Aims and objectives of the study 1
Aims of the study 1
To help teachers and students gain an insight into multi-word verbs in English
To facilitate the teaching of multi-word verbs to Vietnamese learners of English.
Objectives of the study 1
To identify the students‟ common types of error in using English multi-word verbs
To find out the causes of error committed by Nguyen Hue Gifted High school students when learning and using multi-word verbs
To work out possible solutions to the problem identified.
Significance of the study 1
This study aims to enhance teaching quality, benefiting both the author and her colleagues, while also providing valuable insights for students The findings will establish a foundation for addressing common errors students make with English multi-word expressions.
- 2 - verbs Furthermore, the study will make some contribution to the field of teaching methodology.
Scope of the study 2 5 Organization of the thesis 2
• English multi-word verbs in terms of: (1) structural organization, (2) Meanings and usages, (3) Integrity, motivated and non-motivated idiomaticity
This article examines the types of errors made by 50 twelfth-grade students at Nguyen Hue Gifted High School in their use of English multi-word verbs By identifying these common mistakes, the study aims to provide targeted suggestions for improvement, ultimately enhancing students' proficiency in using complex verb forms.
The study has three main parts as follows:
This part introduces the rationale, the aims, the objectives, the significance, the scope and the organization of the thesis
This part consists of four chapters:
Chapter 1 provides literature review focusing on the issues related to multi-word verbs in
English, error and error analysis in second language learning
Chapter 2 presents the methodology applied in this work It also includes an overview of the context of the study
Chapter 3 discusses the findings of the study based on the test and interview results
Chapter 4 offers possible solutions to errors commonly made by students at Nguyen Hue
Gifted High school Some suggestions for teaching and learning English multi-word verbs are also provided
This part summaries all the major issues in the previous parts with conclusions drawn from the findings Some recommendations for further research are also included
Literature Review 3 1.1 An overview of multi-word verbs in English 3 1.1.1 Definition of multi-word verb 3
Error and Error Analysis 16
In language teaching literature, various definitions of errors have been presented by experts John Norrish in his book (1983 Language Learners and their errors, p 7) calls a
„systematic deviation‟, when a learner has not learnt something and consistently „gets it wrong, an „error‟
We, for the purpose of this study, adopt the definition of error by Richards stated in
Longman Dictionary of Language Teaching and Applied Linguistics (2002, p 184)
Errors in the speech or writing of second language learners occur when they use linguistic items—such as words, grammatical structures, or speech acts—in a manner that fluent or native speakers perceive as indicative of incomplete or incorrect learning.
Error analysis, as defined by Richards, is the examination of mistakes made by second and foreign language learners Originating in the 1960s, this approach serves several purposes: it helps identify the strategies learners employ, uncovers the underlying causes of their errors, and provides insights into common challenges faced in language acquisition, thereby assisting educators in teaching and material development.
Jack.C.Richards & Richard Schmidt (2002 Longman Dictionary of language
A number of different categories for describing errors have been identified According to Corder, S.P (1973 Introducing Applied Linguistics), errors fall into four categories:
Errors in writing can arise from various factors, including the omission of essential elements, the inclusion of unnecessary or incorrect elements, the selection of inappropriate elements, and the misordering of elements Additionally, Corder categorizes these errors into linguistic levels, focusing on the sub-areas of morphology, syntax, and lexicon.
John Brian Heaton divides errors into two main types: Global and Local errors
According to him: “Those errors which cause only minor trouble and confusion in a
Local errors refer to specific clauses or sentences that do not significantly impede the reader's understanding, while global errors affect the overall sentence structure, leading to confusion or miscommunication of the intended message.
J B Heaton (1998 Dictionary of Common Errors, p.154) Richards, Jack C (1984 A Non-Contrastive Approach to Error Analysis, p.172-188) distinguishes three major types of errors: Interlingual errors, Intralingual errors and Developmental errors
Richards, J.C (1992 Dictionary of Language Teaching and Applied Linguistics) defines
Interlingual errors arise from language transfer, where a learner's first language influences their use of the target language These errors can manifest at various levels, including phonological, morphological, grammatical, and lexico-semantic, as elements from the native language are applied to the new language.
