Identification of the problem and rationale of the study
English has emerged as a dominant force in various sectors, including economy, politics, and culture, making it the most widely taught foreign language in Vietnam This global language fosters connections between Vietnam and other nations, serving as a gateway to the latest advancements in science and technology Consequently, learning English is crucial for Vietnamese individuals to meet the demands of a modern society.
The primary objective of foreign language education is to enhance learners' communicative competence, which relies on mastering four essential skills: reading, writing, listening, and speaking Among these, writing is a critical productive skill that enables effective communication through messages Additionally, writing contributes to the development of other language skills and fosters logical thinking, ultimately benefiting learners in their professional endeavors Therefore, the significance of writing in the process of learning English cannot be overstated.
Assessing learners' writing proficiency is most effectively achieved through the examination of their written work Numerous studies have focused on analyzing learners' writing skills For example, Darus (2009) analyzed English essays written by Malaysian secondary school students, while Abeywickrama (2010) investigated writing errors among Sinhala-speaking undergraduates In Vietnam, writing analysis has garnered significant attention, with Hoang Thi Hong Hai (2003) studying grammatical and textual errors in paragraphs from second-year students at the College of Foreign Languages, Vietnam National University Additionally, Do Van Lap's 2012 M.A thesis examined errors in English writing among tenth graders at Thuan Thanh II High School This field has seen a wealth of research dedicated to understanding and improving learners' writing abilities.
These studies have been implemented on different learning contexts as well as different learners
At the School of Foreign Languages – Thai Nguyen University (SFL – TNU), English is the primary language of instruction, with a strong emphasis on writing from the first year of study Despite this focus, many first-year English major students struggle with writing errors, particularly in grammar After four years of teaching at SFL – TNU, the author has observed a lack of attention to the common grammatical mistakes students make, the reasons behind these errors, and strategies for prevention Therefore, there is a pressing need for research on "Grammatical Errors in Paragraph Writing of First Year English Students" to address these challenges effectively.
Major Students at School of Foreign Languages – Thai Nguyen University”.
Aims of the study
This research is carried out with the following aims:
Investigate the grammatical errors in paragraph writing of first year English major students at SFL – TNU and the causes of these errors
Suggest some possible implications in teaching and learning writing at SFL - TNU.
Research questions
To reach the aims mentioned above, the researcher supposes two research questions as follows:
1 What are the common grammatical errors committed by first year English major students in writing paragraph?
2 What are the major causes of these errors?
Scope of the study
This study investigates the grammatical errors made by first-year English major students at SFL – TNU in their short paragraph writing Due to time constraints and the limited scope of a minor thesis, it does not encompass all types of errors but focuses on specific grammatical issues The findings aim to provide pedagogical suggestions to enhance the teaching and learning of writing skills at SFL – TNU.
Significance of the study
This study addresses the under-explored area of writing skill development among students in Vietnam, aiming to enhance their writing abilities while also providing valuable insights for students, teachers, educators, and researchers in related fields.
This study will enable students to recognize their progress in written proficiency in the target language It provides insights into the types of errors commonly found in their writing, allowing them to adapt effective learning strategies to enhance their English writing skills.
Secondly, the study is expected to help teachers in particular and educators in general understand the nature of errors, which is useful for them in teaching writing skill
In conclusion, this research will provide a solid foundation for future studies, allowing other researchers to consider its strengths and weaknesses to enhance their own work.
Structure of the study
The study consists of three parts, organized as followed:
This part gives information about the topic of the research, the reason for choosing this topic, the aims, research questions, scope, significance, and structure of the study
Various perspectives on grammar, paragraph writing, errors, error analysis (EA) are discussed in order to provide a theoretical background of the study
This chapter mentions context and participants of the study, research instruments, data collection procedure and data analysis methods
Chapter III – Findings and Discussions
The data collected will be analyzed in order to give answers to the research questions
This part deals with summary of the study Limitations of the study and suggestions for further research and some recommendations are also presented here
PART B - DEVELOPMENT CHAPTER I – LITERATURE REVIEW
Grammar
Definitions of grammar
Grammar is a fundamental linguistic device that defines an infinite array of well-formed sentences, providing structural descriptions for each (Palmer, 1971) It serves as a framework for manipulating and combining words or word segments to create longer units of meaning (Ur, 1990) Additionally, grammar primarily focuses on the structures of individual sentences, highlighting its crucial role in language construction (Salkie, 1995).
Grammar is fundamentally concerned with the combination of words to create sentences, encompassing a set of rules and examples related to the syntax and structure of a language It serves as the framework for understanding how words interact and form coherent expressions.
Roles of grammar in foreign language teaching
Grammar is essential in language teaching, as it is a fundamental human characteristic that enables effective communication Palmer (1971) emphasizes that understanding grammar allows learners to master and apply language rules, leading to acceptable forms of expression According to Ur (1990), this mastery is crucial for language proficiency.
“a knowledge of grammatical rules is essential for the master of language” A learner can not use word unless he knows how to put them together
Despite the prevalence of communicative language teaching, grammar remains crucial in language education According to Richards (1985), there is no empirical evidence demonstrating that communicative language teaching produces superior language learners compared to traditional methods Furthermore, Canale (1981) emphasizes that grammatical competence is essential to overall communicative competence It is clear that learners who do not receive formal grammar instruction during the foundational stages of language learning are unlikely to attain high proficiency in the target language.
In short, grammar is very necessary in the process of mastering the language
It is essential if advanced proficiency is desired and a high level of literacy is required in teaching and learning a language
Writing has been defined in a variety of ways by different researchers; therefore, it is very difficult to choose which is the most exact and trustworthy
Writing is fundamentally the act of expressing thoughts and conveying meaning, as noted by Flower (1984) Additionally, Byrne (1988) describes writing as the art of creating graphic symbols, such as letters or combinations of letters.
Writing is a complex process that goes beyond simply combining graphic symbols; it involves transforming research materials, inspiration, and experiences into a coherent message with a clear meaning According to Lannon (1989), writing requires deliberate decision-making throughout this intricate process.
Writing is a complex process that encompasses various skills essential for effective communication According to Hedge (1988), successful writing demands strong organization in idea development, precision to eliminate ambiguity, the application of complex grammatical structures for emphasis, and a thoughtful selection of vocabulary and sentence patterns.
(2000) considers the process of writing as thinking and discovery
Writing is a complex language skill that is often challenging to master (Tribble, 1996, p 3) It fundamentally revolves around the concept of choice and serves as a vital means of communication.
“profound, or funny, or provocative, or highly persuasive” (Veit, Gould & Clifford,
In summary, writing is a multifaceted skill that serves as a powerful means of communication with specific audiences It demands proficiency in the target language and the ability to craft text that effectively conveys one's thoughts Consequently, it is clear that mastering writing necessitates deliberate effort and consistent practice.
