INTRODUCTION
Rationale
The primary objective of foreign language education is to enhance learners' communicative competence To achieve this, high schools focus on teaching the four essential language skills: reading, speaking, listening, and writing At Viet Trung High School, writing poses significant challenges for both students and teachers, as it demands a strong command of grammar and vocabulary to effectively compose a paragraph.
Written language differs significantly from spoken language, as it requires formal vocabulary, correct spelling, and grammatical accuracy, while spoken language often includes incomplete sentences and errors Writing not only facilitates effective communication but also enhances learners' logical thinking and other language skills Consequently, writing is crucial in English language learning, encompassing various forms such as descriptions, narratives, and discussions of pros and cons By developing paragraph writing, students improve their overall writing abilities, including letters and essays, since these forms are structured from well-organized paragraphs.
Students often struggle with writing, particularly with grammar and vocabulary issues at the sentence level Analysis of English paragraphs from VTHS students indicates a lack of focus on unity and coherence in their writing Instead, students tend to prioritize sentence-level accuracy over the effective organization of their discourse.
For the reasons mentioned above, the writer of this study would like to conduct this research entitled ‘An investigation into linguistic errors found in
This study aims to enhance the paragraph writing skills of 10th graders by providing valuable insights for high school English teachers By evaluating students' abilities in composing English paragraphs and identifying common errors, the research seeks to establish effective correction strategies and improve overall writing proficiency.
Scope of the study
This research examines the English paragraphs written by 10th-grade students at Viet Trung High School in Bo Trach District, Quang Binh Province, with a particular focus on the discourse features present in their writing The study aims to identify linguistic errors and associations within these English passages, concentrating on morphological, lexical, syntactic, and mechanical errors Given the constraints of a minor thesis, the exploration is limited to students' writing of short paragraphs, specifically analyzing descriptive and narrative forms to highlight these discourse features.
Aims of the study
The aims of the study are to:
- Investigate the common linguistic errors in paragraph writing of 10 th graders and the causes of these errors
- Investigate the discourse features of English paragraphs written by students of Viet Trung High School (layout, lexical features and syntactic structures)
- Identify problems students of Viet Trung High School face in the process of English paragraph writing
- Provide suggestions for both teaching and learning English paragraph writing to students of Viet Trung High School.
Research questions
The research aims at finding out the answers to the following questions:
1 What types of errors are frequently committed by students of Viet Trung High School in paragraph writing?
2 What are the features of the organization of English paragraphs written by students of Viet Trung High School?
3 What are a few suggestions for the teaching and learning of English paragraph writing at Viet Trung High School?
Significance of the study
This study aims to enhance both teachers' and learners' understanding of English, particularly in paragraph writing It equips teachers with strategies to address students' challenges in sentence construction and enables them to design enrichment activities tailored to these needs Additionally, students will gain awareness of their writing errors, empowering them to take corrective actions and enhance their writing skills For the researcher, this work deepens expertise in identifying and improving students' English paragraph writing, serving as a valuable reference for future studies in this area.
Structure of the study
This section outlines the research topic, explains the rationale behind its selection, and defines the scope of the study It presents the aims and objectives, formulates the research questions, and highlights the significance of the study Additionally, it provides an overview of the study's structure.
LITERATURE REVIEW AND THEORETICAL BACKGROUND
Previous studies
Error analysis (EA) serves as an alternative to Contrastive Analysis, focusing on the challenges faced in second language acquisition Unlike Contrastive Analysis, which examines difficulties in learning a second language, EA is specifically conducted for educational purposes This approach was notably advanced by S.P Corder, highlighting its significance in classroom research.
In 1967, a prominent figure in the ELT and connected linguistics community emphasized the importance of errors in the language learning process He distinguished between systematic and unsystematic errors, where unsystematic errors, referred to as 'mistakes,' are common among local speakers, while systematic errors, termed 'errors,' are characteristic of non-local speakers This classification highlights the selective nature of language learning and the different types of challenges faced by learners.