“ Intralingual errors are those which reflect the general characteristics of rule learning, such as faulty generalization, incomplete application of rules, and failure to learn conditions under which rules apply”
“ Developmental errors illustrate the learners‟ attempt to build up concepts and hypotheses about the target language from their limited experience of it in the classroom or textbook”
Richards, J.C (1974 “A Non-Contrastive Approach to Error Analysis”, p 174-175)
This study aims to utilize Richards' error classification theory to predict and analyze students' errors in the use of English multi-word verbs, as the theory effectively addresses various types and causes of errors.
Distinction between „error‟ and „mistake‟
According to Richards, learners often make mistakes in writing or speaking due to factors like lack of attention, fatigue, or carelessness, and these mistakes can be corrected once attention is drawn to them In contrast, errors stem from a fundamental misunderstanding of the language, as they reflect incomplete learning and cannot be self-corrected, indicating that the learner is unaware of the correct usage.
Richards, J.C (2002 Dictionary of Language Teaching and Applied Linguistic, p.184)
1.2.4 Possible causes of errors in second language learning
Learners' errors can arise from various factors, and according to Richards' theory, they can be categorized into three types: interlingual, intralingual, and developmental Each type of error has distinct causes that contribute to the challenges learners face in language acquisition.
Traditionally, the notion of interference is understood as negative transfer “Where two languages are similar, positive transfer would occur, where they are different, negative transfer, or interference would result.”
Interlingual errors occur when learners' native language interferes with their acquisition of a second language, as noted by Richards (1971) These errors arise when there are differences or similarities between the structures of the two languages Consequently, learners often transfer elements from their first language to the second, leading to inaccuracies in language use.
She married *with a foreigner (= Chị ấy kết hôn với một người ngoại quốc.) or She informed me*about that new (= Cô ấy thông báo cho tôi về tin đó.)
Along with the differences between L1 and L2, the lack of common knowledge and linguistic competence at a certain stage of learning is another source of L1 interference
1.2.4.2 Causes of intralingual and developmental errors
Four types of intralingual errors - developmental errors have been identified by Richards, J.C (1974 A Non-Contrastive Approach to Error Analysis, p.174-179) as follows:
“Over-generalization covers instances where the learner creates a deviant structure on the basis of his experience of other structures in the target language.” [174]
The generalization of deviant structures often stems from a failure to recognize the limitations of existing frameworks, leading to the misapplication of rules in inappropriate contexts.
“The learners apply rules incompletely because they are so interested in achieving efficient communication that they do not need a mastery of L2 rules Another reason for
- 19 - their imperfect application of rules is the use of questions in classroom as elicitation techniques.” [178]
Learners often make intralingual errors due to incorrect rule-learning at different levels Additionally, developmental errors arise from a misunderstanding of key distinctions within the target language.
According to Richards, “These errors are sometimes due to poor presentation or presentation based on the contrastive analysis of English and another language or on contrasts within English itself”.
Summary 19
This chapter is divided into two main sections: the first defines multi-word verbs in English, detailing their classification and characteristics, while the second addresses key issues related to error definition, types of errors, and their sources and causes Building on these theoretical foundations, the study aims to identify potential solutions for common errors encountered by students at Nguyen Hue Gifted High School.
Research Methodology 20
The context of the study 20
Nguyen Hue Gifted High School, established in 1947, is one of the oldest and largest educational institutions in Ha Dong, Hanoi Located in the heart of Ha Dong town, it has long been regarded as a trusted choice for students and parents in the district.
Nguyen Hue Gifted High School currently employs around twenty English teachers, predominantly female, aged between 25 and 45 Two-thirds of these educators graduated from the English department of Hanoi Foreign Language Teacher Training College Notably, some veteran teachers transitioned from teaching Russian to English The faculty is characterized by their youth, creativity, training, experience, and enthusiasm for teaching.
Nguyen Hue Gifted High School predominantly serves students aged 15 to 18, many of whom reside in the town center Most of these students have been studying English since primary school, showcasing their early commitment to language learning.
Many students from rural areas, who have been learning English since grades 6 to 9, exhibit low proficiency in the language They often prioritize their major subjects over English, viewing it as less important Furthermore, the new syllabuses for other subjects are perceived as overloaded, which negatively impacts students' English learning.
At Nguyen Hue Gifted High School, English is a mandatory subject in the curriculum, with the syllabus and textbooks, including "Tiếng Anh 10," "Tiếng Anh 11," and "Tiếng Anh 12," established by the Ministry of Education and Training.
