Rationale
English has emerged as the most widely spoken language globally, gaining significant appreciation in Vietnam, particularly after its accession to the WTO As a result, English has become a compulsory subject in the education curriculum, with children starting to learn the language as early as kindergarten However, after years of teaching English at a high school in Yendinh, I have observed that many students face considerable challenges in mastering the language, especially when it comes to using relative clauses Common mistakes include incorrect use of relativizers, unnecessary repetition of nouns or pronouns, improper placement of relative clauses, confusion between restrictive and non-restrictive clauses, and issues with subject-verb agreement.
Objectives of the study
The study investigates the semantic and syntactic challenges faced by Yendinh high school students when using relative clauses in English The goal is to enable teachers to provide targeted support to enhance the students' English language skills.
Research Question
In this paper, the following question would be addressed:
What problems in using English relative clauses in terms of semantics and syntactics do high school students often have?
Scope of the study
The research question mentioned above has already implied that the research is focused only on:
full relative clauses in English
The 10th graders at Yendinh High School, around 16 years old and primarily from farming families, face challenges in learning English due to limited resources and varying motivations While some students aim to prepare for college entrance exams, others are focused solely on passing final exams, and some lack a clear purpose for learning the language, viewing it merely as a school requirement Despite four years of English study in secondary school, many students exhibit low proficiency levels, with restricted vocabulary and grammatical knowledge, making familiar concepts feel new and challenging upon entering the 10th grade.
Due to time constraints and the scope of a minor thesis, I will focus solely on the written test This assessment for students is derived from various sources, including textbooks, grammar books, and reference materials in English.
Significance of the study
It is hoped that the findings of the study would help teachers and students to overcome the problems and could improve their English performance, especially in using relative clauses.
Methodology
This thesis utilized both quantitative and qualitative methods, employing a written test as the primary data collection instrument The study gathered information from 40 high school students to analyze the results effectively.
Organization of the study
This paper is divided into three parts:
Part A: Introduction includes rationale, objectives, research question, scope of the study, significance of the study, methodology, organization of the study are presented
Part B: Development consists of two chapters:
Chapter 2 presents the study, detailing the methodology, study design, participant selection, data collection instruments, and the analytical framework used for data analysis Part C concludes with the major findings, implications, limitations, and recommendations for future research.
LITERATURE REVIEW
This chapter provides a concise overview of relative clauses, structured into four key sections Section 1.1 introduces the concept of relative clauses, while section 1.2 examines their syntactic features Following this, section 1.3 explores the semantic aspects of relative clauses Finally, section 1.4 reviews prior research conducted in this field.
A relative clause, also known as an adjective clause, is a dependent clause that enhances a noun or pronoun by providing specific details or additional information Typically positioned after a noun phrase, relative clauses clarify or elaborate on the person or thing referenced by that noun phrase.
‘adjective clauses' because, like many adjectives, they often describe and help to identify the person or thing being talked about (Yule, 1998, p 240)
Relative clauses in the following sections are explored not only with syntactic features but also semantic feature
1 2 Syntactic features of relative clauses
This section explores the components and positioning of relative clauses, followed by an examination of the various types of relative clauses classified by their internal structures.
A relative clause is a set of words, including a relativizer, subject, and verb, that follows and modifies a noun known as the antecedent This clause is embedded within the main clause of a sentence, functioning as a subordinate clause that adds additional information about the noun.
Note how the second sentences below are turned into relative clause and embedded in the sentences (A = antecedents noun; R = relativizer; S = subject; V = verb)
The person was Bob Geldof - He was responsible for the concert
The person who was responsible for the concert was Bob Geldof
It was a program - Geldof is not likely to forget the program
It was a program that Geldof is not likely to forget
Relative clauses consist of three essential components: the head noun, the relativizer, and the gap The head noun is the noun that the relative clause modifies, while the relativizer, such as "who" or "that," introduces the relative clause and refers back to the head noun Additionally, the gap represents the location of the missing constituent within the relative clause, which corresponds in meaning to the head noun Each relative clause inherently contains this missing element, linking it closely to the head noun.
