative technique (a multiple-choice test ) was employed Besides, a simple descriplive statistics was applied in the data analysis procedure

5 SIGNIFICANCE OF THE STUDY

This writing offers a full and detailed look at the Present Progressive tense as both

‘the studying and teaching materials Besides, common errors mentioned in the study are

really helpful expecially to noreexperienced icachers More immporlantly, recommendations

given are not useful only to this tense but other tenses as well Finally, this study provides

an overview of teaching and learning at a vocational school as inspirations to following

studies on this subject

PART B: DEVELOPMENT

> Yes/No questions:

‘Amv Is/ Are | S| V-ing?

- Yes, § | anny is! are

- No, $+ am is/ are+ not

on words like who, whom, whal, which, where, when, why, how, etc

WII- am/ is/are | S| Vang?

are mentioned below

a) Firstly, we usc it for things that arc happening at the moment of speaking

b) We can also use this tense for temporary situations, when we feel something will not continus for a long time

©) We can use the present continuous tense to desotibe habits which are temporary or new 4) Another present continuous us is for describing annoying habits, when we want to show that something happens too often and we do not like it In this case we need to use an adverb like ‘always’, ‘forever’, ‘constantly”

2) The next use is for describing detinite future arrangements (with a future time word), In this case we have already made a plan and we are pretty sure that the event will happen in the future,

) Finally, we use this tense to talk about a situation which is changing slowly

(Source: htp://www perfect-english-grammar couv/present-continuous-use fin)

a) Forms

) Uses

©) Signal words

4) Stative and Dynamic verbs

Gource: http: www enodu com/en‘cram-up/arammar/simpre-prepra)

Besides, detailed differences on uses can be found in Eastwood (2005: 38-53)

CHAPTER 2- THE STUDY

Tn the previous chapler, knowledge of Present Progressive tense is provided filly and systematically It is the theoretical framework for investigations of common errors on forms and uses of the PP tense made by pupils at Hanoi technical and professional skills training school (Hatechs) Subsequently, recommendations for teaching the tense are offerod in this chapter

2.1 CONTEXT OF THE STUDY

2 To what, extent can pupils al Uatechs distinguish Present Progressive tense with

Present Simple tense?

Answers for these questions can be obtained through detailed discussion on crrors made by pupils in the area of the Present Progressive tense

2.3 SUBJECTS

‘The population of the study was about 403 first - year pupits of Tlatechs Through systematic sampling, 50 pupils were chosen

> Yes/No questions:

‘Amv Is/ Are | S| V-ing?

- Yes, § | anny is! are

- No, $+ am is/ are+ not

on words like who, whom, whal, which, where, when, why, how, etc

WII- am/ is/are | S| Vang?

are mentioned below

a) Firstly, we usc it for things that arc happening at the moment of speaking

b) We can also use this tense for temporary situations, when we feel something will not continus for a long time

©) We can use the present continuous tense to desotibe habits which are temporary or new 4) Another present continuous us is for describing annoying habits, when we want to show that something happens too often and we do not like it In this case we need to use an adverb like ‘always’, ‘forever’, ‘constantly”

2) The next use is for describing detinite future arrangements (with a future time word), In this case we have already made a plan and we are pretty sure that the event will happen in the future,

) Finally, we use this tense to talk about a situation which is changing slowly

(Source: htp://www perfect-english-grammar couv/present-continuous-use fin)

> Yes/No questions:

‘Amv Is/ Are | S| V-ing?

- Yes, § | anny is! are

- No, $+ am is/ are+ not

on words like who, whom, whal, which, where, when, why, how, etc

WII- am/ is/are | S| Vang?

are mentioned below

a) Firstly, we usc it for things that arc happening at the moment of speaking

b) We can also use this tense for temporary situations, when we feel something will not continus for a long time

©) We can use the present continuous tense to desotibe habits which are temporary or new 4) Another present continuous us is for describing annoying habits, when we want to show that something happens too often and we do not like it In this case we need to use an adverb like ‘always’, ‘forever’, ‘constantly”

2) The next use is for describing detinite future arrangements (with a future time word), In this case we have already made a plan and we are pretty sure that the event will happen in the future,

) Finally, we use this tense to talk about a situation which is changing slowly

(Source: htp://www perfect-english-grammar couv/present-continuous-use fin)

2.4, Data collection insirun3eni - 20

2.6.1 Questlon Ì nhu sete 22

Appendix 4 Video tasks to practise the PP tense - VỊ

3

CHAPTER 1 - LITERATURE REVIEW

Tn this chapler, knowledge of the Present Progressive lense, also called the Present Continuous tense is provided fully and systematically as the theoretical framework for the investigations of common errors in the following chapter Besides, as Present Progressive (PP) is sometimes mistaken with Present Simple (PS), some comparisons between two tenses arc also montionsd However, before coming to the main part about PP, 2 brief discussion about time _ tense - aspect relationship is necessary,