Errors play a significant role in the language learning process, as highlighted by Dulay and Burt (1974), who categorized them into three types: developmental, interference, and unique errors Dulay, Burt, and Krashen (1982) further emphasized that language acquisition is a process of "creative construction." Understanding these error types is crucial for effective language learning and teaching.
Dulay et al (1982) define "transfer" as the application of first language examples in second language creation, while "interference" refers to the negative impact of this transfer Extensive research has been conducted on errors in English, particularly focusing on grammatical and lexical mistakes Notable works in this area include Fitikites' "Common Mistakes in English" (1961) and Alexander's "Right Words Wrong Words."
(1994) and “Dictionary of Common Grammatical Errors” published by Thong Ke publishing house (1998) present a large number of errors and mistakes in English such as grammatical, lexical, phonological errors
EA with a discourse analysis viewpoint makes use of DA A consequence of
Error Analysis (EA) aims to identify the causal components of errors in students' writing and speaking According to Corder's theory (1981), students often make errors due to significant differences between their native language and English, which can lead to interference, overgeneralization, and ignorance Interference occurs when students transfer speech habits from their native language, while overgeneralization involves creating incorrect structures based on their exposure to various English forms Ignorance refers to the failure to recognize the limitations of existing structures Gass and Selinker (1994) outline the steps in conducting an EA, which include data collection, error identification, error categorization, error measurement, source analysis, and remediation in Second Language Acquisition.
In Vietnam, the adoption of English Analysis (EA) has emerged relatively recently, yet numerous linguists are actively pursuing its application within the field of discourse analysis (DA) This has led to an increase in doctoral dissertations and master's theses focused on DA, alongside various studies examining the errors made by specific learner groups For instance, Vo Khac Tien's research, "An Investigation into Common Written Errors Made by High-School Pupils in Danang," identifies prevalent written mistakes among high school students, including misspellings, punctuation errors, and issues with word order Similarly, Tran Thi Ngoc Hien's study, "An Investigation into the Common Grammatical Errors Made by Tenth Form Students at Danang High Schools," highlights frequent grammatical errors such as those related to tenses, reported speech, and conditional sentences.
Error analysis (EA) in applied linguistics involves examining the types and frequency of errors that occur in second language acquisition (SLA) Researchers focus on identifying the types and causes of these language errors, which can be categorized into various levels, including phonological, lexical, and syntactic errors Additionally, errors are evaluated based on their impact on communication effectiveness.
METHODOLOGY
Design of the study
3.1.1 The situation of teaching and learning English at Viet Trung High School (VTHS)
VTHS is located in the western suburb of Dong Hoi City, Quang Binh province, where English plays a crucial role in the education system, alongside subjects like Maths, Literature, Biology, Chemistry, and Physics Despite four years of English study in secondary school, students at VTHS face exams in Maths, Literature, and English to determine their eligibility for high school admission While many students excel in Maths and Literature, they often struggle with English, indicating a lack of emphasis on English language learning among students.
To meet the demands of international integration, the primary goal of teaching foreign languages is to enhance learners' communicative competence It is crucial to regularly develop the four essential skills: listening, speaking, reading, and writing, with writing being particularly vital as a productive skill Writing not only facilitates communication but also reinforces grammatical structures, idioms, and vocabulary, allowing learners to engage more deeply with the language According to Raimes (1938), writing encourages students to take risks with language, fostering creativity and critical thinking as they strive to express their ideas effectively This close relationship between writing and thinking underscores the importance of incorporating writing into language courses.
Many 10th-grade students at Viet Trung High School have primarily learned English through traditional methods that emphasize grammar, resulting in challenges in developing communicative skills, particularly in writing Paragraph writing, essential from grades 10 to 12, serves as a foundational skill that prepares students for more advanced writing tasks such as letters, narratives, and reports However, students struggle with paragraph composition due to a lack of familiarity with this writing format, having only practiced basic sentence-building and rewriting in secondary school Additionally, they are not well-acquainted with formal writing styles, leading to frequent mistakes in vocabulary, grammar, organization, and idea expression in English.
Each student faces unique challenges, but the most significant issues include limited English vocabulary and grammar skills, as well as difficulties in articulating ideas and using connecting words effectively.