Thus, consider the relative clause construction:
… the diamond earrings that Mama wore /\ (fict)
The head noun is earrings
The relativizer is that, referring to the ‘earrings’
The gap occurs in the direct object position, after the verb wore The underlying meaning of the relative clause is that ‘Mama wore earrings’ (Biber et al, 1999)
Relative clauses are categorized into two main types based on their structure: finite relative clauses, which include a finite verb as the main verb, and non-finite relative clauses, which feature a non-finite verb and often omit the finite verb This study will concentrate exclusively on finite relative clauses, also known as full relative clauses, to maintain a focused scope.
Relative clauses are essential components of sentences that use relative pronouns to connect additional information These pronouns, including "that," "which," "who," "whom," and "whose," typically function as the subject or object within the relative clause, and occasionally serve as adjuncts Understanding the role of relative pronouns is crucial for constructing coherent and informative sentences.
In Standard English, relative clauses can be formed using eight different relativizers: which, who, whom, whose, that, where, when and why The following are examples:
1 The lowest pressure ratio which will give an acceptable performance is always chosen (Biber et al, 1999, p 608)
2 The man who robbed you has been arrested
3 The man whom I saw told me to come back today
4 The film is about a spy whose wife betrays him
5 Well, that's the only way that this can be assessed (Biber et al, 1999, p 608)
6 I could lead you to the shop where I bought it
7 That is the period when he lived here
8 That is the reason why he spoke
In addition, the relativizer can be omitted with many relative clauses (referred to as the zero relativizer) For example:
The next thing she knows, she is talking to Danny
The selection of relativizers is primarily influenced by the grammatical role of the gap within the relative clause For instance, 'whom' and the zero relativizer are typically reserved for non-subject gaps, while 'whose' is exclusively used for possessive gaps, and the adverbs 'where,' 'when,' and 'why' correspond to adverbial gaps Beyond these grammatical rules, several additional factors also affect the choice of relativizers, including the level of formality (register), whether the clause is restrictive or non-restrictive, and whether the head noun is animate or inanimate Furthermore, non-standard dialects introduce additional relativizers, which will be discussed in the following sections.
There is considerable dialect variation in the range of relativizers used in conversation For example, the form ‘as’ is sometimes used as a relativizer, as in:
Well, I know one person as'11 eat it
In British English conversational texts, the wh-word 'what' is occasionally used as a relativizer, though it is significantly less common than the standard forms such as 'who,' 'which,' and 'that.'
And you see that truck what just went by
Gotta makes sure she's got the book what I had last week
Now we will consider only the standard set of relativizers
The choice of relativizers is influenced by a complex interplay of factors, leading to significant variations in their distribution This article will later explore these factors in detail, while also introducing the overarching patterns.
The relativizers 'that' and 'which,' along with the less frequently used 'who,' exhibit significant flexibility in their application, particularly regarding their positional gaps and the meanings they convey.
As a result, they are by far the most frequent forms The most common use of all three pronouns is with subject gaps Subject gaps:
1 I thanked the woman who helped me
2 The book which is on the table is mine
3 Do you want a cup of tea that's been brewing for three days?
(Afar, 1989, p 238) However, all three of these relative pronouns can also be used with other gap positions: Direct object gaps:
1 She came up with all sorts of things that she would like for the new development (Biber et al, 1999, p 612)
2 The records which he owns are mostly classical
3 He took an instant dislike to Leroy, who he attacked twice
Other gaps (adverbial or complement of preposition):
1 You have to pay for it in the year that you do not make any profit
2 .the mustard pot, which he has been sitting on
3 .the guy who I buy the Mega stuff off (Leech, 1990, p 285)
Other relativizers are limited to specific gap positions, making them less common overall For example, 'whom' and 'zero' are used for non-subject gaps, 'whose' for possessive or genitive gaps, and 'where,' 'when,' and 'why' for adverbial gaps Additionally, 'who' is exclusively used with animate, typically human, head nouns In contrast, the pronouns 'that' and 'which' generally pair with inanimate head nouns but can occasionally be used with animate nouns under certain conditions This distinction highlights the varying usage of relativizers in relation to their noun types.
In various registers, the pronouns 'that' and 'which' are more frequently used than 'who,' primarily because inanimate nouns are more prevalent in relative clauses than animate ones In conversational and fictional contexts, distinctions among animate subjects are typically made using personal pronouns or proper names, which seldom incorporate relative clauses Academic writing features few references to animate subjects overall Conversely, news articles, which focus on human subjects, often utilize relative clauses with 'who,' as seen in examples like "a 20-year-old woman who has been missing for a week."