Research method 20
The main research methods employed for the study are:
• Statistical methods are used to find out and classify the students‟ errors
• Descriptive methods are used to describe the actual errors committed by the students
This study aims to examine and analyze common errors made by students at Nguyen Hue Gifted High School in the use of multi-word verbs The research will address key questions related to these errors to enhance understanding and improve student proficiency.
What are the common types of errors made by students at Nguyen Hue Gifted High school in using multi-word verbs?
What are the causes of the common types of errors made by students at Nguyen Hue Gifted High school in using multi-word verbs?
What are the possible solutions to students‟ errors in using multi-word verbs in English?
The main instruments employed to gather data in this study are:
For the aims of the study, the instrument is in the written form of six different exercises Each exercise consists of 5 different items to be done
Exercise 1: is a multiple-choice test Each item is given 4 choices but only one is the right answer This exercise is used for checking if the students can choose the right particle for the certain verb in different contexts
Exercise 2: is matching and filling in the blanks With the given verbs, particles and different situations, the students are required to match each verb with the right particle and then apply those combinations to the right situation with the correct form of the multi- word verbs This exercise was designed to check if the students are able to distinguish different particles combined with different verbs in different contexts
Exercise 3: focuses on word ordering Each item of the exercise is a complete sentence with jumbled words The students are required to put all those words in the correct order This exercise is to check if the students can make syntactically correct sentences
Exercise 4: is a kind of guided sentence production The exercise has 5 given complete sentences with 5 guided words in brackets The students are required to make new sentences staying the same meaning as the given ones Its aim is to find out how the students use multi-word verbs in different contexts
Exercise 5: The students are required to transform some sentences into the passive if they are possible The exercise is used to discover if the students ignore rule restrictions of multi-word verbs
Exercise 6: Translation test is based on the similarities and differences between
The task for students involves translating five Vietnamese sentences into English, utilizing the specified words provided in brackets This exercise aims to assess the extent to which students' translations are influenced by their native Vietnamese language, particularly in the use of multi-word verbs.
A short interview was conducted between the researcher and students to discuss their understanding of multi-word verbs, taking place immediately after the collection of students' papers and lasting approximately 10 minutes.
1 Which exercise was the most difficult for you? Why?
2 What sorts of difficulties did you come across when doing the exercises? Why?
3 How did you get the knowledge of multi-word verbs?
The answers to these questions were partly used as a basis for finding out the causes of errors collected from the students‟ works
The subjects for this research were 50 students of the 12 th form at Nguyen Hue Gifted High school (aged 17-18) These students have been learning English for at least 7 years
(4 years at lower secondary school with Tieng Anh 6, 7, 8, 9 and 3 years at upper secondary school with Tieng Anh 10, 11, 12)
The students selected for the study demonstrated a solid grasp of essential grammatical categories from their 12th-grade English textbook Their consistent attendance in English lessons and a minimum score of 5 in the first semester examination qualified them for participation The focus of the study involved administering grammar exercises centered on English multi-word verbs.
The data of the study were collected after first semester examination of the school year
In the 2009-2010 academic year, selected students participated in a collaborative collection process, where they completed a test in class within a 60-minute timeframe under teacher supervision Following the test, interviews were conducted immediately after the collection of the students' work.
In this study, the techniques employed in the analysis process are the ones elaborated by Coder (1974) with five stages as follows:
identify errors in the corpus
classify and describe the identified errors
explain the causes of the errors
evaluate error gravity ranking of the errors
Rod Ellis (1994 The Study of Second Language Acquisition, p 48)
After collecting the students' works, the researcher meticulously reviewed them to identify and classify errors into specific types, presenting the quantity of each type in a table The percentage of each error was calculated using a predetermined formula Subsequently, a detailed analysis of these errors was conducted to uncover their underlying causes Explanations for the incorrect usage of multi-word verbs were provided for each case, drawing on the background knowledge from chapter 1, along with insights from various grammar books and dictionaries.
This chapter presents an overview of the English teaching and learning environment at Nguyen Hue Gifted High School, focusing on a study involving 50 twelfth-grade students Data was collected through a written grammar test and student interviews to address three previously outlined research questions.