Paragraph
Definitions of paragraph
Various definitions of a paragraph exist, with some considering it merely an indented section starting slightly to the right of the margin Others, like Robert and Wilson (1980), define paragraphing as a skipped line followed by a new sentence that begins at the left margin.
In a word, these definitions of paragraph tend to focus on punctuation
A paragraph is fundamentally defined as a cohesive unit of writing that consists of a group of sentences focused on developing a single main idea According to Oshima & Hogue (1996), it serves as a basic organizational structure in writing, while Rooks (1988) emphasizes that these sentences must logically relate to one subject In essence, a paragraph effectively communicates and elaborates on one central concept.
Structure of a paragraph
There are three main parts of paragraph: topic sentence, supporting sentences and concluding sentence
Topic sentence is the most important in the paragraph According to Oshima
A topic sentence is essential as it informs readers about the main idea of a paragraph, as noted by Hogue (1996) It consists of two components: the topic, which indicates the subject matter, and the controlling idea, which narrows down the focus According to Oshima and Hogue (1996), the topic sentence can appear either at the beginning or the end of a paragraph, guiding readers on what to expect.
Supporting sentences support or prove the idea stated in the topic sentence That is they explain the topic sentence by giving facts, reasons, examples, statistics, and quotation
Concluding sentence is the final part of the paragraph It “signals the end of the paragraph and leaves the readers with important points to remember” (Oshima
& Hogue, 1996, p 36) A good concluding sentence should: restate the main idea in the topic sentence and include writer’s comments or opinions about the topic.
Errors in foreign language teaching
Definitions of errors
Errors play a crucial role in foreign language teaching, as highlighted by research from Corder, Selinker, Richards, and Dulay and Burt in the 1970s, which indicates that learner errors reflect both their knowledge and the methods employed in language acquisition Defined as systematic deviations from the norms of the target language, errors can be seen as indicators of incomplete learning (Cunning Worth, 1987) According to Richards, errors represent faulty linguistic usage that underscores the learner's developmental stage Brown further explains that noticeable deviations from native grammar reveal the learner's competence in the target language, while Seah emphasizes that errors can occur in various forms, including phonological, syntactic, or semantic deviations from the language norm.
Errors in language learning, as defined by linguists such as Richards (1989) and Brown (2007), refer to the incorrect use of the target language These errors indicate a learner's incomplete competence in mastering the language.
Errors versus mistakes
Brown (2007, p 257) states that “in order to analyze learner language in an appropriate perspective, it is crucial to make a distinction between errors and mistakes Chomsky (1965) makes distinction between “competence” and
In the realm of language acquisition, it is essential to differentiate between "errors of competence" and "performance errors" or "mistakes." Corder (1979) emphasizes that an error signifies a lack of competence, while a mistake reflects a deviation in performance This distinction is crucial for understanding the nuances of language learning and usage.
A mistake is defined as a performance error resulting from a random guess or a slip, indicating a failure to correctly apply a known system (2007, p 257) In contrast, errors highlight gaps in a learner's knowledge, arising from a lack of understanding of what is correct, while mistakes are occasional lapses in performance that occur when a learner is unable to execute what they already know (Ellis, 1997, p 17).
According to Corder (1967, 1974), James (1998), and Brown (2007), the key distinction between errors and mistakes lies in self-correctability; mistakes can be self-corrected, while errors cannot Hubbard et al (1984) further explain that errors stem from a lack of language knowledge, whereas mistakes occur due to lapses in memory, confusion, or slips of the tongue Additionally, learners are capable of correcting their mistakes but struggle to rectify their errors.
In addition, Corder (1974) distinguishes between “systematic errors” and
Non-systematic errors, referred to as "mistakes," occur when individuals deviate from language norms inconsistently, resulting in occasional correct and incorrect usage In contrast, systematic errors arise from a lack of full command of an established language system, leading to repeated mistakes According to Corder (1974), understanding the distinction between mistakes and errors is crucial for language learners.
In short, it can be concluded that mistakes are often non-systematic and are
Mistakes in language learning often arise from factors such as lack of attention, fatigue, or carelessness, and can be corrected if learners focus on them In contrast, errors are systematic and stem from a learner's insufficient competence in the target language, making them more challenging to rectify.
Types of errors
The classification of errors has been proposed by many linguists Richards
In 1971, errors in language learning were classified into three categories: interference errors, intralingual errors, and developmental errors Interference errors arise when elements from one language are mistakenly used while communicating in another Intralingual errors showcase typical challenges in rule learning, including faulty generalizations, incomplete rule applications, and misunderstandings of the conditions for rule usage Developmental errors occur as learners form hypotheses about the target language based on their limited experiences.
Dulay and Burt (1974, as cited in Haydari, 2012) identify three main categories of errors in language learning: developmental errors, which resemble first language acquisition; interference errors, which stem from the learner's first language structure; and unique errors, which do not fit into the other two categories Additionally, Stenson (1974, cited in Karra, 2006 and Haydari, 2012) highlights a fourth type known as induced errors, arising from incorrect language instruction Brown (2007, p 260) further distinguishes between "overt errors" and other types of errors in language learning.
Covert errors refer to utterances that, while grammatically correct at the sentence level, lack interpretability in the context of communication In contrast, overtly erroneous utterances are clearly ungrammatical Understanding the distinction between these two types of errors is crucial for effective communication and linguistic analysis.
Errors in language learning can be categorized into four main types: grammatical, discourse, phonological, and lexical (Lee, 1990) Grammatical errors focus on the importance of grammatical accuracy over fluency Discourse errors arise from failing to adhere to the conventions of the target language Phonological errors involve issues with pronunciation, word stress, and intonation Lastly, lexical errors occur when learners select incorrect word classes or use inappropriate vocabulary.
Pham Dang Binh (2013, p.78) points out that there are two kinds of errors namely “common errors” and “specific errors” as illustrated in the diagram below
(According to Pham Dang Binh, 2013, p.78)
In summary, various researchers categorize errors from different viewpoints To explore the grammatical mistakes made by students, the author intends to utilize the framework established by Pham Dang Binh.
(2013) way of classifying errors and just focus on grammatical errors due to the scope of the study phonological grammatical
Cross-cultural errors in language behaviors
Sources of errors
In 1971, Richards identified four primary sources of intralingual errors: overgeneralization, ignorance of rule restrictions, incomplete application of rules, and false concepts hypothesized Additionally, Schumann and Senton (1974) highlighted three key causes of errors, which include incomplete acquisition of target grammar, challenges arising from the learning or teaching situation, and typical language performance issues Richards (1974) further emphasized that errors stem from the interference of the learner's native language and the inherent characteristics of rule learning.