Students often make vocabulary and grammatical mistakes when composing paragraphs due to a misunderstanding of word meanings, leading to confusion in their writing One student expressed, "My most trouble in passage composing is to pick the correct words," highlighting the challenges learners face in mastering English vocabulary and structures To address this issue, teachers should implement new and effective teaching strategies that help students improve their language skills.
A significant challenge for students is their difficulty in effectively communicating their thoughts Accustomed to the Vietnamese style of expression, they often convey ideas in an indirect and lengthy manner, losing focus on the main point As a result, their writing tends to be disjointed and lacks clarity, making it hard for them to construct coherent paragraphs in English.
Connecting words play a crucial role in writing, as they link ideas within a paragraph, ensuring clarity and coherence Without these transitional phrases, such as "and," "but," "however," and "although," students struggle to create logical and clear compositions The absence of connecting words can lead to disjointed ideas, resulting in confusing and illogical writing.
In conclusion, many students struggle to create effective topic sentences that encapsulate their main ideas Teaching them how to craft a strong topic sentence is crucial for improving their paragraph writing skills, as the quality of their writing heavily relies on this foundational element.
Teaching paragraph writing presents significant challenges, particularly for English teachers at Viet Trung High School To address these difficulties, educators must develop effective instructional strategies that guide students in mastering the paragraph writing process while minimizing common errors.
To identify the most effective solutions, it is essential to examine the common mistakes students often make and understand the underlying reasons for these errors By addressing these issues, we can enhance the learning process and improve overall academic performance.
In my research, I propose effective teaching strategies and engaging activities aimed at helping students at Viet Trung High School improve their paragraph writing skills and reduce common errors.
The study involved 120 tenth-grade students from Viet Trung High School in Quang Binh province, Vietnam, all aged 15 and 16 These Vietnamese students, whose first language is Vietnamese, are required to learn English as a compulsory subject from grade 6 through grade 12 Their proficiency in the four essential skills of English language learning varies across different levels of competence.
This investigation utilizes a mixed-methods approach, combining qualitative and quantitative techniques The qualitative aspect focuses on analyzing data to identify the unique characteristics of English paragraphs written by VTHS students, particularly common errors In contrast, the quantitative method assesses the frequency of these typical errors, providing a clearer understanding of their prevalence.
Procedures of the study
The following steps will be included:
(1) Choosing 120 students in grade 10 at VTHS randomly to carry out the survey for the study
(2) Giving topics to students to write English paragraphs Three topics for writing paragraphs are:
Topic 1 Write a paragraph about 100 words to describe information from the chart The chart shows the number of visitors arrives in Vietnam from the USA, France and Australia in 2001 and 2002
(From the USA, France, and Australia)
Topic 2 Write a paragraph with the length of 100 words about a famous person you know well
Topic 3 Write a paragraph about 100 words to describe the movie that you like best
Choosing familiar topics from students' textbooks ensures they align with their competence levels and provide relevant guidelines and exercises to assist in writing Additionally, allowing students to select topics of personal interest encourages them to express their own ideas, making the writing process more engaging and meaningful.
In this study, students were tasked with writing paragraphs on pieces of paper, allowing them to use dictionaries without the pressure of a test or exam Each paragraph needed to be a minimum of 100 words, and participants had a maximum of 45 minutes to complete their writing The focus of the research was on the linguistic errors made by students in their writing, rather than the topics chosen or the types of paragraphs used By granting students the freedom to express themselves, the study aimed to reveal their true writing abilities and the natural occurrence of errors.
(3) Collecting students’ writing Students’ errors and the causes of their errors in the writings are counted and categorized
(4) Synthesizing the analysis and drawing conclusions
(5) Suggesting some implications for teaching and learning paragraph writing to 10 th -form students.
Data analysis
The collected data are mainly analyzed on the basis of the points below:
(1) Errors will be examined in the structure of an English paragraph
(2) The categories of errors in paragraphs were based on Ferris’ Analysis Model
FINDING AND DISCUSSION
Error analysis
Error analysis in language learning examines the various types of mistakes learners make According to Richards et al (1985), these errors can be categorized into several core types: vocabulary errors (lexical), pronunciation errors (phonological), grammar and sentence structure errors (syntactical), misinterpretations of a speaker's intention (interpretive), and incorrect communicative effects due to improper use of speech acts or speaking rules (pragmatic) Understanding these errors is essential for improving language acquisition.