The distribution of 'which,' 'that,' and the zero relativizer reveals their stylistic associations, with 'wh' relative pronouns typically regarded as more literate and suitable for formal language.
The pronoun 'that' and 'the zero relativizer' have a more colloquial flavor and are preferred in conversation (Biber et al, 1999)
Who versus which, that and zero
The relative pronoun 'who' is distinctive in that it is used almost exclusively with an animate (human) head noun
The relative pronoun 'who' is primarily used for human subjects, particularly in written contexts There is a notable preference for using 'who' in relative clauses when referring to human nouns, as opposed to 'which' or 'that'.
Team Millar rider, Mc William, who is still looking for a 500 Grand Prix finish, had a constructive finish
THE STUDY
Major findings
This study examines the common challenges high school students face when using relative clauses in English, aiming to help learners master their correct, fluent, and communicative application in real-life situations The analysis categorizes students' errors into three main areas: incorrect use of relativizers, misuse of relative clauses, and confusion between restrictive and non-restrictive relatives.
Many students struggled with the proper use of relativizers, often misapplying human relativizers to non-human objects and vice versa, indicating a lack of understanding of their semantic features and the meanings of head nouns Additionally, errors were made by using object relativizers in place of subject or adverbial relativizers, highlighting a misunderstanding of their syntactic properties Notably, the relativizers "that" and "which" posed the most challenges, as they were associated with the highest frequency of errors among students.
Students struggled with the use of relative clauses, often unsure of where to place them in a sentence or which head noun to modify This confusion stemmed from a lack of background knowledge and an insufficient understanding of the syntactic features, particularly the positioning of relative clauses, leading to the creation of nonsensical sentences.
Informants often confuse restrictive and non-restrictive relative clauses due to a lack of understanding of their syntactic and semantic features This confusion is compounded by their inability to identify whether antecedents are proper or general nouns, as well as a misunderstanding of the meanings of these antecedents Additionally, many struggle with sentence punctuation, which further complicates their use of relative clauses.
Implications
The study reveals that numerous errors among students stem from insufficient background knowledge and a limited understanding of the semantic and syntactic characteristics of relative clauses.
The study highlights the critical importance of English teachers explicitly instructing students on the rules for forming relative clauses in specific contexts Mastering these grammar rules enables students to self-correct their mistakes effectively.
Teachers of English should emphasize the integration of implicit activities alongside explicit teaching to enhance students' understanding of relative clauses By utilizing authentic reading materials, such as newspapers or magazines, students can identify and underline relative clauses while determining the corresponding head nouns of relative pronouns This practice helps reinforce their grasp of the forms and uses of relative clauses Additionally, engaging in guessing word games, either in small groups or as a class, encourages students to explain vocabulary using relative clauses, fostering practical language application These activities can be adapted to involve more students, further promoting collaborative learning and mastery of relative clauses.
Finally, the findings of the study also suggest that informants should pay much attention to practising the use of relative clauses.
Limitations and suggestions for further study
While the thesis successfully meets its initial objectives, it does have notable limitations It does not encompass all the errors high school students make regarding relative clauses, focusing instead on common semantic and syntactic issues The study is specifically limited to 10th-grade students, and my teaching experience and knowledge in this area are somewhat restricted, which may render the proposed solutions subjective Furthermore, there is a lack of extensive research on the challenges students face when using relative clauses in English.