1992 study, Norrish reports that the causes of errors are carelessness, first language interference, translation, overgeneralization, incomplete application of rules
According to Brown (2007), errors in language learning can arise from four main sources: interlingual transfer, intralingual transfer, context of learning, and communication strategies Interlingual transfer refers to the negative impact of a learner's native language, while intralingual transfer involves errors stemming from the target language itself The context of learning encompasses both types of transfer Additionally, Brown identifies five key communication strategies that learners may use: avoidance, prefabricated patterns, cognitive and personality styles, appeal to authority, and language switching.
Errors in language learning can stem from various factors, including mother tongue influence, overgeneralization, incomplete application of language rules, lack of awareness regarding rule restrictions, and misconceptions To better understand the primary causes of students' errors, a detailed exploration of these factors will be provided.
Mother tongue interference significantly contributes to errors in language learning, as highlighted by Norrish (1983), who noted that language acquisition was once thought to be primarily about habit formation This interference not only affects linguistic forms but also impacts meanings and cultural nuances, leading to challenges for learners.
Languages vary significantly in how they convey shared meanings, leading to potential errors for learners who may transfer structures from their native language to a foreign language For instance, Vietnamese students might say, “I very love my mother” instead of the correct “I love my mother very much.” As learners progress, they are often required to produce the new language under pressure, which can result in reliance on their first language to complete tasks This reliance highlights the impact of differences between the first language (L1) and the second language (L2), serving as a primary source of mother tongue interference in the language learning process.
Overgeneralization is a significant cause of errors in language learning, defined by Jacobovits (1969) as the application of previously learned strategies to new situations This occurs when students rely on their past experiences to create incorrect structures in the target language For instance, after learning to form plural nouns by adding "s" to singular nouns, students may incorrectly apply this rule to irregular nouns, resulting in errors like "She has two childs" or "The cat has just caught three mouses."
Richards (1971) regards this type of error as instances of structure blending Students automatically apply rules wherein they are not allowed For instance:
“She will comes back.” instead of “She will come back.”
“It is rains heavily.” despite “It rains heavily.”
Overgeneralization is associated with redundancy reduction, as students may perceive certain grammatical elements as unnecessary for meaning This tendency is particularly evident in descriptive writing, where students frequently use the simple present tense instead of the past tense, even for actions that occurred in the past For instance, a student might say, "Last Sunday we go to the cinema to see a film," instead of using the correct past tense.
In short, overgeneralization is regarded as one of the major causes of errors
It is the result of learners’ processing and making hypotheses about the language 4.4.3 Ignorance of rule restriction
Rule restriction errors occur when grammatical rules are applied inappropriately, as noted by Richards (1974) These errors stem from two main sources: analogy and rote learning For example, students may incorrectly use a preposition with different verbs based on prior experiences, leading to sentences like “He told to me about that” instead of the correct “He told me about that.” Additionally, rote learning can cause students to misunderstand the application of rules, such as assuming that the verb “let” follows the same structure as “ask” or “get,” resulting in incorrect phrases like “He let me to go out.”
This type of error reflects the level of grammatical development needed to construct acceptable sentences and is often linked to analogy A frequent challenge encountered in the classroom is the formulation of questions, as answering them necessitates a solid understanding of grammatical rules.
Teacher: “What did she tell you?
Student: “She tell me about her boyfriend” (She told me about her boyfriend)
Another case is in the use of indirect speech For example:
Direct speech: He asked me “What did you do last Sunday?”
Indirect speech: He asked me what did I do last Sunday
(He asked me what I had done the previous Sunday.)
Errors in language comprehension often stem from misunderstandings of distinctions in the target language According to Richards (1974), inadequate presentation, particularly using a contrastive approach, can lead to confusion between verbs like "come" and "go," as well as the proper use of past and present markers such as "was" and "is." Common mistakes include phrases like "He is goes to school" or "It was rained." Additionally, students might incorrectly say "Let’s come home now" instead of "Let’s go home now." Misuse of modifiers like "very," "too," and "so" is also prevalent among learners.
“He is very tired to do this work”
(He is too tired to do this work)
(He is so tired that he can not do this work)
Error analysis
Definitions of error analysis
Error Analysis (EA), established in the 1970s by Corder and colleagues, focuses on understanding learners' interlanguage and the errors they make while acquiring a second language Corder (1967) describes EA as an attempt to analyze these errors, while Darus (2009) emphasizes its role in studying the linguistic mistakes of learners EA is a significant theory in second language acquisition, as it compares learners' norms with target language norms to explain identified errors (James, 1988) Crystal (1999) highlights that EA examines the unacceptable forms produced by language learners, particularly in foreign language contexts James (2001) further defines EA as the study of linguistic ignorance, investigating what learners do not know and their coping strategies Additionally, Brown (1980) characterizes EA as the process of observing, analyzing, and classifying deviations from second language rules to uncover the systems that learners operate.
In conclusion, EA is a kind of linguistic research that studies learners’ errors in learning a new language.
Significance of error analysis
Error analysis (EA) is valuable for language teachers, researchers, and learners For teachers, analyzing students' errors provides insights into their progress and the effectiveness of teaching methods For researchers, EA offers evidence on how language is acquired and the strategies learners use, aiding in the development of remedial syllabi Lastly, for learners, making errors serves as a tool for testing language hypotheses, facilitating their learning process.
Corder (1974, as cited in Khansir, 2012) emphasizes that the examination of errors is essential for understanding language learning processes Error Analysis (EA) offers valuable insights into language nature and enhances teaching and learning methodologies The findings from EA can lead to improved strategies for teaching second or foreign languages and refining existing methods Sharma (1980) notes that EA serves as a robust support for remedial teaching, highlighting both the successes and failures within teaching programs.
Richards et al (1992, cited in Khansir, 2012) states the study of errors in order to:
- Identify strategies which learners use in target language
- Identify the causes of learners’ errors
- Obtain information on common difficulties in language teaching
It is certain that EA, as an aid to teaching or the development of teaching materials, can help teachers evaluate students’ cognitive development Meanwhile,
Errors in language learning are seen as indicators of a learner's developmental stage in acquiring a new language (Lengo, 2003) According to Sercombe (2000, cited in Durus, 2009), error analysis (EA) serves three key purposes: assessing learners' language proficiency, identifying common challenges in language acquisition, and understanding the language learning process Additionally, Candling (2001) defines EA as the monitoring and analysis of language learning.
In conclusion, language teaching and learning involve a continuous process of trial and error The Error Analysis (EA) study focuses on examining learners' mistakes to understand their hypotheses and progress in language acquisition By analyzing these errors, educators can gain valuable insights for future course design and teaching strategies Furthermore, EA provides researchers with essential evidence on the processes of language learning and how learners acquire the target language.
Analysis of composition errors
Corder (1967) figures out the procedure for EA as follows:
- collection of a sample of language learning
In his later research, Corder (1974) again elaborate five stages in EA:
- identification of errors in the corpus
In order to reach the results for the research questions, the researcher would like to employ the stages of EA proposed by Corder (1974)
Numerous studies have examined the English composition errors made by ESL learners, revealing several common mistakes According to Dulay et al (1982), these prevalent errors can be categorized into specific types that frequently occur in the writing of English as a second language students.