1.1 TIME - ‘TENSE - ASPECT RELA'TIONSEIP

& Negative structure

We add the word not after Am/ Is’ Are to form the Negative

amy is/ are + not

1.2.3 Signal words

Signal words used with the PP tense are divided into two groups

a) Signal words desoribing actions happening now

> now, right now, just now, for now, for a little while, at the moment, at present,

prosenlly (= now)

> Aller imperative

> While | present silualions

) Signal words describing actions m the fature

© today, tonight, this wock/ month’ ycar/ surumer, cte

© tomorrow, next week, vie

These signal words are quile »

1.2.4, Stative and Dynamic verbs

a) In English language, there are verbs that are not normally used in Progressive tenses, becanse they describe states rather than actions They are called stative verbs, including: b) ‘The verbs that can be used in Progressive tenses are called dynamic verbs, including:

&) Some verbs can be both stative and dynarrie verbs depending on their meanings

1.3 PRESENT PROGRESSIVE TENSE VS PRESENT SIMPLE TENSE

Because the PP tense is sometimes mistaken with the PS, some comparisons

‘between Iwo tenses arc discussed hors Neverthel first of all an overview of the PS

tense may be usefid,

(Source: bttp.//d3 violet vn/uploads/previews/506/290669\preview sw

Now, let us compare the PS with PP tense, mainly to point out differences between

‘the two tenses.

2 Vor the above mentioned reasons, the study entitled ?we Present Pragressive tense and errors mace hy pupilt aí Hanai technical and professional sidlls training school bas

‘been carried out

2 AIMS OF ILI STUDY

‘This writing provides knowledge of the Present Progressive tense fully and syslematically as the theoretical framewark to investigate common errors made by pupils

at Hanoi technical and professional skills training school, through which offers recommendations for teaching the tense

3 SCOPT: OF TH STUDY

‘This study is limited to the investigating of written errors which are common on the forms and uses of the Present Progressive tense plus sainc distinctions with tlhe Present Simple tense The study is carried out on 50 pupils of the first year who are studying Lnglish af school

4 METHODOLOGY OF THE STUDY

Furst of all, information about the Present Progressive tense in reliable websiles and

prestigious books was collected, analyzed and synthesized in the literature review Next, in the study, the quantitative technique (a multiple-choice test ) was employed Besides, a simple descriplive statistics was applied in the data analysis procedure

5 SIGNIFICANCE OF THE STUDY

This writing offers a full and detailed look at the Present Progressive tense as both

‘the studying and teaching materials Besides, common errors mentioned in the study are

really helpful expecially to noreexperienced icachers More immporlantly, recommendations

given are not useful only to this tense but other tenses as well Finally, this study provides

an overview of teaching and learning at a vocational school as inspirations to following

studies on this subject

PART B: DEVELOPMENT

1.2.3 Signal words

Signal words used with the PP tense are divided into two groups

a) Signal words desoribing actions happening now

> now, right now, just now, for now, for a little while, at the moment, at present,

prosenlly (= now)

> Aller imperative

> While | present silualions

) Signal words describing actions m the fature

© today, tonight, this wock/ month’ ycar/ surumer, cte

© tomorrow, next week, vie

These signal words are quile »

1.2.4, Stative and Dynamic verbs

a) In English language, there are verbs that are not normally used in Progressive tenses, becanse they describe states rather than actions They are called stative verbs, including: b) ‘The verbs that can be used in Progressive tenses are called dynamic verbs, including:

&) Some verbs can be both stative and dynarrie verbs depending on their meanings

1.3 PRESENT PROGRESSIVE TENSE VS PRESENT SIMPLE TENSE

Because the PP tense is sometimes mistaken with the PS, some comparisons

‘between Iwo tenses arc discussed hors Neverthel first of all an overview of the PS

tense may be usefid,

(Source: bttp.//d3 violet vn/uploads/previews/506/290669\preview sw

Now, let us compare the PS with PP tense, mainly to point out differences between

‘the two tenses.

2.4, Data collection insirun3eni - 20

2.6.1 Questlon Ì nhu sete 22

Appendix 4 Video tasks to practise the PP tense - VỊ

a) Forms

) Uses

©) Signal words

4) Stative and Dynamic verbs

Gource: http: www enodu com/en‘cram-up/arammar/simpre-prepra)

Besides, detailed differences on uses can be found in Eastwood (2005: 38-53)

CHAPTER 2- THE STUDY

Tn the previous chapler, knowledge of Present Progressive tense is provided filly and systematically It is the theoretical framework for investigations of common errors on forms and uses of the PP tense made by pupils at Hanoi technical and professional skills training school (Hatechs) Subsequently, recommendations for teaching the tense are offerod in this chapter

2.1 CONTEXT OF THE STUDY

2 To what, extent can pupils al Uatechs distinguish Present Progressive tense with

Present Simple tense?

Answers for these questions can be obtained through detailed discussion on crrors made by pupils in the area of the Present Progressive tense

2.3 SUBJECTS

‘The population of the study was about 403 first - year pupits of Tlatechs Through systematic sampling, 50 pupils were chosen