The present progressive tense and errors made by pupils at Hanoi Technicaland professional skills training school

The present progressive tense and errors made by pupils at Hanoi Technicaland professional skil ls training school Phan Thị Thu Hiền University of Languages and International Studies M

The present progressive tense and errors made b

y pupils at Hanoi Technicaland professional skil

ls training school

Phan Thị Thu Hiền

University of Languages and International Studies M.A Thesis English teaching methodolody, Code: 60 14 10

Supervisor : M.A Phung Thi Kim Dung

Year of graduation: 2011

Abstract: Through the researcher‟s observations, although the Present

Progressive tense is a common tense, pupils still make a lot of errors However, there have been very few studies on these errors Therefore, this research has been carried out to investigate common errors on forms and uses of the Present Progressive tense plus some distinctions with the Present Simple tense The subjects of the study were 50 pupils of the first year who were studying English at the school The research was based on a grammar test consisting of three questions in the design of multiple-choice items Using a simple descriptive statistical procedure, the researcher has found out the percentages of common errors on forms, uses, and distinctions with Present Simple these subjects made Based on the findings, recommendations for teaching the Present Progressive tense have been offered

Keywords: Tiếng Anh; Phương pháp giảng dạy; Ngữ pháp

Content

Part A: Introduction

1 Rationale

English is increasingly becoming an important language in the world nowadays Its significance is reflected in the fact that almost everyone learns it in order to communicate with people from a different country Actually, English is being recognized

as a means of global communication

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 mountainous areas Teachers as main agents in the classroom can investigate existing serious problems, carry out research, and seek solutions to these problems to eradicate

them from the classroom In this way, they will contribute to the overall improvement of the quality of English language teaching and learning in their schools in particular, and in Vietnam in general This study has been done based on this background

For my school, Hanoi technical and professional skills training school, English is still considered a minor subject, and the pupils‟ general level of English is rather limited Here, teaching English mainly focuses on grammar, which occupies most of teachers and pupils‟ study time and takes the considerable percentage in tests and exams Nevertheless, the result of this investment is not much optimistic

Although the Present Progressive tense is a common tense which is often taught carefully, pupils still make quite a lot of errors in terms of form and use For example,

instead of speaking or writing He is studying English, these pupils produced sentences like He studying English or He is studing English, etc In addition, not few of them have

difficulty in distinguishing between this tense and the Present Simple tense, so they often

make errors such as I live with my friends right now This is mostly evident through their

practice and test results, as observed by the researcher before this study was carried out

In this circumstance, although documents on the Present Progressive tense are available, most of them are not full and detailed Besides, errors on this tense are rarely

mentioned except for in the Master thesis of Pham Viet Huong (2003) named The English present tenses in comparison and contrast with Vietnamese equivalent expressions In her study, common errors and solutions are given but in such a general

way In addition, studies conducted at vocational schools are rather spare

For the above mentioned reasons, the study entitled The Present Progressive tense

and errors made by pupils at Hanoi technical and professional skills training school

has been carried out

2 Aims of the study

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

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

3 Scope of the 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 some distinctions with the

Present Simple tense The study is carried out on 50 pupils of the first year who are studying English at school

4 Methodology of the study

First of all, information about the Present Progressive tense in reliable websites 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 descriptive 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 especially to non-experienced teachers More importantly, 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 Chapter 1 - Literature review

In this chapter, knowledge of the Present Progressive tense, 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 are also mentioned However, before coming to the main part about PP, a brief discussion about time – tense - aspect relationship is necessary

1.1 Time - tense - aspect relationship

(Source: http://grammar.ccc.commnet.edu/grammar/progressive.htm)

1.2 present progressive tense

1.2.1 Forms

a) To be

b) Present participle

(Source: http://www.wordpower.ws/grammar/gramch03.html) c) Structures

The Present Progressive tense is formed with present tense of auxiliary “be” and present participle

am/ is/ are + V-ing

 Positive structure

S+ am/ is/ are +V-ing

‟m/ ‟s/ ‟re

 Negative structure

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

S+

am/ is/ are + not

+V-ing

‟m/ ‟s/ ‟re + not isn‟t/ aren‟t

 Interrogative structure

We invert Am/ Is/ Are before “S” to form the Interrogative

 Yes/ No questions:

Am/ Is/ Are + S + V-ing?

- Yes, S + am/ is/ are

- No, S + am/ is/ are + not

The contraction is not included in the structure above

 WH- questions:

We add question words like who, whom, what, which, where, when, why, how, etc

at the beginning of the question

WH- + am/ is/ are + S + V-ing?

 Negative – interrogative structure

( WH- ) +

am/ is/ are + S + not

+ V-ing?

isn‟t/ aren‟t + S

 Note: We use contractions in informal situations

1.2.2 Uses

In English, the Present Progressive tense is usually used to express continuing or ongoing actions which are taking place at the moment of speaking or writing Specific uses are mentioned below

a) Firstly, we use it for things that are happening at the moment of speaking

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

c) We can use the present continuous tense to describe habits which are temporary or new

d) Another present continuous use 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‟

e) The next use is for describing definite 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

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

(Source:

http://www.perfect-english-grammar.com/present-continuous-use.html)

1.2.3 Signal words

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

a) Signal words describing actions happening now

 now, right now, just now, for now, for a little while, at the moment, at present, presently (= now)

 After imperative

 While + present situations

b) Signal words describing actions in the future

 today, tonight, this week/ month/ year/ summer, etc

 tomorrow, next week, etc

These signal words are quite useful in identifying the PP tense However,

“Tagging the adverbs and the expressions which use the present continuous can also be counter-productive Many languages rely entirely on adverbs to express that an action is temporary, and it is a problem for many learners to get used to verb form (i.e continuous aspect) to express this in English.” (Parrott, 1999: 159)

