INTRODUCTION
Rationale
English has become a vital language for international communication, widely taught in schools, colleges, and universities around the world At Haiphong University of Management and Technology, English major students learn essential skills such as listening, writing, reading, and speaking from their first term Among these, writing is often perceived as the most challenging skill due to its demand for a strong grasp of grammar and vocabulary to create coherent compositions and essays Unlike spoken language, which may include incomplete sentences and informal structures, written communication requires formal language, correct spelling, proper grammar, and well-organized ideas.
Learning English can be challenging due to its complex grammar rules Writing, an essential academic skill, demands consistent effort and practice First-year English majors at HPU engage in various writing assignments, including composing paragraphs and letters To achieve effective writing, they must develop clear thoughts on their content and writing style.
It is essential for first-year English majors to focus on grammar and vocabulary usage, as these elements reflect their proficiency in the language Despite this importance, many freshmen make frequent errors in these areas, highlighting the need for a thorough study of the grammar and vocabulary mistakes commonly encountered by first-year students.
Hai Phong Private University of management and technology made my graduation article
This study aims to assist first-year English major students at Haiphong University of Management and Technology, including myself, in gaining a comprehensive understanding of writing errors The primary objective is to identify specific grammatical and lexical mistakes, explore their underlying causes, and propose effective solutions.
Analyze the most common grammatical errors in English sentences when writing paragraphs, essays, topics, a letter, etc
This article aims to identify the common grammatical and lexical errors made by English majors at HPU and provide effective solutions to address these issues By focusing on these challenges, we seek to enhance the English writing skills of students, ultimately promoting their academic success and confidence in writing.
Grammar and lexis are identified as significant and challenging components of linguistics Due to constraints in time and knowledge, this study specifically examines the most prevalent grammatical and lexical errors made by first-year English major students during their second-semester writing tasks The aim is to identify these common errors and provide effective solutions to enhance their writing skills.
The study aims to assist first-year English major students in identifying common grammatical and lexical errors in their writing compositions, as well as understanding the underlying causes of these mistakes.
A survey among the first year English major students at HPU is carried out to find out their common errors and major causes
Analyze the data to find grammatical errors, writing errors
Material collection through reference books related to English writing, grammar, and lexis
My graduation paper includes four parts as following:
Part I : Introduction is the introduction of my study including rationale, aims of the study, scope of the study method of study and design of the study
Part II: The study on grammatical and lexical errors of the first year English major students, the main part of my study contains three chapters
- Chapter 1: Theoretical background supplies the readers with the theoretical background including the theory of academic writing, composition, error, grammatical error and lexical error
Chapter 2 examines the grammatical and lexical errors frequently made by first-year English major students at HPU It highlights the most common mistakes in grammar and vocabulary usage, providing a detailed analysis of the challenges faced by these students in their language learning journey.
-Chapter 3: Causes of errors and the suggested solutions to avoid these errors
Part III: Conclusion and suggestions for further study.
DEVELOPMENT
THEORETICAL BACKGROUND
Writing is a crucial skill in second language acquisition, encompassing conceptual development, language expression, and exposure to diverse writing topics Each subject presents unique ideas, language proficiency levels, and understanding, making the teaching of writing skills a significant challenge for both general and English language educators Historically, English writing instruction has primarily focused on two main approaches: the product approach and the process approach, as noted by Reid (1995) and Ferris.
Teaching writing skills can be approached through two distinct methods: product-based and process-oriented While product-based instruction emphasizes language accuracy, process-oriented teaching focuses on developing and organizing ideas, as well as evaluating learners' progress The choice of writing instruction should align with each student's objectives and the type of lesson being taught Academic writing, in particular, is characterized by clarity, conciseness, and structure, aiming to enhance reader comprehension It maintains a formal tone without being overly complex, avoiding long sentences and difficult vocabulary Each academic discipline has its own conventions, vocabulary, and discourse styles that students will learn throughout their college or university experience.
A paragraph consists of a coherent series of sentences focused on a single topic In any writing longer than a few sentences, organizing content into paragraphs is essential This structure not only helps readers identify the beginnings and endings of different sections but also enhances their understanding of the essay's organization and key points.
Paragraphs can convey various types of information, including examples, descriptions, narratives, comparisons, classifications, and causal relationships Despite their diverse content, all paragraphs share key characteristics, with the topic sentence being one of the most crucial elements.