Students frequently encounter grammatical errors, with the most common issues including failure to maintain subject-verb agreement, improper use of verb tenses, article misuse, unclear or incorrect pronoun references, and neglecting punctuation rules.
The analysis of errors made by VTHS students was structured according to Ferris' (2005) Analysis Model, which categorizes regular ESL writing mistakes into four main types: morphological errors, lexical errors, syntactic errors, and mechanical errors.
Table 4.1 Categories of errors in the paragraphs written by VTHS students
Categories Topic 1 Topic 2 Topic 3 Total errors Rate
Error Rate Error Rate Error Rate Morphological
Figure 4.1 Errors in the paragraphs written by VTHS Students
According to Figure 4.1 and Table 4.1, the quantity of syntactic errors with
The analysis reveals that syntactic errors are the most frequent, with 847 occurrences, followed by morphological errors at 660 and lexical errors at 649 Mechanical errors are the least common, totaling only 79 occurrences, which is just one-tenth of the syntactic errors Each topic shows a similar ranking, with syntactic errors consistently in the first position and mechanical errors in the last Notably, in topic 2, which focuses on writing about a person, lexical errors surpass morphological errors A detailed breakdown of each error category will be provided in the following sections.
As indicated by Ferris (2005), morphological errors comprise all errors of verb errors, noun ending errors and article or determiner errors
Table 4.2 and Figure 4.2 illustrate the distribution of various types of errors in writing, highlighting that verb errors are the most prevalent across all topics In topics 2 and 3, article or determiner errors (29 and 85 occurrences, respectively) exceed noun ending errors (21 and 42 occurrences) Conversely, in topic 1, noun ending errors (59 occurrences) surpass article or determiner errors (46 occurrences).
The analysis of morphological errors reveals that verb mistakes are the most prevalent, with 378 occurrences, which is double the number of article or determiner errors at 160 In contrast, noun ending errors are the least frequent, totaling 122 occurrences, which accounts for only about one-third of the verb errors, representing 5.5% compared to 16.9%.
Concerning the verb errors, Ferris (2005) demonstrates that all errors include errors in verb tense, verb form (infinitive, gerund and other forms), and relevant subject-verb agreement (S-V agreement)
Form (infinitive, gerund and other form) 36 15 31 82 21.7% 3.6 %
The analysis of verb errors reveals that tense errors are the most frequent, with 68 occurrences in topic 1, 30 in topic 2, and 82 in topic 3, totaling 180 instances and accounting for 8.1% of all errors In contrast, S-V agreement errors are more prevalent than verb form errors, with 116 occurrences (5.2%) compared to 82 instances (3.7%) Notably, topic 2 has the least verb form errors at 15 occurrences, while topics 1 and 3 exhibit higher S-V agreement errors Examples of these verb errors can be found in the students' paragraphs.
(1) As can be seen from the chart that the number of visitors arrive in
Vietnam from the USA, Australia, and France
(2) Marie Curie was born in Warsaw on November 7 th , 1867 She achieves general schooling in regional schools and some scientific educations from her father
(3) As a brilliant and mature student, Marie harboured the dream of a scientist which is impossible for a woman at that time
(4) In 2001 and 2002, the number of visitors to Vietnam from the USA are higher than that of France and Australia
(5) Compared with 2001, the number of visitors to Vietnam from France was higher than that in 2002
(6) The Titanic is the most moving film that I watched before
(7) Linda lives in London, with her wonderful collection She collected all the royal mementos since 1960 when she sees the wedding of Princess Margaret on TV
The extracts contain incorrect verb tenses, with forms such as "arrive, achieves, is, are, was, watched, collected, sees" being misused The appropriate tenses should be "arrives, achieved, was, is, is, have watched, has collected, saw," as the context of the sentences clearly indicates the correct timing.