- Omitting grammatical morphemes: which are items that do not contribute much to the meaning of sentences, as in “He hit car”
- Double marking: a semantic feature, as in “She did not went back”
- Regularizing rules, as “womans” instead of “women”
- Using archiforms: one form in place of several, for example the use of “her” for both “she” and “her”
- Using two or more form in random alternation even though the language requires the use of each only under certain conditions, as the use of “he” and
“she” regardless of the gender of this person
- Misordering: for example “what you are doing?”
Vann et al (1984) chooses the following as common ESL writing errors: Spelling
Tense It- deletion Pronoun agreement Word order
Robinett (1972, p.14) proposes a checklist of common ESL writing errors: Agreement
Capitalization Punctuation Sentence Vocabulary Content Double negative
Paraphrase Nouns Spelling Word order
In addition, Ferris and Robert (2001) introduce the five categories of most frequent errors found by Chaney (1999):
Description of errors categories Verbs errors All errors in verb tense or form including relevance subject- verb agreement errors
Plural or possessive ending incorrect, omitted, or unnecessary; including relevance subject0vern agreement errors
Common article errors include the incorrect use, omission, or unnecessary presence of determiners Wrong word choices encompass specific mistakes in word selection, form, and issues with prepositions, spelling, and pronouns Sentence structure errors involve problems with sentence and clause boundaries, such as run-ons, fragments, and comma splices, as well as incorrect word order, missing words or phrases, unnecessary additions, and other unidiomatic constructions.
5.3.3 Types of grammatical errors in ESL writing
Grammar is fundamentally the collection of rules that govern the formation of words, phrases, and sentences in a specific language In this context, "grammatical errors" refer to mistakes that violate these established rules regarding syntax and word structures.
Common ESL writing errors are categorized differently by various researchers, but this study specifically targets grammatical errors, rendering other classification methods unsuitable To achieve its objectives, the author adopts Pham Dang Binh’s (2013, p 121-150) classification of common grammatical errors, which identifies eight major types.
Types of grammatical errors Description of errors
Prepositional errors Wrong/omitted/ unnecessary prepositions
Word order Wrong order of adjectives
Wrong order of other elements in sentences
Sentence structure Wrong sentence structure
Expression Omitted words or phrases in sentences
Tenses Wrong use of tenses
Modal verbs Wrong use of modal verbs
Adverbs Wrong use of adverbs or adverbial clauses
RESEARCH METHODOLOGY
Research setting and participants
The study was carried out in the second semester of the academic year 2013-
At SFL-TNU, the English major prioritizes the development of four essential skills from the first year, with a strong emphasis on writing First-year English students have two writing classes each week during the second semester; however, this limited time hinders teachers from thoroughly addressing all necessary sub-skills and providing adequate feedback on students' errors Consequently, many first-year English students struggle with various writing mistakes.
The study involved 50 first-year female English major students from SFL-TNU during the second semester of the 2013-2014 academic year Participants were randomly selected from a pool of 70 K36 English majors, with ages ranging from 19 to 20 The students represent diverse backgrounds, hailing from various regions across Vietnam, including both urban and rural areas.
All students have studied English as a compulsory subject for at least three years in high school and have successfully passed the university entrance examination Their English proficiency is at an intermediate level, and they possess the ability to write paragraphs However, they are not yet fluent like advanced learners, which may lead to errors in their writing Despite this, they are eager and enthusiastic about participating in this study.
Data collection instruments
Instruments are crucial in research as they significantly impact the data collected To ensure the acquisition of reliable data for the study, researchers often utilize specific data collection methods, such as document analysis.
2.1 Reasons for choosing students’ writing task
Analyzing students' writing is a credible and effective research method, as it reveals clear evidence on paper This approach is defined as "a research technique that provides objective, systematic, and qualitative data" (Verma & Mallick, 1999, p 5) Through document analysis, researchers can identify common errors made by students and draw meaningful inferences from the gathered data.
2.2 Description of students’ writing task
The participants were asked to write paragraphs choosing one of the following topics:
Topic 1: an important event in your life
Topic 2: reasons you are learning English
Topic 3: important lessons you have learned in life
The topics for the task were designed based on the topics in the book
The third edition of "Writing Academic English" by Alice Oshima and Ann Hogue, introduced by Le Thanh Tam and Le Ngoc Phuong Anh, focuses on topics that are both engaging and suitable for intermediate-level students This approach not only enhances interest but also allows participants greater freedom in selecting topics they are passionate about.
In this study, 50 students participated by writing paragraphs on topics of their choice, utilizing dictionaries without the pressure of an exam Each paragraph was required to be at least 100 words and completed within a maximum of 60 minutes The focus of the research was on identifying grammatical errors in the students' writing, rather than the content or themes they selected By allowing freedom in their writing, the study aimed to accurately reflect the students' true writing abilities and the natural occurrence of errors.
To ensure objective data collection, students' paragraphs were evaluated by two experienced writing teachers at SFL – TNU Prior to the assessment, the teachers received a marking symbol list (refer to Table 2.1) and were briefed on the error marking process.
Data collection procedure
In this study, the researcher employed the EA procedure proposed by Corder (1974), which involved collecting sample language as the initial step in Corder's model for data collection.
In a classroom setting, students were given 60 minutes to compose paragraphs on one of five selected topics Subsequently, the researcher gathered 50 writing tasks for analysis.
Data analysis
The research analyzed results to derive meaningful conclusions by employing both qualitative and quantitative approaches The qualitative method focused on describing and analyzing grammatical errors in students' paragraphs, while the quantitative method involved counting and calculating the percentage of common errors.
The analysis of students' writings involves measuring errors based on their frequency across various categories and calculating the percentage of different types of errors relative to the total number of errors This analytical process follows Corder's (1974) model of Error Analysis, which outlines specific steps for conducting the evaluation.
Students' writings were submitted to two writing instructors at SFL-TNU for evaluation and error correction The teachers utilized a set of correction symbols, outlined in the accompanying table, to effectively mark the identified errors in the students' work.