A well-structured paragraph centers around a single controlling idea, articulated through a topic sentence This topic sentence serves multiple crucial functions: it reinforces the essay’s thesis, unifies the paragraph’s content, and informs readers about the subject and its discussion approach Typically, readers glance at the initial sentences to grasp the paragraph's theme and viewpoint, making it advantageous to position the topic sentence at the beginning However, there are instances where placing a preceding sentence—such as one that connects to the previous paragraph or offers background information—can enhance effectiveness.
While most paragraphs typically include a topic sentence, there are specific instances where it may be unnecessary For example, a topic sentence can be omitted in paragraphs that narrate a sequence of events, continue an idea from the preceding paragraph, or where all sentences clearly relate to a main point, even if indirectly Nonetheless, the majority of paragraphs should still contain a topic sentence for clarity and coherence.
Most essay paragraphs follow a three-part structure consisting of an introduction, body, and conclusion This framework is evident in various types of paragraphs, including those that narrate, describe, compare, contrast, or analyze information Each component of the paragraph is crucial for effectively conveying your message to the reader.
Introduction: the first section of a paragraph; should include the topic sentence and any other sentences at the beginning of the paragraph that give background information or provide a transition
Body: follows the introduction; discusses the controlling idea, using facts, arguments, analysis, examples, and other information
Conclusion: the final section; summarizes the connections between the information discussed in the body of the paragraph and the paragraph’s controlling idea
Academic writing differs from other kinds of writing (personal, literary, journalistic, business, etc) in several ways Its differences can be explained by its special audience, tone and purpose
When writing, it's crucial to consider your audience, as this understanding enhances clear and effective communication For instance, a casual letter to a friend about enjoyable school experiences differs significantly from an academic essay for a history or psychology exam, or a formal letter to a potential employer Each piece of writing targets a specific audience, influencing both the content and the style of the message In academic contexts, your primary audience is your professors, making it essential to tailor your writing accordingly.
When writing, it's essential to consider both your audience and the appropriate tone, which is influenced by the subject matter The tone reflects the writer's style and attitude towards the topic, shaped by word choice, grammatical structures, and sentence length For instance, a letter to a friend adopts a friendly, personal tone with slang and active verbs, while a technical or scientific paper employs a formal, impersonal tone with passive verbs and specialized vocabulary.
Every form of writing serves a specific and clear purpose Literary writing primarily aims to entertain, while journalistic writing focuses on informing or persuading the audience In academic writing, the main objective is often to explain, but it can also involve persuading or convincing readers of the validity of a particular viewpoint on an issue.
There are three general purposes for writing and they can all occur in a single essay, although usually one of the purposes is dominant:
To entertain (amuse, give pleasure)
To persuade (convince, change the reader„s mind)
Composition is the field of writing , focusing especially on writing at the college level
(www.en.wikipedia.org/composition)
Composition refers to the creation of written or spoken language that forms a meaningful text Typically, it involves longer pieces of writing, as a single word does not constitute a composition The primary goal of composition is to convey a message or produce a text for a specific purpose.
The process of putting words and sentences together in conventional patterns An essay, usually brief and written for training purposes
Error means an act involving an unintentional deviation from truth or accuracy
(www.bingotermdict.com.Gw&psj=1&bav=on.&fp`d7615)
According to Merriam Webster, error is the amount of deviation from a standard or specification
Error is the state or condition of being wrong in conduct or judgement
The whole system and structure of a language or of languages in general, usually taken as consisting of syntax and morphology, etc
A particular analysis of the system and structure of language or of a specific language
(www.dictionary.com 58d28f6&biw80&bihd8)
Grammar encompasses the structural rules that dictate how clauses, phrases, and words are formed in natural languages It also refers to the study of these rules, which includes areas such as morphology, syntax, and phonology, often enhanced by phonetics, semantics, and pragmatics.
(www.enwiki.org/grammar60d7615bd58d28f6)
Grammar serves as the essential framework for effective communication, enhancing our understanding of language use By improving our grammatical awareness, we can better convey meaning and assess the clarity of our expressions This knowledge fosters precision, helps identify ambiguities, and allows us to fully utilize the diverse expressions available in English Ultimately, a strong grasp of grammar benefits not only English teachers but educators across all subjects, as teaching fundamentally revolves around conveying meaning.