The use of the wrong verb forms also happens in students’ writings For example:
(8) As a result, the Titanic was sunk and the main actor Jack was died
(9) Neil Amstrong is known as the first man walking on the moon
(10) Jack is an accompanied young man He enjoys to draw pictures of nature and people
(11) The number of tourists from the USA to Vietnam keeps to grow up dramatically
(12) In the year 2001, the number of the American toursits reached the figure 230,470 and continued to rise up in the year 2002 with 259,967 visitors
In the provided extracts, several verb forms are incorrectly used In extract (8), the verbs 'sink' and 'die' should be corrected to 'sank' and 'died' to align with the active voice Extract (9) contains the phrase 'the first man walking,' which should be revised to 'Neil Armstrong is known as the first man to walk on the moon' for grammatical accuracy Additionally, in extract (10), the verb 'to draw' needs to be changed to the gerund form 'drawing' following the structure of 'enjoy + gerund.' Similarly, the phrase 'to grow up' also requires adjustment for proper usage.
(11), ‘to rise’ in the extract (12) are incorrect forms The verbs ‘keep’ and
‘continue’ go with gerund form
The S-V agreement errors also occur in the students’ writing For examples:
(15) The chart show that the number of visitors arrive in Vietnam from the
(16) The chart describe the number of tourists to Vietnam from the USA, France, and Australia in 2001 and 2002
(17) One of the best story films I like watching are the Titanic
(18) The only thing of the film I do not like is its ending because it own a sad and tragic ending
(19) The film talk about the romantic love of a young couple, Jack Dawson and Rose DeWitt Bukater
(20) The chart provide us information about the number of visitors arriving in Vietnam from the USA, France, and Australia in 2001 and 2002
It is clear that the verbs ‘show, arrive, describe, are, own, talk’ do not have an agreement with their subjects
In the extracts (15), (16), and (17), the subject of ‘show’ and ‘describe’ is the chart, a singular noun, so the correct forms are ‘shows’ and ‘describes’
The S-V agreement errors in the extract (18), (19), and (20) are the combination of subjects in plural form with the singular verb forms
Noun ending errors, as described by Ferris (2005), occur when nouns are incorrectly used in singular or plural forms These errors can be categorized into three main types: issues with subject-verb agreement, incorrect or unnecessary endings, and omitted endings.
Rate (in noun ending errors)
Total of noun ending errors 52 27 43 122 100% 5.5 %
As can be seen from Table 4.4 and Figure 4.4 that the noun error identified with the S-V agreement takes the smallest rate in the noun ending error with 11.5%
In a study of noun ending errors, the omission of endings was found to be the most prevalent issue, accounting for 62.3% of errors with 76 occurrences In contrast, errors related to incorrect or unnecessary endings were recorded at a lower rate, with 16 occurrences, while omitted endings totaled 21 occurrences This indicates that while the overall frequency of incorrect endings is notable, the omission of noun endings remains the dominant error type.
32 occurrences) Here are a couple of occurrences from students’ paragraphs to show the noun ending errors
The Titanic, a remarkable film written by Julian and produced in the United States, is based on a true story The narrative revolves around the central characters, Jack and Rose, whose poignant love story unfolds amidst the tragic events of the Titanic disaster.
(22) Jame is very keen on doing a scientific research although his parent and relative don’t agree with him
In the above extracts, all the nouns ‘character, parent, relative’ are in the wrong form because they are relevant to their subjects The words “character” in
(21), ‘parent’ and ‘relative’ in (22) have a combination with the plural verbs, so they must be changed into the plural nouns ‘characters, parents, relatives’
Here are some more instances of the noun ending errors:
(23) One of the famous astronaut in the world I have ever known is Neil Amstrong
(24) ‘Tom and Jerry’ is a cartoon It is very happy and humor It is the one of my favourite film
In the extracts (23) and (24), the nouns in italics astronaut and film are omitted the plural form They must be rewritten astronauts and films
Following the description of major error categories, Ferris (2005) classifies article or determiner errors into the types of the articles incorrect or unnecessary, articles omitted, determiner incorrect and determiner omitted
Table 4.5 Article or determiner errors
Rate (in article or determiner)
Figure 4.5 Article or determiner errors
Table 4.5 and Figure 4.5 illustrate that article errors are the most prevalent among determiner errors, with omitted article errors comprising 53.8% of the total at 86 occurrences Incorrect or unnecessary article usage accounts for 30% of the errors, totaling 48 occurrences, while inaccurate determiner errors represent the smallest portion at 16.2% with 26 occurrences This indicates that article errors are the predominant type of morphological error in the students' writing.