Vt Verb tense Sp Spelling
Prep Wrong/unnecessary/omitted preposition
Art Wrong/omitted/unnecessary article
Agr Subject- verb agreement T Connective/transition signal
Vf Verb form (wrong gerund, participle, infinitive, modal or passive voice verb)
Ww Wrong word ˄ Add a word/phrase (use the symbol and mark the word types omitted)
Conj Wrong/unnecessary/ omitted conjunction
X Optional/unnecessary word/phrase (cross the words/phrases and mark if they are article, prepositions, and others)
Poss Wrong possessive ending Pl plural
Frag Sentence fragment Pro Wrong/unnecessary/omitted pronoun
Wf Word from (noun, verb, …) Cs Comma splice
Table 2.1 Error marking symbols (According to Klassen 1991, Bates et al 1993, Igram and King 1996)
In adapting Pham Dang Binh’s (2013) model of learners’ grammatical errors classification and basing on teachers’ marking of errors, the researcher classified the errors into following categories
Group 1: Verb errors - verb tense and aspect errors
- verb form errors (gerunds, infinitives, participles, voices, conditional verbs, wrong form of verbs)
- subject-verb agreement Group 2: Noun errors - singular/plural nouns
- countable/uncountable nouns Group 3: Modal verbs errors - wrong use of modal verbs
- run-on sentences, fragments, comma splice, unidiomatic sentence construction
Group 5: Prepositional errors - wrong/omitted/unnecessary prepositions
Wrong order of adjectives Wrong order of other elements in sentences
Wrong use of adverbs or adverbial clauses Table 2 2 Error classification
In this step, the researcher calculated the errors in order to know how frequent these errors are made by first year English major students at SFL – TNU
In calculating the frequency of each error, the following formula was employed:
P: percentage of each error n1: total of the given errors
N : total of the whole errors
By calculating the frequency of each error, the researcher could identify the most common errors made by the students
After analyzing and organizing the errors by frequency, the results were displayed using tables and charts Upon completing the data visualization, a concise conclusion was formulated based on the analysis.
FINDINGS AND DISCUSSION
Findings
As stated in part A- Introduction, the first research question of the study is
First-year English major students at SFL-TNU commonly make grammatical errors in their paragraph writings, as revealed by an analysis of 50 students' free writings A total of 296 errors were identified and categorized into seven groups, encompassing 17 different types of errors The findings are summarized in the accompanying table.
Verbs Nouns Modals Sentence structure Prepositions
Figure 3.1 Frequency of grammatical errors in paragraph writing by groups
Types of errors The number of errors
Wrong order of other elements in sentences 3
Wrong use of adverbial clauses
Table 3.1 Number and frequency of grammatical errors in paragraph writing by types and by groups
According to the data presented in Table 3.1 and Figure 3.1, sentence structure errors, including run-on sentences, fragments, comma splices, and unidiomatic constructions, are the most common, comprising 34% of the total errors Following closely are verb tense and aspect errors, along with verb form and subject-verb agreement issues, which make up 28.4% Preposition errors account for 17.6%, while noun and word order errors represent 9.8% and 6.8%, respectively The least frequent errors are related to adverbs at 2.4% and modal verbs at just 1%.
An analysis of students' free writings revealed a total of 296 errors, which were classified into 17 distinct types These errors were then ranked from most frequent to least frequent, as detailed in the accompanying table.
No Types of errors Total of errors Percentage (%)
14 Wrong order of other elements in sentences
16 Wrong use of adverb clauses 1 0,03
Table 3.2 Frequency of each grammatical error type
Ad j Un nec ess ary pr ep
SV A Ad v O the r e lem ent s
Figure 3.2 Frequency of each grammatical error type
Table 3.2 and Figure 3.2 illustrate the prevalence of grammatical errors, with the top five errors—unidiomatic sentence construction (16.2%), verb forms (11.9%), verb tenses and aspects (11.2%), fragments (11.2%), and singular/plural nouns (9.9%)—accounting for over 50% of the total mistakes Additionally, errors in wrong prepositions (6.4%) and comma splices (6.1%) are closely matched Less common errors include omitted prepositions and adjectives (5.8% each), as well as unnecessary prepositions and subject-verb agreement (5.5% each) Students demonstrate fewer errors in modal verbs, sentence element order, and run-on sentences (1.1% each), along with adverbial clauses (0.07%) and countable/uncountable nouns (0.03%) The data indicate that verb usage, sentence structure, preposition usage, and singular/plural noun usage are the most challenging areas for students.
In short, these findings reveal the answer for the first research question
First-year English major students at SFL-TNU frequently encounter common grammatical errors in paragraph writing, particularly in areas such as sentence structure, verb usage, preposition usage, and the distinction between singular and plural nouns These issues will be explored in greater detail in the subsequent discussion section.
Discussion
First-year English major students at SFL-TNU frequently make grammatical errors in paragraph writing, particularly in sentence structure, verb usage, prepositions, and singular/plural nouns This article will thoroughly examine these common errors and their underlying causes.
3.2.1 The most common grammatical errors committed by first year English major students at SFL- TNU in paragraph writing
According to the findings above, sentence structure is the most common error made by students in paragraph writing It accounts for 34% of the total errors
Sentence structure errors fall into the categories of run- on sentences, fragments, comma- splices and unidiomatic sentence construction
Table 3.1 reveals that sentence construction errors are the most prevalent among students, with a total of 48 errors identified In contrast, run-on sentences are the least common, accounting for only 2 errors Fragments follow closely behind, with 33 errors, nearly double the 18 errors attributed to comma splices.
Many students frequently make errors in their writing due to unidiomatic sentence structures, often referred to as idiosyncratic sentences, as noted by Corder (1974) These sentences are considered erroneous and highlight the challenges students face in mastering proper language usage Examples of such mistakes can be found in student writings, illustrating the need for improved understanding of idiomatic expressions.
(1) It is a really event in my life
(2) First time, mom hold hand me step into a strange place
(3) I’m immediately, I told to my parents
(4) We became friends until now has been 12 years
(6) Have many reasons when I choose EL
(7) My time was very much
Many students often struggle with sentence fragments, which are defined as incomplete sentences (Halliday, 2004, p 6) These fragments typically arise from phrases or dependent clauses that do not form a complete thought Below are examples from student writings that illustrate this common issue.
(8) Because she always takes care of me from a child to adult
(9) The first day of school with surprise and fear
(10) An important in my life; my first day at school
(11) If you know English well
(12) Many years ago, when I was ten
According to Sardegna and Slutsky (2009, p.185) “a comma- splice is the use of a comma to join two independent clauses without a conjunction, semicolon, or full stop.” For examples:
(13) You can use English when you visit other countries, English is very popular in the world
(14) I increase my English proficiency, I will be able to get a good job
(15) I crossed road, a motorbike suddenly went on crashed into me
(16) My father was very worried, he asked what had happened
(17) I love it so much, I will try to learn it to carter my life
Sardegna & Slutsky (2009, p.185) states that “a run-on sentence is a sentence in which two or more independent clauses are joined without appropriate punctuation or conjunction” For examples:
(18) I am studying English teacher require me to master this knowledge
(19) There are 3 main causes I learn it
Verb errors pose significant challenges for students, particularly in areas such as verb tense and aspect, verb forms, and subject-verb agreement According to Table 3.1, errors in verb tense and aspect (33 errors) are almost on par with those in verb forms (35 errors) Together, these two categories of errors are more than double the number of subject-verb agreement errors, which total 16.