(David Crystal, "In Word and Deed," TES Teacher, April 30, 2004)
4.2.1.Subject-verb agreement : The verb does not agree with the subject
Eg : Error: A bouquet of yellow roses lend color and fragrance to the room Correction: A bouquet of yellow roses lends color and fragrance to the room
4.2.2.Subject omission: The subject is missing in the sentence
Eg : Error: She visited the doctor because had a terrible headache
Correction: She visited the doctor because she had a terrible headache
4.2.3.Word order: The order of the words in a sentence is not correct
Eg :Error:In middle school I am
Correction:I am in middle school
4.2.4.Adjective / Adverb :An adjective form has been used instead of an adverb or vice versa
Eg :Error: My grandfather drives very careful
Correction: My grandfather drives carefully
4.2.5.Verb form : An incorrect form of the verb has been used
Eg :Error: We were questioning by the police officer
Correction:We were questioned by the police officer
4.2.6.Verb tense : An incorrect verb tense has been used
Eg :Error: I told him that he can drop by any time and I will be happy to help him
Correction: I told him that he could drop by any time and I would be happy to help him
4.2.7.Pronoun: The wrong pronoun has been used or the reference is not
Eg : Error: When my grandparents got married, them did not have any money
Correction: When my grandparents got married, they did not have any money
4.2.8.Comparative: The comparative form is not correct; the student did not use a comparative form where it was required; the student used a comparative form where it was not required
Eg : Error: My brother grew more stronger than my cousin
Correction: My brother grew stronger than my cousin
4.2.9.Demonstrative adjective: The wrong demonstrative adjective was used
Eg : Error: These puppies are very playful
Correction:This puppies are very playful
4.2.10.Article: The student used the wrong article; the student did not use any article
Eg : Error: Mia likes to paint and play piano
Correction: Mia likes to paint and play the piano
4.2.11.Possessive noun: The apostrophe + s („s or s‟) was misplaced or Omitted
Eg : Error: My two sister‟s dolls had been stolen
Correction: My two sisters‟ dolls had been stolen
4.2.12.Parallelism: In a series of elements, these are not presented in a parallel form
Eg : Error: She enjoys reading, to swim, and visit his friends
Correction: She enjoys reading, swimming, and visiting his friends
4.2.13.Preposition: The wrong preposition has been used
Eg : Error:There is some milk at the fridge
Correction:There is some milk in the fridge
4.2.14.Run-on sentences: Two independent clauses that have been run together without an appropriate conjunction and/or mark of punctuation between them
Eg : Error: He don't play badminton well his have a poor backhand
Correction: He don't play badminton well because his have a poor backhand
4.2.2.Overgeneralization : The application of a grammatical rule in cases where it doesn't apply
Eg : Error : We goed to the supermarket yesterday
Correction : We went to the supermarket yesterday
It is the interference of the mother- tongue language to a second one
- The Vietnamese students often use passive voice in active sentences in
Eg : Error: Titanic was sunk
-The Vietnamese students usually apply literal translation in their writing
Eg : Error : I am go to school
Lexis has been defined variously Here are some main definitions of lexis:
Lexis is an important aspect of creating a suitable style or register It means the lexis of a language as opposed to other aspects such as the grammar of the text
(www.englishlearning.com.C8kWYjwuAVg&psj=1)
Lexis, as defined by Richard Platt (1992), refers to a collection of lexemes that encompasses single words, compound words, and idioms In contrast, the Advanced Learner's Dictionary (1995) defines lexis more broadly as the complete set of words within a language.
Lewis and Hill (1985) echoed Ur's perspective by viewing a lexical item as encompassing more than just a single word They cautioned against the common misconception that mastering a foreign language primarily involves using familiar vocabulary In reality, the process of language learning is far more intricate.
RESEARCH METHODOLOGY
This section aims to outline the methods utilized in this study, highlighting the research techniques employed, specifically the use of a survey questionnaire.
Survey research is a crucial method in applied social research, focusing on measurement through the process of asking questions to respondents This broad field includes various measurement techniques, ranging from simple paper-and-pencil feedback forms to comprehensive one-on-one in-depth interviews.