(25) The Titanic is famous movie in world
(26) In 2002, number of tourists to Vietnam from the USA, France, and Australia increased considerately
(27) After sudden death of her husband, Pierre Curie, in 1906, she took up the position which he had achieved at the Sorbonne
(28) The film has a unhappy ending
(29) In 2001 and 2002, the number of French and Australian visitors to Vietnam is still lower than those of American one
The chart indicates a significant increase in the number of visitors from the USA to Vietnam, while the influx of French and Australian tourists saw only a modest rise in 2002 compared to 2001.
In the extracts from (25) to (27), there is no article in front of nouns or noun phrases in italics: ‘famous movie, world, number, sudden death, position’
The article requires revisions to improve clarity and grammatical accuracy Key phrases that need rephrasing include "a famous movie," "the world," "the number," "the sudden death," and "the position." Additionally, there are errors related to articles and determiners, such as "a unhappy ending," "those," "one," "these information," "this number of," and "those," which do not appropriately match the nouns or noun phrases they accompany.
Paragraph organization
Effective organization of ideas is essential for achieving unity and coherence in writing A well-structured paragraph helps students arrange their thoughts clearly, providing readers with a framework to understand the content When paragraphs are organized effectively, readers can follow the text smoothly from beginning to end without confusion However, students often struggle with longer pieces of writing because they fail to see the connection between ideas According to Oshima and Hogue (1991), a well-organized paragraph typically includes a topic sentence, several supporting sentences, and a concluding sentence.
A topic sentence encapsulates the main idea of a paragraph and is typically found at the beginning, though it can also appear in the middle or at the end This sentence often conveys a specific fact or opinion, guiding the reader through the paragraph's content.
Topic Sentence Display Topic 1 Topic 2 Topic 3 Total Rate
Table 4.9 reveals that 52 paragraphs, or 43.3%, begin with a successful topic sentence, while 43 paragraphs, accounting for 35.8%, start with an unsuccessful topic sentence Additionally, paragraphs lacking a topic sentence constitute the smallest percentage at 20.9%.
25 paragraphs The following excerpts are to indicate paragraphs without the topic sentence
Sperm whales are carnivorous giants that primarily feed on squid, consuming up to 1,500 kg of food daily These remarkable creatures inhabit all seas but prefer areas rich in squid populations Males can reach lengths of up to 18 meters and weigh as much as 54,000 kg, while females are smaller, averaging 12 meters in length and 17,000 kg in weight Female sperm whales give birth to a single calf every five to seven years after a lengthy gestation period of 14 to 19 months With lifespans of up to 60 or 70 years, sperm whales also possess the largest brain of any mammal Unfortunately, their populations are threatened by hunting and accidental entrapment in fishing nets.
In my free time, I enjoy watching films on television, particularly cartoon films, as they are fun and relaxing They help me escape from my problems One of my favorite cartoons is "Tom and Jerry," which depicts the ongoing rivalry between a cat named Tom and a mouse named Jerry This iconic cartoon, created by Walt Disney, originated in England and remains widely popular.
In 1891, Marie Curie moved to Paris with limited funds to pursue her dream at the Sorbonne, where she excelled in earning degrees in Physics and Mathematics She met Pierre Curie in 1894, and they married a year later, collaborating on research In 1903, Marie became the first woman to earn a Ph.D from the Sorbonne After Pierre's untimely death in 1906, she succeeded him as the first female university professor in France Her groundbreaking work earned her a Nobel Prize in Chemistry for her research on radium's atomic weight, but her true passion lay in alleviating human suffering, which she realized by founding the Radium Institute in 1914.