Findings and Discussion 24 3.1 Scoring and evaluation of students’ performance in doing test 24
Number and types of students’ actual errors 26 3.3 Errors and their causes 28
In the data-collecting process, it is crucial to address certain key aspects Initially, any slips caused by carelessness or psychological factors like fatigue and distraction were removed Additionally, all unanswered items were excluded from the analysis to ensure data integrity.
The study identifies 26 considered errors in multi-word verbs, categorized into two main groups: semantic errors, which pertain to the meaning of these verbs, and morpho-syntactic errors, which relate to their form and grammar Semantic errors are further divided into two subtypes: misselection of particle and misselection of verb Morpho-syntactic errors encompass five subtypes: omission of particle, misselection of particle, application of unnecessary particle, misordering, and dogmatic application of passive transformation The findings are summarized in Table 4.
Types of errors Subtypes of errors
Sample Sentences of the errors
- We have decided to call *on the match (off)
- I have to look this word *for in my dictionary (up)
- Martin isn‟t very happy in his job because he doesn‟t get *by his boss
- They live *with the money her father gives them (on)
- I‟ll send someone to *deal for the parcel on Thursday (call)
- Don‟t you think the manager should *call with this problem (deal)
- Pleasant memories are brought ^ by your story (back)
- We apologized ^ Huong *because we broke down her bicycle
(apologized to Huong for breaking)
- You‟ll just face up ^ the facts (face up to the fact)
- He explained this *with/for his parents (explained this to)
- You‟ll just face up *with the facts (face up to the fact)
- The poet described *about/on the beautiful nature in his poem
- Her latest book discusses *about the problems of disabled
- I thanked *to/ for Mary for her gift on my birthday
- We apologized ^ Huong *about breaking down her bicycle
- I‟ve written *down them (written them down)
- He‟s looking them carefully *at (looking at them carefully)
- Drink your milk *quickly up (Drink up your milk quickly)
- The police prevented *leaving from me (prevented me from leaving)
7 Dogmatic application of passive transformation
- *After lunch was called by us (No passive)
- * The victims with food and clothing have been provided (The victims have been provided with food and clothing)
- * These screaming children can‟t be put up with (No passive)
TABLE 4: Numbers of errors committed by the subject students
The analysis of student errors identified a total of 461 mistakes, with the most prevalent categories being the misselection of particles related to multi-word verbs, misselection of verbs, omission of particles, and repeated misselection of particles.
(related to form, structure, and grammar of multi-word verbs), application of unnecessary particle, misordering and dogmatic application of passive transformation
As can be seen in Table 4, the semantic errors were outnumbered by the morpho-syntactic ones Out of 461 errors, 74 % display morpho-syntactic nature in comparison with only 26
Table 4 highlights that among the seven subtypes of errors, misselection of verbs accounts for the highest percentage, totaling 96 errors (21%) Following this, unnecessary particle application ranks second with 80 errors (17%), while misselection of particles related to grammatical rule deviations comes in third with 76 errors (16.5%).
The analysis of errors reveals three primary types: omission of particles, misordering, and dogmatic application of passive transformation, which account for nearly equal shares of total errors, with 73 errors (16%), 58 errors (12.5%), and 55 errors (12%), respectively Additionally, the subtype related to the misselection of particles that impact sentence meaning was infrequent, comprising only 23 errors (5%) out of a total of 461 errors identified.
The analysis reveals three primary types of causes affecting student performance: intralingual, interlingual, and mixed causes, as identified by Richards (1984) A detailed breakdown of the errors and their corresponding causes is provided in Table 5.
Types of errors Subtypes of errors Intralingual causes
7 Dogmatic application of passive transformation
TABLE 5: Taxonomy of errors and their causes
An analysis of 581 errors revealed that 62% (361 errors) were attributed to intralingual causes, while 24% (140 errors) stemmed from interlingual sources Additionally, a significant portion of the errors resulted from a combination of interlingual influences and over-generalization.
The analysis reveals that 14% of errors, attributed to students' misuse of unnecessary particles, indicates that the influence of the Vietnamese language is less significant than the internal complexities of English, particularly in the use of multi-word verbs Additionally, the predominance of intralingual errors over interlingual ones can be linked to a substantial number of unanswered questions (120) that highlight students' linguistic incompetence This data is visually represented in Figure 2, illustrating the various causes of errors in student assessments.