Survey research, as defined by Kathleen Bennett DeMarrais and Stephen D Lapan, is a method for gathering information primarily through self-reporting via questionnaires or interviews It typically falls under non-experimental or correlational research designs, where no independent variable is manipulated The data collected through surveys is often used for descriptive purposes or to explore relationships between variables Additionally, surveys serve as a data collection method in both qualitative research, where they are one of many data sources, and quantitative research, where they are the primary method Rigorous sampling procedures are essential in survey research, distinguishing it from a census, which encompasses data from an entire population Ultimately, the goal of a survey is to understand the characteristics of a population by examining a representative sample.
Survey research can be categorized based on the type of information collected and its intended purposes Key reasons for conducting surveys include influencing specific audiences, enhancing products or services, and gaining insights into or forecasting human behavior.
1.1 Steps in conducting a survey research
Conducting survey research involves a series of critical decisions that shape the study's execution Key steps include defining the study's purpose, formulating research questions, identifying the target population, and selecting a sample Researchers must also choose data collection methods, develop the necessary instruments, and train data collectors or interviewers Once data is collected, it must be analyzed, and strategies to address non-response should be implemented A solid grasp of these steps enables researchers to effectively interpret and derive insights from survey reports.
After formulating the research question(s), it is crucial to define the population, which encompasses all entities or individuals to whom the study's findings will be relevant The population may differ significantly based on the research question and study objectives, potentially including a specific group of schools, individuals such as students or teachers, or instances of language use.
Sampling is essential in survey research because it is impractical to survey an entire population Instead, researchers focus on a representative subgroup, or sample To ensure that the study's findings are applicable to the broader population, the selected sample must closely resemble the population in key characteristics.
1.1.3 Methods of Collecting Survey Data
While conducting the survey research, the most prevalent data-collection methods are questionnaires, interviews and direct observations of language use
In addition, many other types of information can be gathered including test results, compositions, or reactions to L2 oral or written-language data
Questionnaires are the most prevalent tool for data collection in L2 survey research, varying in length from brief 5-item forms to extensive documents that may take one to two hours to complete They can include open-ended questions, allowing respondents to express their thoughts in their own words, or closed questions, where respondents choose from a limited set of options It is crucial to consider the discourse structure of the questionnaire, as respondents must fully understand the language used to provide accurate and meaningful responses.
Observing and Collecting Language Data is not commonly used data collection technique in L2 educational research as it is so time-consuming
Descriptive Analyses of the results of a survey are often reported in frequencies and percentages These descriptive statistics are numbers that summarize the data
Co relational Analyses can be applied along with the descriptive analyses to analyze relationships among variables
Analyzing the precision of estimates and nonresponse involves assessing the accuracy of study results Precision reflects how accurately the sample results represent the broader population outcomes.
1.2 Techniques employed in this study
In order to complete this minor thesis, both quantitative and qualitative methods have been conducted to collect data They include: questionnaire, and informal interview
The study employed a questionnaire as the primary data collection tool, demonstrating its cost-effectiveness and efficiency This method successfully gathered a diverse range of data, including factual, behavioral, and attitudinal insights from a wide array of respondents across various contexts.
This research utilized various question types categorized by Nunan (1995), such as frequency, list, category, and ranking questions, to address significant limitations commonly associated with questionnaires These limitations include the simplicity and superficiality of responses, unreliable and unmotivated participants, issues related to respondent literacy, and fatigue effects The aim of the questionnaire was to enhance the depth and reliability of the data collected.
The survey aims at investigating the benefit of applying PBL to the teaching English speaking skills b Selection of participations:
Twenty lectures from Foreign Languages Department of Hai Phong University of management and technology participated in the study
Most of the lecturers are MAs and have been teaching English for more than five years
A study was conducted with 30 first-year English major students at Haiphong University of Management and Technology to identify common grammatical and lexical errors in their writing compositions The participants, aged 19 to 20, had limited prior experience in English writing from their primary and secondary education During their first year at HPU, they were enrolled in two foundational writing courses, "Tapestry Writing 1 and 2," which emphasized grammatical structures and vocabulary To gather data, a survey questionnaire with 12 questions was administered, and participants were given approximately fifteen minutes to respond.