1.2.4 Stative and Dynamic verbs

a) In English language, there are verbs that are not normally used in Progressive tenses, because 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: c) Some verbs can be both stative and dynamic 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 two tenses are discussed here Nevertheless, first of all an overview of the PS tense may be useful

( Source: http://d3.violet.vn/uploads/previews/506/290669/preview.swf)

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

a) Forms

b) Uses

c) Signal words

d) Stative and Dynamic verbs

(Source: http://www.ego4u.com/en/cram-up/grammar/simpre-prepro) Besides, detailed differences on uses can be found in Eastwood (2005: 38-53)

Chapter 2 - THE STUDY

In the previous chapter, knowledge of Present Progressive tense is provided fully 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

offered in this chapter

2.1 Context of the study

2.1.1 Teachers

2.1.2 Pupils

2.2 Research questions

Focusing on the understanding of the Present Progressive tense of pupils at Hatechs, this paper seeks to obtain data that answer the following research questions:

1 To what extent do pupils at Hatechs make errors on forms and uses of the Present Progressive tense?

2 To what extent can pupils at Hatechs distinguish Present Progressive tense with Present Simple tense?

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

2.3 Subjects

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

More than three-fourths of the subjects scored the average marks (from 5 to 7) in the Exam 1 of English, so the results can reflect the general performance of all Since these pupils were in moderate proficiency categories, it could be assumed that the degree

of diversity was reasonably low and that a sample of data elicited from 50 subjects would

be sufficient Prior to collecting the sample, the researcher was aware that certain variables, particularly previous training in the language and intelligence quotients, might have affected their performance on the grammar test However, this study did not aim at investigating the correlation between their performance on a grammar test and other possible independent variables such as proficiency levels or intelligence quotients

2.4 Data collection Instrument

According to Bachman (1990: 68), “Language tests can also be used in research” and “Responses to language tests can provide a rich body of data for the identification of processing errors and their explanation” Consequently, this study was based on a grammar test consisting of three questions aiming at investigating pupils‟ errors on the Present Progressive The questions in the design of multiple-choice items were useful in measuring the subjects‟ errors on forms and uses, and on distinctions between PP and PS

The test was administered to the subjects after they had learnt the lessons about PP and comparisons between PP and PS

2.5 Data analysis procedure

In this study, a simple descriptive statistical procedure was used when considering the data in terms of percentages of subjects' errors which were grouped into types Then these percentages were compared with those in items testing the same problems in order

to identify the average percentage of each error type made by the subjects Besides, possible causes were also pointed out as explanation for their errors

2.6 Results and Discussion

2.6.1 Question 1

Table 1 The result for Question 1 in terms of percentages of the subjects‟ choices

From the table above, detailed discussion is made to make out the percentages of the subjects making the same types of errors and their possible causes In order to make

comparisons, items testing the same problems are paired as follows:

2.6.2 Question 2

Table 2 The result for Question 2 in terms of percentages of the subjects‟ choices

Choice

Item

From the table above, detailed discussion is made to make out the percentages of the subjects choosing the wrong uses and their possible causes In order to

make comparisons, items testing the same uses are paired as followed

2.6.3 Question 3

Table 3 The result for Question 3 in terms of percentages of the subjects‟ choice of

Present Progressive

Verb

Item

From the table above, detailed discussion is made to work out the percentages of the subjects choosing PP and their possible causes In order to make comparisons, items

testing the same matters are paired as followed

2.7 Summary and RECOMMENDATIONS

2.7.1 Summary

In all, the findings of the study can be summarized as follows:

- To research question 1:

On forms: about one-third of the subjects made errors with the formation of present participle; one-fifth with the inversion of auxiliary, and about one-fourth made errors like the omission of Be or –Ing, the misuse of Not, or the mistake with PS tense respectively

On uses: around half of the subjects had difficulty with the use of PP tense to express either actions happening around the time of speaking or changing situations The use of PP for definite future arrangements was the problem of around one-fourth of all Only one-fifth had difficulty with the use of PP to express actions happening at the time

of speaking

- To research question 2:

On distinctions with PS tense: the imperative or the exclamatory sentence was not helpful to one-fifth in choosing the PP tense; frequency adverb together with PP seemed strange to one-third of all; still one-third did not realize stative verbs used with action meanings, and one-fourth were unaware of differences between PP and PS for future activities

2.7.2 Recommendations

The identification of errors helps teachers be aware of the errors commonly made

by their learners so that teachers can pay more attention to problematic aspects of the PP tense As an aid to their teaching of the tense, this following part proposes some recommendations with the hope to enhance the quality of learning

a) Forms

 To Be

 Present participle

b) Uses

c) Distinctions with the PS tense

Moreover, teachers can find specific practice on the distinctions in Bourke (1999: 81-87)

Finally, a variety of interesting exercises on the PP tense can be found in Ryazanova and Simolina (1983: 28-57) and Swan & Walter (2001: 21-30) as the teaching materials In addition, simple and effective procedures to present and fun video tasks to practise the PP tense are introduced as reference materials in the Appendix 3 and 4 respectively

Part c: conclusion

At first, in chapter 1, knowledge of the Present Progressive tense, including forms, uses, signal words, stative and dynamic verbs as well as comparisons with Present Simple tense is provided in a detailed and systematical way

Next, in the chapter about pupils‟ errors, common errors made by pupils at Hanoi

technical and professional skills training school are investigated and identified as follows:

On forms: about one-third of the subjects made errors with the formation of present participle; one-fifth with the inversion of auxiliary, and about one-fourth made errors like the omission of Be or –Ing, the misuse of Not, or the mistake with PS tense respectively