Many students struggle with tense and aspect in English due to its complexity, especially for second language learners who view time as an independent concept Unlike Vietnamese, where time is conveyed through particles like “sẽ,” “đã,” and “đang,” English employs changes in verb forms to indicate past, present, and future tenses, as well as progressive and perfect aspects This fundamental difference can lead to common errors among learners.
I write a letter Tôi viết một bức thư
I wrote a letter Tôi đã viết một bức thư
I am writing a letter Tôi đang viết một bức thư
I have written a letter Tôi đã viết xong một bức thư rồi
I will write a letter Tôi sẽ viết một bức thư
In English, the verb "write" varies based on the tense of the action, while in Vietnamese, the verb "viết" remains constant across all sentences Time is indicated in Vietnamese through particles such as "đã," "đang," and "rồi."
Many students struggle to grasp the concepts of tense and aspect in English, leading to frequent errors in their writing They often default to using the simple present tense, believing it to be the easiest option.
(20) I cried because I really feel happy
(21) I asked my mother, but she did not tell me who that man is
(22) This is the first time I had to leave her
(23) It is one of my subject at school
Students often struggle with verb form errors, particularly in distinguishing between infinitives and gerunds that follow preceding verbs The complexity of the rules governing their usage can lead to confusion, as it largely depends on the specific verb used To master correct verb forms, students must memorize the verbs that are followed by infinitives, a task that can be quite challenging due to the sheer number of verbs in English Common errors in verb forms frequently appear in students' writings, highlighting the need for focused practice in this area.
(24) At lunch, we forget coming home
(25) I felt lonely and wanted cry when I missed him
(26) I was worried about to start an independent life
Subject-verb agreement poses a challenge for students, as it requires the verb to align with the subject in number To construct grammatically correct sentences, students must accurately identify whether the subject is singular or plural Misidentifying the subject often leads to common verb form errors in their writing.
(28) Everyone have a reason to study English
(29) Learning English help me converse with foreigner
(30) English help us have a good salary
(31) Being able to speak English allow me to communicate effectively
Students exhibit difficulties in using prepositions, which are essential connective words that illustrate the relationships between nouns and key sentence elements such as subject, verb, object, and complement According to Wishon and Burks (1980), prepositions indicate various relationships, including position, place, direction, time, manner, agent, possession, and condition Errors in preposition usage among students typically involve incorrect prepositions, omitted prepositions, and unnecessary prepositions, with each category showing a nearly equal number of 19 errors, as illustrated in Table 3.1.
17 errors, and 16 errors respectively Here are some illustrated examples in students’ writings:
(32) It’s so important with me
(33) I want to say with the world that “I love my parents very much.”
(34) We can speak, listen, and write by English
(35) In that day, I didn’t have to go to school
(36) I remember that day, after studying at school, I came back home
(37) 10 p m, my mother didn’t see me
(39) I stayed at hospital one week
(41) I stayed at there a few days
(42) He had left to me when I was born
This study identifies noun errors among students, specifically focusing on singular/plural and countable/uncountable distinctions Many students struggle with singular and plural nouns, as this concept is relatively new in monosyllabic languages like Vietnamese In Vietnamese, cardinal numbers and terms like “những” and “các” indicate quantity without altering the noun's form Conversely, English nouns change their form to reflect number, highlighting a key difference in grammatical structure between the two languages.
This book is interesting Quyển sách này rất hay
These books are interesting Những quyển sách này rất hay
Here are some examples for students’ writings:
(43) Many country use English as the 2 nd language
(44) That’s a reasons why I like English
(45) It is one of my subject at school
(46) I can hit many famous English song
3.2.2 The causes of errors made by the first year English major students at SFL-TNU in paragraph writing
To address the research question regarding the major causes of written grammatical errors among first-year English major students at SFL-TNU, this analysis draws on the theoretical framework outlined in Chapter I The literature review identifies five primary causes of these errors: mother tongue interference, overgeneralization, ignorance of rule restrictions, incomplete application of rules, and failed concept hypothesized Each of these causes will be discussed and justified in detail to provide a comprehensive understanding of the factors contributing to the students' written errors.
Learners frequently experience mother tongue interference when acquiring a new language, as they often transfer characteristics of their native language, Vietnamese, into English This interference manifests in the application of Vietnamese grammatical rules to English, resulting in word-for-word translations that produce unidiomatic sentence structures, incorrect verb forms, and improper preposition usage.
A large number of errors committed by students are caused by the interference of mother tongue There are many unidiomatic sentences in students’ writings For examples:
(47) But then have a boy friend very friendly
(But then there was a very friendly boy friend.)
(48) If don’t have my parents, I can’t be there now
(If there isn’t my parents, I can’t be there now.)
These sentences are produced by translating word-by-word from Vietnamese to English Students apply their knowledge of Vietnamese into the process of writing
In English, to indicate the existence of somebody or something, the structure
The construction "There+be" is commonly used in English, but students often mistakenly use the verb "have," which implies possession Additionally, the phrase "a boy friend very friendly" demonstrates incorrect word order; in Vietnamese, adjectives follow nouns, whereas in English, adjectives precede nouns in noun phrases.
A large portion of verb form is also caused by the interference of mother tongue For instance:
(49) I felt lonely and wanted cry when I missed him
(50) He knew and learnt many things such as sing a short song and read some poem.”
Summary of the study
The study aims at investigating common grammatical errors committed by the first year English major students at SFL-TNU Two research questions have been answered
The study identifies the most common grammatical errors made by students, categorizing them into four main groups: sentence structure errors, verb errors, preposition errors, and noun errors Sentence structure errors encompass unidiomatic constructions, fragments, comma splices, and run-on sentences Verb errors include mistakes in verb tenses, forms, and subject-verb agreement Preposition errors involve incorrect usage, omissions, and unnecessary additions of prepositions, while noun errors pertain to singular and plural forms Analyzing these error rates provides insight into students' overall performance and highlights specific challenges in learning English The primary causes of these errors are attributed to mother tongue interference, overgeneralization, ignorance of rule restrictions, incomplete application of rules, and false concepts Notably, native language interference and overgeneralization are the most significant contributing factors.
In conclusion, learners inevitably make mistakes while acquiring a second language Analyzing these common errors is crucial for both teachers and students, as it enhances the language learning process.
EA assists educators in pinpointing specific writing errors and their underlying causes Additionally, it enables teachers to anticipate errors in various contexts, allowing them to select effective teaching strategies to enhance students' writing skills Consequently, this leads to a reduction in mistakes and an improvement in students' overall writing proficiency.
Limitations of the study
Although the study reveals some noticeable results, it has certain restrictions due to the shortage of time, lack of reference materials and the limited knowledge of the researcher
The study's limited sample size of just fifty participants raises concerns about the reliability of its findings, as the results may not be representative of a larger population of students Consequently, this limitation could undermine the overall persuasiveness of the study's conclusions.