The absence of topic sentences in the provided paragraphs makes it challenging for readers to grasp the main ideas Long sections lack focus, causing authors to stray from their subjects For instance, in extract (97), students veered off from discussing sperm whales, while in extract (98), they failed to address the topic of movies directly Additionally, extract (99) consists solely of personal insights without conveying a central theme, resulting in an unbalanced and unclear presentation.
Supporting sentences are essential for developing the main ideas within paragraphs, providing proof, details, and information that enhance the topic sentence A well-organized set of supporting sentences fosters unity and coherence, ensuring that all elements relate to the main idea Conversely, a lack of unity occurs when certain sentences stray from the primary topic For a paragraph to achieve coherence, supporting sentences must be structured consistently and follow a logical progression The table below illustrates how the organization of supporting sentences is utilized in students' paragraphs.
Table 4.10 Organization of supporting sentence display
Organization of supporting sentence display Topic 1 Topic 2 Topic 3 Total Rate
Table 4.10 indicates that 43.3% of the students' paragraphs, totaling 52, lack unity in their supporting sentences Several instances are noted where details fail to align with the topic sentence.
Marie Curie, born on November 7, 1867, in Warsaw, was the first French woman to become a scientist and university professor, a remarkable achievement for a woman of her time Despite facing significant challenges, she pursued her passion for science, receiving general education from regional schools and scientific instruction from her father To fund her dream of studying abroad, Marie worked as a private tutor, which temporarily interrupted her studies In 1891, she embarked on her journey to further her education, armed with only a small amount of money.
Paris pursued her dream at the Sorbonne, overcoming challenging living conditions through hard work In 1894, she met Pierre Curie at the School of Physics, and they married a year later, embarking on collaborative research that would define their legacy.
The table illustrates the literacy rates across different regions of Sunshine from 1998 to 2007, highlighting significant variations over this period In the Lowlands, the number of literate individuals experienced a sharp increase, while the Midlands saw a gradual rise in literacy rates Conversely, the Highlands faced a steady decline in literacy During this time, the government implemented educational reforms, introducing innovative teaching methods, updated curricula, and increased scholarships for underprivileged students These reforms not only transformed the educational landscape but also significantly contributed to the nation's overall advancement.
The analysis of the extracts reveals that students presented irrelevant ideas that failed to support their clear topic sentences In extract (100), while the topic discusses Marie Curie's groundbreaking role as the first French woman scientist and university professor, the supporting sentences do not align with this main point, leading to a lack of coherence Similarly, in extract (101), the discussion on education reforms diverges from the primary focus on literacy rates in the Sunshine region from 1998 to 2007, resulting in an inadequately developed paragraph that lacks coherence.
A concluding sentence of a paragraph is summarizing the data that has been demonstrated
Concluding Sentence Display Topic 1 Topic 2 Topic 3 Total Rate
Table 4.11 reveals that only 36.7% of students' paragraphs include a concluding sentence, while a significant 63.3% lack this essential element, indicating a failure to effectively summarize their content The following excerpts will further illustrate this point.
Sperm whales, the largest toothed animals on Earth, are carnivorous creatures that primarily feed on squid, consuming up to 1,500 kg of food daily Found in all oceans, they thrive in areas rich in squid populations Males can reach lengths of up to 18 meters and weigh as much as 54,000 kg, while females are smaller, averaging 12 meters in length and 17,000 kg in weight Female sperm whales typically give birth to one calf every five to seven years, following a gestation period of 14 to 19 months With a lifespan of up to 60 or 70 years, sperm whales are remarkable marine mammals.
Some solutions to the problem
This research highlights the prevalent errors in English writing among tenth-form students at VTHS, focusing on an analysis of 120 student-written paragraphs The findings reveal that the majority of mistakes are related to grammar and organization, providing valuable insights into the students' challenges in English learning and writing.
4.3.1 Suggestions for teaching how to write a paragraph
Teachers should instruct students on how to structure a paragraph, which consists of three essential components: an introduction, a body, and a conclusion, as many students struggle with organizing their writing effectively.