Figure1 : years of teaching English
3 Survey questionnaire and data analysis
1.What are the common grammar error rules in your posts ? more than 15 years 25%
1-3 yaers 0% more than 15 years 10-15 years 7-10 yaers 5-7 yaers 3-5 yaers 1-3 yaers
Table 1: Frequency of ignorance of rules :
Number of students make errors
The percentage of students make errors
The data reveals that first-year English major students commonly struggle with various grammatical errors, with a staggering 90% encountering subject-verb agreement issues and 97% making mistakes with prepositions Additionally, errors in adjectives/adverbs, verb forms, verb tenses, pronouns, articles, parallelism, and run-on sentences affect 60%, 70%, 83%, and 57% of students, respectively.
A recent analysis of common writing errors reveals that overgeneralization accounts for 50% of mistakes made by students, making it the most frequent error type Additionally, 42% of students reported experiencing negative transfer, indicating a significant challenge in their writing process These findings are illustrated in the accompanying chart.
1.2 What are the common vocabulary mistakes you make when writing?
Of the three main lexical types of error, “collocation errors” were the most frequent (71%), followed by “synonym errors”(66%), and “stylistic errors”
(57%) while connotation errors are only 12% These statistics are shown in the following table :
Table 2: Frequency of lexical errors :
The percentage of students make errors
CONCLUSION
Suggestions for further study
This graduation paper acknowledges the limitations in time and knowledge, which have prevented a comprehensive exploration of grammar and lexis While it highlights common grammatical and lexical errors among first-year English major students at HPU, it also suggests further investigation into effective grammar and lexis use in paragraph and essay writing, as well as errors among students in higher grades The author expresses heartfelt gratitude to all who provided support and encouragement throughout the study.
1 Alice Oshima and Ann Hogue Writing Academic English (second edition) Addision Wesley Publishing Company Gorman, T.P.,
2 Purves, A.C., & Degenhart, R.E (Eds.) (1988) The IEA Study of Written Composition I: The international writing tasks and scoring scales Oxford:
3 Jame A.W.Heffernan and John E Lincoln (2006) Writing – A College Handbook
4 Joy M.R (1991) The Process of Writing (Second edition) Prentice Hall Pregents
5 Micheal Swan (1999-2000) Practical English Usage (new
7 Purves, A.C (Ed.) (1992) The IEA Study of Written Composition II: Education and performance in fourteen countries Oxford: Pergamon Press
8 Rebecca L.Oxford and Meredrith Pike- Baky,(2000), Tapestry writing 1, Heinle - Cenage learning
9 (www.en.wikipedia.org/composition)
10 (Error! Hyperlink reference not valid)
11 (www.bingotermdict.com.Gw&psj=1&bav=on )
12 (www.dictionary.com 58d28f6&biw80&bihd8)
13 (www.enwiki.org/grammar60d7615bd58d28f6)
14 (www.englishlearning.com.C8kWYjwuAVg&psj=1)
17 (www.grammar.about.com/idioms)
This survey aims to identify grammatical and lexical errors in English compositions among first-year English major students at Haiphong Private University Your responses will be utilized for my graduation research titled “A Study on Common Grammatical and Lexical Errors in Writing Compositions.” Completing this questionnaire will significantly contribute to my study, providing essential insights for my graduation paper Please answer the questions honestly.
1.How long have you been learning English? a 3 years b 7 years c more than 7 years
2.Do you like learning English grammar? a Yes b No
3.How do you think about the importance of grammar in English writing? a) Very important b) A little important c) Unimportant
4.Do you pay attention to grammar when you write English compositions? a) never b) sometimes c)usually d) always
5.Please put a tick to the choice if you ever made these errors while writing English:
Usually Sometimes Never Subject-verb agreement
6.Which grammatical error do you often make in writing ? a) Overgeneralization b) Negative transfer c) Others
7 Reasons why you made these errors:
1 You aren‟t good at grammar.
8.How often do you check grammatical structures after finishing your writing? a)always b) usually c) sometimes d) never
9 How often do you do your homework? a) often b) rarely c) never
10 Is lexis important in writing composition? a.Yes b.No
11.Please put a tick to the choice if you ever made these errors while writing English:
12 How often do you use dictionary in writing ? a) always b) sometimes c) never
THANK YOU SO MUCH FOR YOUR COOPERATION !