The researcher gathered only one writing sample from each student, making it difficult to conclude that the identified writing issues are significant Future studies should involve a larger participant pool and multiple writing tasks to enhance the potential for generalization of the findings.
The criteria for classifying errors and their causes are overly complex, which may lead to inconsistencies Additionally, to maintain objectivity in the study, the researcher assigns each error to a specific category based on teachers' evaluations, potentially resulting in unexpected inaccuracies.
Lastly, the study could not be conducted on the same students at different periods of their learning process.
Suggestions for further studies
Although the study findings are useful in some way, it is necessary to continue investigating errors under the following domains
Firstly, making errors is unavoidable in learning a language; therefore, errors are always new subjects for studies
The research involved fifty first-year English major students at SFL-TNU, and it is suggested that future studies should include participants from various other disciplines, such as Technology, Medicine, and Economics, to enhance the clarity and applicability of the findings.
The author was unable to analyze the errors made by the same students across various stages of their learning journey Consequently, investigating these errors at different points in their educational development would yield more insightful results.
The study was conducted within a limited timeframe, which restricted its ability to address all types of errors in language skills Consequently, future research could explore additional areas such as reading, speaking, and listening skills.
Recommendations
Based on the literature review and key findings, the researcher recommends several strategies to assist teachers and future researchers First-year English major students at SFL-TNU frequently struggle with writing, particularly with grammar rules To enhance the effectiveness of teaching and learning writing, it is crucial to focus on these specific areas.
Firstly, it is essential to raise students’ awareness of the importance of grammar in writing Before going in depth to writing, students should be taught basic grammar carefully
The primary cause of students' errors in language learning is the influence of their mother tongue To mitigate these errors, it is essential to assist students in understanding the differences between English and Vietnamese thinking and writing styles Additionally, teachers should thoroughly analyze first language interference errors by clearly explaining the specific distinctions between the two languages.
Effective error correction in writing is essential and should be conducted frequently by teachers Utilizing a variety of correction techniques, such as peer-correction and teacher-correction, can enhance the learning experience Involving students in peer-correction fosters critical thinking and awareness of common mistakes, while also promoting a cooperative classroom environment This approach can take the form of pair work, group activities, or whole-class discussions Teachers should avoid over-correcting and instead focus on specific types of errors, analyzing them carefully to provide clear explanations and corrections It is important to remember that different errors may require distinct correction techniques for optimal learning outcomes.
Understanding English Acquisition (EA) significantly enhances language performance and improves the teaching and learning processes of writing This thesis aims to provide valuable insights that will benefit both students in developing their writing skills and teachers in effectively instructing writing techniques.
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APPENDIX TYPICAL ERRORS COLLECTED FROM STUDENTS’ WRITINGS
Error sentences Types of errors
It is an important event in my life Vt
Because it is the result of 12 years of schooling Vt
I cried because I really feel happy Vt
One of the most important event in my life would have been the death of my grandmother
I asked my mother but she didn’t told me who this man is Vt This is the first time I have ever seen my dad Vt
I am so happy when my dream came true Vt
At lunch, we forget coming home Vt
I had cry very much Vt
I was proud of my father because he is a great father Vt
I love my mother more since my father died Vt
This is the first time I had to leave her Vt
I cryed, but I quickly stopped crying because mother say “ Good kids will not cry.”
I was visiting schools, discover a lot of surprises with new friends Vt
In the meantime, I have a lot of feeling Vt
I was happy because I have made a part of my dream Vt
I remembered that when my brother is hungry in the middle of life and cries for milk, my mother wake up at one even if she is tired
My mother didn’t in class Vt
He have the coax and play with me Vt
He’s tall and handsome Vt
His voice’s gentle, friendly, and gallant Vt
That morning, I waked up earlier than usual Vt
Eveyone have a reason why you studied English Vt
Although I am learning English not good Vt
It is the time when I was nine years old Vt
I had study English for seven years Vt
It is one of my subject at school Vt
After that having a girl who is at the age of nine, she take to the poor man a loaf of bread
When we were children, we had studied English Vt
When we used computer, you can understand it Vt
Learning English mean you learned a part of people and culture Vt
If you speaking English, you won’t need to rely on translation or subtitles anymore to enjoy your favorite films
I start loving it when I was a primary student Vt
I thinked more mature, more clearly Vf
I asked my mother, but she didn’t told me Vf
At lunch, we forget coming home Vf
When… and called us come home Vf
I try to behave as a good girl to not make my mother sad Vf
I felt lonely and wanted cry when I missed him Vf
I can continue studying at the university I liked and starting a new plan here
My grandfather was always care about everyone and me Vf
I was worried about to start an independent life Vf
He knew and learnt many thing such as sing a short song and read some poem
Moreover, we need learn to accept your bodies as we are Vf
I can hit many famous English song: always be sung or prolonged by the most famous singer in the world
There will be a good opportunity to learning English when you learn English good
Learning English help me can converse with foreigner Vf
Have many reasons why I choose learn English Vf
When learn English, I can visit country different Vf
I like English and ant speak good English Vf
…although learn English not easy Vf
When travel to different countries Vf
I must to learn English Vf
I must to study English well Vf
English is used to connecting people together Vf
It help us communicate and makes friends with people in the world
I know that tell lie is a bad person Vf
My dream is go travel around the world Vf
They seem didn’t see that beggar Vf
I saw my mother was crying Vf
Everyone should learning English Vf
English has became international language Vf
There was many things I need do Vf
English is being a most popular and important language Vf
To learning English well Vf
I choosed foreign language department- TNU Vf
Everyone have a reason to study English SVA
Learning English help me converse with foreigner SVA
Learning English help me listening English song SVA
Learning English help me communicate with a lot of people SVA
Everybody use it as language communication SVA
Family give me a sense of belonging SVA
It help us have a good job SVA
It help us become dynamic SVA
English help us have good salary SVA
English have much in the computer SVA
Learning English significantly enhances job opportunities, as it is often a requirement for many positions Additionally, mastering the language allows individuals to connect with diverse cultures, enriching their understanding of global perspectives English serves as a vital tool for effective communication across various cultures worldwide.