The research will serve for further research on pragmatic problems in using relative clauses in English of high school students
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2 Biber, Douglas; Johansson, Stag; Leech, Grammar; Conrad, Susan; Finnegan, E; And Quirk, Randolph, Long man Grammar Of Spoken And Written English, University College London, 1999
3 Chalkier, S, Current English Grammar, Macmillan Publisher Ltd, 1992
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6 Green Baum, Sidney, English Grammar, Oxford University Press, 1996
7 Halliday, M.A.K (1994), Introduction to Functional Grammar, Edward Arnold,
8 Jacob, R.A, English Syntax, Oxford University Press, 1995
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11 Newbrook, Mark, Relative Clauses, Relative Pronouns And Hong Kong English,
Department of Languages City Polytechnic of Hong Kong
( http://sunzi.lib.hku.hk/hkjo/view/45/4500090.pdf)
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(http://www.nepjol.info/index.php/NELTA/article/download/4657/3869)
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15 Seely, Daniel & Grondona, Veronica (2006), Arabic vs English Relative Clauses: Cross-Linguistic Overview With reference to difficulties of relative clauses’ acquisition for saudi learners
16 Steer, Jocelyn, The Advance Grammar Book, Heinle & Heinle Pubplishers
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18 Thomson, A.J, Martinet, A V, A Practical English Grammar, 1998
19 Thompson, G (1996), Introducing Functional Grammar, Edward Arnold, London)
20 Yule, G , Explaining English Grammar, Oxford University Press, 1998
Exercise 1 The following questions have four choices marked a, b, c and d Circle the letter of the correct choice:
1 Let me see all the letter……….you have written a who b which c that d zero
2 Mr Brown, ………….is only 34, is the director of this company a who b whose c which d that
3 I know a place…………roses grow in abundance a which b who c whom d where
4 The teacher with………… we studied last year no longer teaches in our school a which b who c whom d whose
5 We saw so many soldiers and tanks……… were moving to the front a who b whom c which d that
6 The man son has just passed the entrance examination is very rich a whom b whose c that d who
7 We first went to Edinburgh, ………… is the capital of Scotland a where b who c that d which
8 She told the police the time she had met him a which b whose c that d when
9 She doesn't tell the reason she avoids meeting me a whom b why c which d who
Exercise 2 Join the pairs of sentences using relative clauses
1 The student is from China He sits next to me
2 I saw a lot of people and horses They went to market
3 This is my beloved school I studied in this school when I was young
4 I recently went back to Paris It was still as beautiful as a pearl
5 The work appeared in 1957 The work started the revolution
6 You didn’t tell us the reason We have to cut down our daily expenses for that reason
7 The lady called the police The lady’s wallet was stolen
8 The days were the saddest ones I lived far from home on those days
9 The man is the accountant I’m talking to you about him
10 She kissed him twice This surprised everybody
Exercise 3 Read the following sentences and identify the underlined clause as R (restrictive) or NR (nonrestrictive) Insert commas where necessary
Example NR Hillary Clinton, who was the First Lady in 1995, attended a women's conference in Beijing
1 Susan B Anthony who was born in N.Y is famous for her work in getting women the right to vote
2 She was a schoolteacher who supported a woman's right to vote
3 Elizabeth Cady Stanton was the other founder of the National Woman Suffrage Association which was instrumental in changing the laws about women's suffrage
4 Elizabeth Blackwell was the first woman who graduated from a medical school in the United States
5 She was not accepted by her teachers and later she was rebuffed by her friends who all ostracized her
6 Eventually, she finished her coursework; she was the student who got the highest grades in her class
7 She opened a hospital in New York The hospital which was run by women later expanded to become a medical school
8 When Shannon Faulkner applied in 1993 for acceptance to The Citadel which is a state-supported military school in Charleston, South Carolina she did not indicate that she was female
9 The school which was all-male until 1995 did not ask if an applicant was male or female at the time because only men were allowed in the school
10 When the school realized she was female, it withdrew its offer and Faulkner sued She engaged in a legal battle that lasted several years but she finally won in
1995 The Citadel is no longer an all-male school
APPENDIX 2 Survey Test Suggested answers
Part A The following questions have four choices marked a, b, c and d Mark the letter of the correct choice:
Part B Join the pairs of sentences using relative clauses
1 The student who sits next to me is from China
2 I saw a lot of people and horses that went to market
3 This is my beloved school where I studied when I was young
4 I recently went back to Paris, which was still as beautiful as a pearl
5 The work which started the revolution appeared in 1957
6 You didn’t tell us the reason why we have to cut down our daily expenses
7 The lady whose wallet was stolen called the police
8 The days when I lived far from home were the saddest ones
9 The man who/whom/ (about) whom I’m talking to you (about) is the accountant
10 She kissed him twice, which surprised everybody
Part C Read the following sentences and identify the underlined clause as R (restrictive) or NR (nonrestrictive) Insert commas where necessary
Example NR Hillary Clinton, who was the First Lady in 1995, attended a women's conference in Beijing.