Figure 2: Causes of committed errors
According to Part B, Chapter 1 of the study, intralingual errors arise from four main sources: over-generalization, ignorance of rule restrictions, incomplete application of rules, and false concepts hypothesized.
Over-generalization leads to errors in the rigid application of passive transformation in grammar Students often assume that all sentences with objects can be converted into the passive voice, mistakenly identifying "the victims" as the head noun modified by a prepositional phrase This misconception results in incorrect passive constructions.
*The victims with food and clothing have been provided
In a recent assessment involving 50 students, 12 did not respond to the question, while 10 out of 38 students made a specific error Overall, a total of 51 instances of this error were identified in the written exercises.
The second cause is students‟ ignorance of rule restrictions These errors were mostly found in ordering Here are some incorrect sentences from the students‟ papers
* I‟m going to put that expensive grey coat on I bought
* Drink your milk quickly up
The inadequate presentation of transitive phrasal verbs led to insufficient treatment of exceptional cases, resulting in students' misunderstanding of rule restrictions This misunderstanding contributed to a total of 58 errors, accounting for 16% of the 361 intralingual errors identified in the exercises.
Ignorance of rule restrictions is evident in the errors related to dogmatic passive transformation, as learners often overlook the rule that all ditransitive verbs require both direct and indirect objects In the passive form, the indirect object should be treated as the subject, leading to common mistakes in their writing.
Food and clothing have been provided for the victims
There are few errors of this sort (only 5 cases)
The dogmatic passive transformation of the sentences: „*After lunch was called by us‟
The frequent errors in student writing, particularly with phrases like "put up with" and "catch up with," stem from a lack of understanding regarding rule restrictions in English grammar Notably, intransitive verbs cannot be transformed into passive voice, leading to 28 identified mistakes of this nature in student submissions.
The incomplete application of rules can be attributed to students' linguistic incompetence, as they struggle to apply linguistic principles effectively in their responses This lack of understanding results in unanswered questions, highlighting the need for improved linguistic skills among students.
Summary 33
To sum up, this chapter has presented the data analysis, interpretation and discussion The analysis has brought to light some of the major sources of errors occurring in Vietnamese
At Nguyen Hue Gifted High School, 33 secondary school students encounter challenges while learning multi-word verbs These difficulties arise not only from interference from their mother tongue but also from a lack of linguistic competence and interference among the various elements of the target language.
Possible solutions to the students’ errors in using English 34
POSSIBLE SOLUTIONS TO THE STUDENTS‟ ERRORS
IN USING ENGLISH MULTI-WORD VERBS
Building on the findings from Chapter 3, this chapter presents potential solutions to the errors students make with English multi-word verbs It also offers practical suggestions for teaching and learning these verbs, aimed at assisting both teachers and students at Nguyen Hue Gifted High School in addressing the identified challenges.
4.1 Possible solutions to the students‟ errors in using English multi-word verbs
● In terms of linguistic elements
+ Semantic and morpho-syntactic features of English multi-word verbs are gradually introduced to help students get familiar with multi-word verbs in different functional contexts
Error correction is an effective method for teaching grammatical rules associated with multi-word verbs By highlighting students' mistakes, educators can clarify proper grammatical structures and provide a range of examples to enhance understanding.
Systematic and well-structured grammar instruction, linked to students' first language, significantly benefits their learning by highlighting language differences Additionally, allowing ample practice time is crucial for making meaningful progress in language acquisition.
● In terms of error corrections
To effectively address students' errors, teachers should first identify the root causes and encourage learners to recognize their mistakes By facilitating peer exchanges, where students underline each other's errors, they can take ownership of their learning process and correct their own mistakes independently.
+ Secondly, drill is recommended as a technique of dealing with errors Remedial instructions should be provided for the contents that students do not master
4.2 Suggestions for teaching and learning multi-word verbs in English
Teaching common multi-word verbs early in the learning process is essential for helping learners become familiar with this verb form Introducing these verbs at the beginning stages can significantly enhance understanding and usage.
Look at Put off Listen to Look for
Take off Think of/about Look after Belong to
Laugh at Turn on Apply for Come in
● Idiomatic multi-word verbs should be taught in comparison with single-word verbs Further explanation should be given if the students cannot deduce their meaning
E.g Bring up the children: train/education
Look forward to sth/doing sth: anticipate sth with pleasure
To enhance students' understanding and proper usage of multi-word verbs, teachers should provide illustrative examples when introducing new concepts For instance, to clarify the distinction between transitive phrasal verbs and prepositional verbs, specific examples can be utilized.