It is very good if you practice with your mirror, which make you feel more confident
Being able to speak English allow me to communicate effectively SVA
English allow me to get more from culture SVA
For next three day, I couldn’t go to school N
In important event in my life was the day I entered the gate of university
Many country use English as second language N
That’s a reasons why I like English N
Today, we should have some activity to relax N
I can hit many famous English song N
I already took more English course N
English is a media by which we can contact with other person N Learning English help me can converse with foreigner N
Learning English help me can listen English song N
It can be very helpful for tourist to know English N
I can know culture of many country N
I can speak with many person or chat with many person N
I able to understand the lyrics if my favorite English song N
We will travel to other country N
It is one of my subject at school N
….because learner have the passion for it N
I would be love to communicate with foreigner N
….teacher require me to master this knowledge N
English is the most commonly used languages N
This is an important lessons I have learnt in life N
After a children approached taking hand her N
This is lesson I never forget N
The most important lesson I have learnt in my life N some language N
Because…can be dangerous Modal
When I was 16 years old, I must take part in an important examination
My teacher said: I would check homework Modal
I’m studying English teacher require me to master this knowledge RO
There are 3 main courses I learn it RO
Because she always took care of me from adult FRAG
Because I realized she worried about that we can be dangerous FRAG
Because she doesn’t want me lonely FRAG
When I saw him to the photo FRAG
The first day of school with many surprises and fear FRAG
Just fun, just worried FRAG
As we know, since we were born and grew up FRAG
When he went to kindergarten FRAG
After making effort myself FRAG
An important event in my life: my first day at school FRAG
My school’s name is Nhu Co I FRAG
When I cried so much because my mother didn’t in class FRAG
I was very impressed and I could not forget the time FRAG When I caught sight of the bog school in front of me FRAG
Time the most valuable commodity FRAG
Friend always there to share and help us FRAG
I understand that when I aloof, know only my all interest FRAG
If you know English well FRAG
Although I am learning English not good FRAG
Learn English not easy FRAG
Many years ago, when I was 10 FRAG
A small action which bring to others happiness FRAG
Because studying here my effect badly to my lifestyle FRAG
When I went t school as usual FRAG
When I said I hadn’t done homework FRAG
The most important lesson I have learnt in my life FRAG
When I give into fear FRAG
English really important now FRAG
You can use English when you visit other country, English is very popular in the world
You can manage better approach, you can speak with confident CS Many famous movies and songs are written in English, I like it CS
I increase my English proficiency, I will be able to get a good job CS
I do not understand what the doctor is telling me, he will say to me
10 pm, my mother didn’t see me, she was very worried and went out to find me
It was my lesson, I have never lied her since CS e are people who want to learn English because it is the common language, learner have the passion for it
I would love…foreigner, they can learn to cultivate knowledge CS After that having a girl who is at the age of 9, she take to the poor man a loaf of bread
I crossed, a motorbike suddenly went on and crashed into me CS
My father was very worried, he asked what had happened CS
I stayed at hospital one week, when I was healthy, my dad brought me home
I am passionate about learning English because it enhances my life and career prospects Proficiency in English allows for effective communication with diverse cultures worldwide, and knowing the language significantly increases job opportunities.
English is very important in today life, we need to study more to develop our country
I didn’t worry, my time was very much CS
English is the international language, it was used around the world CS
College is an important event in my life CS
It is really event in my life Unidiomatic
I had to walk to go home alone Unidiomatic
It is the most event that had happened to me Unidiomatic One of the most event in my life was the day, which I met my father
First time, mum hold hand me step into a strange place Unidiomatic All is my first time: strange fear and interesting Unidiomatic
I will enter a learning environment and a completely new Unidiomatic
We had a lot of memory about your family, your friends and our beloved people
My younger brother was born and uttered a cry when brought into the world, is a important event in my life
I immediately, I told to my parents Unidiomatic
But then have a boy friend very friendly Unidiomatic
When I had difficulty you are helping me Unidiomatic
We became friends until now have been 12 years Unidiomatic Moreover, we need learn to accept your bodies as we are Unidiomatic
I can travel to any country that doesn’t have difficulties in communicating
Even though I already took more English course, starting from primary until now on, but I still not fluently
I have drown an important lesson that is: to live with all my heart, friendly, and good-natured
Learning English as well as part important in life of me Unidiomatic
Have many reason when I choose learn English Unidiomatic
In the computer use English is language main Unidiomatic The most information international written in English is main Unidiomatic English is the most international of languages Unidiomatic
I know that tell lie is a bad person Unidiomatic
It make other people bored with me and don’t believe you Unidiomatic
Many advantages when studying English Unidiomatic
It is not difficult to image some situations when knowing English give me a great feeling
After that having a girl at the age of 9 Unidiomatic
If don’t have my parents, I can’t be there now Unidiomatic
That is where I was born and grew Unidiomatic
English have much in the computer Unidiomatic
Studying English is very required for every body Unidiomatic Since then, I’m always hard learn my parents and my teacher are always happy
In life, we are have lesson to learn Unidiomatic
We are learn to books and to people around Unidiomatic
I am saw a grandmother waiting go to way Unidiomatic
After a children about 4 to 5 approached taking hand her and leaded her go to way
I’m feel is a person very hard-hearted Unidiomatic
Why I want to learn English is so that can travel to English speaking country
English is a language that very important to me Unidiomatic
In life of everyone have valuable lesson Unidiomatic
…my time was very much Unidiomatic
I still played a lot more to learn Unidiomatic
It is face my fear Unidiomatic
When I give into fear Unidiomatic
I had overcome the fear by I must first ask myself a simple question
Why be angry, I went to my grandmother is house Unidiomatic College is not the only way, but it is the surest way of me Wp
On that day, after finishing at school, I did not see my grandmother waiting me at the school gate
My mother whisper with me Wp
For the next day, I couldn’t go to school Wp
I remember that day, after studying at school, I came back home Omitted prep
He had left to me when I was born Unnecessary prep
It is so important with me Wp
My younger brother and I went to there without asking my mother’s permission
I want to say with the world that “I love my parents very much” Wp
I often learned by myself through books, internet to seek some information which was useful for me and involved my lessons
The first day of school … Wp
The other children the same age Omitted prep
It is easy for communicate Wp
It is the best medium that can help us reach with advanced technology and the development of the world
Unnecessary prep English helps improve international friendship and expand our knowledge with other countries
Learning English help me can listen English song Omitted prep
I will be a teacher English in the future Omitted prep
We can use English to talk each other Omitted prep
We can listen, speak, and write by English Wp
Also, we can communicate and talk with them about everything Wp
10 p.m, my mother did not see me Omitted prep
It makes other people bored with you and don’t believe you Omitted prep
In that day, I did not have to go t school Wp
I can go many places Omitted prep
English is important with me Wp
Everybody use it as language communication Omitted prep
I fell down road Omitted prep
I stayed at hospital one week Omitted prep
The important lessons we have learnt in life have a great influence in building our character
Today English is used in over the world Wp
After graduating university … Omitted prep
We are learn to books, and learn to people around Wp Conclusion, English is a language that is important to me Omitted prep
It is very good if you practice with your mirror Wp
In that day, I had some mistakes Wp
I stayed at there a few days Unnecessary prep
I did not know that my parents looked me everywhere Omitted prep English really important now and the future Omitted prep
He advised me to think of things positive Adj
Because she doesn’t want me person lonely Adj
I promise myself that I will learn well Other elements
But then have a boyfriend very friendly Adj
This is a thing wonderful Adj
My mother always taught me to live honest, kind and friendly Adj