They called on the man (V+ prep + NP)
They called up the man (V+ Part + NP)
Sentence (2) can be expressed in two different ways:
They called the man up or They called him up
Whereas, sentence (1) can be only changed in one way
They called on him not *They called the man on nor *They called him on
● The teacher should develop students‟ ability to guess the meaning of multi-word verbs in a certain context so that they can master the verb quickly by themselves For example:
He picked the paper on the ground up
He went to the airport to pick his friend up
He went to the travel agent to pick up the ticket
4.2.2 Suggestions for learning multi-word verbs
To effectively learn multi-word verbs, students should treat them as single units It is beneficial to document each verb along with its meaning, translation in their native language, and an example sentence that maintains the same context This approach aids in better retention and understanding of the verbs in practical use.
Meaning To fall asleep, often when you don‟t intend to
Example He usually drops off in front of the television
If the verb has an object, it is useful to record the possible positions of the object
Grammar code V + n/ pro + adv; V + adv + n
Examples She tried out the new recipes/ She tried the new recipes out/ She tried them out
Many phrasal verbs are frequently used with particular nouns as subjects or objects It is a good idea to record these as follows:
To find out information To make up a story
To fill in a form To work out a solution
To break off a conversation To play down a problem
The particles used in multi-word verbs often have particular meanings which can help them to understand the meaning of the whole verb Match the meanings with the verbs
Entering Grow into, turn into, make into
Changing Look into, dig into, delve into
Persuading Break into, get into, check into
Investigating Talk into, pull into, draw into
Sometimes it can help students to remember verbs if they record them in groups according to the topics they relate to Match the topics with the phrasal verbs
Computer Take off, check in, touch down
Travel Get carried away, fall out, get on with
Feelings Log on, boot up, mouse over
Students may find it easier to learn a word together with its opposite Match each phrasal verb with its opposite
To effectively learn English multi-word verbs, practice is essential Engaging in exercises allows learners to reinforce their understanding and apply these unique verbs correctly and appropriately in communication.
The study thoroughly examines the errors made by 12th-grade Natural Science students at Nguyen Hue gifted high school in their use of English multi-word verbs It draws on the theoretical foundations presented in several key texts, including "First Certificate Language Practice" by Michael Vince and Paul Emmerson (1993), "Exercises on Phrasal Verbs" by Jennifer Seidl (1990), and works by Douglas Biber and colleagues.
Key resources for understanding English grammar include "Grammar of Spoken and Written English" (1999), "Grammar in Use" by Raymond Murphy (1994), and "A University Grammar of English" by Randolph Quirk and Sidney Greenbaum (1973) Additionally, insights from renowned experts in error analysis, such as S., contribute significantly to the field.
P Corder (1967) and Jack C Richards (1974) categorized and analyzed errors, uncovering their underlying causes through error analysis techniques This research ultimately provides answers to the initial questions posed in the thesis.
The seven most common types of errors, ranked by frequency, include misselection of verbs (21%), application of unnecessary particles (17%), misselection of particles related to grammatical rule deviations (16.5%), omission of particles (16%), and misordering.
(12.5%), dogmatic application of passive transformation (12%), misselection of particle affecting the sentence meaning (5%)
This study identified three primary causes of errors, with intralingual transfers accounting for 62% of cases, including incomplete application of rules, ignorance of rule restrictions, over-generalization, and false concepts L1 interference contributed to 24% of the errors, while mixed causes made up 14% The findings suggest that interference from Vietnamese is not the predominant factor in students' errors with multi-word verbs; instead, a lack of linguistic competence and the mutual interference among elements of the target language are the leading contributors to these errors.
To minimize students' mistakes in using English multi-word verbs, several effective strategies have been developed Key among these is the gradual introduction of the semantic and morpho-syntactic characteristics of multi-word verbs during the teaching process, allowing students to become accustomed to their use in various functional contexts Additionally, employing drills is recommended as a practical technique for addressing and correcting errors.
While the findings provide valuable insights, it is crucial to further investigate errors in the use of English multi-word verbs in the future across various domains.