Presentation: This piece of composing an English paragraph is to express the s topic sentence of the section that gives foundation data of the topic
Body: In this part of a paragraph is discussing the controlling idea, using facts, arguments, analysis, examples, and other information
In this stage, the primary ideas are enhanced by incorporating supporting details To ensure a coherent paragraph, each supporting sentence must be logically relevant to the topic sentence and effectively elaborated upon with evidence and examples.
Organizing ideas in a logical order enhances the clarity of students' paragraphs, making them easier for readers to understand Establishing a logical structure not only aids in presenting supporting ideas effectively but also serves as a valuable tool for writers Various techniques can be employed to express the logical relationships between sentences, including time order, space order, importance, comparison and contrast, and cause and effect To create coherent passages, utilizing effective transitions is essential.
To demonstrate expansion: again, and, additionally, similarly imperative, first, second, and so on, further, besides, likewise, in any case, in addition, next, as well…
To support instances: for example, for instance, in fact, particularly, specifically, that is, to illustrate…
To compare: additionally, in a similar way, in like manner, comparatively…
To differentiate: in spite of the fact that, in the meantime, regardless of, at the same time, though, however, despite, on the other hand, in any case, but ……
To effectively convey the concept of time, various terms can be utilized Phrases such as "after," "a while later," and "as long as" help establish sequences Words like "when" and "finally" indicate specific moments, while "previously" and "prior" refer to earlier events Additionally, "amid" and "in the meantime" provide context for concurrent actions Terms such as "next," "later," and "until" guide the progression of time, whereas "right away" and "promptly" emphasize immediacy Using these expressions, one can clearly articulate the flow of time and events in a coherent manner.
To indicate place or direction: above, beyond, below, underneath, past, close, somewhere else, elsewhere, more distant on, here, close-by, …
To show coherent relationship: appropriately, accordingly, on the grounds that, as a result, because, consequently, for this reason, hence, if, otherwise, since, so, then, therefore, thus…
In conclusion, the final sentence of an English paragraph serves to encapsulate the connections made throughout the body This summary restates the main idea using different wording Effective transition phrases for concluding include "to sum up," "on the whole," "in summary," and "therefore."
4.3.2 Suggestions for reviewing grammar and practicing writing
Students at VTHS frequently encounter various writing errors, including morphological, lexical, syntactic, and mechanical mistakes To address these issues effectively, it is crucial to review relevant grammatical concepts Additionally, students face challenges due to limited vocabulary and structural knowledge Therefore, consistent writing practice is essential To support students, teachers can implement targeted strategies to enhance their writing skills.
1.Students should be helped to review grammar points for writing by teachers
2.Students should be given more communicative activities in grammar practice by teachers so that they have more opportunities to use the structures and phrases which they have learned
Helping students overcome their mistakes through group work activities is an effective strategy By allowing students to engage in exercises and correct errors collaboratively in pairs or small groups, teachers foster a dynamic learning environment This collaborative approach not only enhances self-confidence among students but also encourages the exchange of ideas and promotes teamwork.
4 Students should be given many exercises on the grammar points which they have just learned so that they can recall and understand them more clearly Applying the grammar points in composing exercises can be adjusted with numerous composition exercises of various types At that point, the teachers should check if the students get their work done and the teachers should invest more time in correction
4.3.3 Suggestions for teachers’ error correction
Error correction is a vital aspect of the learning process that should be approached in a supportive and non-threatening manner Teachers play a crucial role in providing constructive feedback to help students address their errors and mistakes However, encouraging students to self-correct can lead to even more effective learning outcomes, fostering greater independence and confidence in their abilities.
Effective corrective techniques in the classroom include whole class correction, group correction, and self-correction Teachers play a crucial role in identifying errors, guiding students to discover the correct answers while maintaining control over the process Encouraging group discussions about written work helps students collaboratively address and rectify mistakes Additionally, self-correction fosters independence; teachers should point out error types and empower students to make corrections on their own.
Teachers play a crucial role in monitoring students' learning to help them address their mistakes Regular assessments allow students to improve their language skills, especially when they neglect self-study.
Beginning each class by reviewing newly taught lessons and homework is crucial for reinforcing students' learning and practice of essential vocabulary and structures beneficial for their writing To make the task of checking students' work more efficient, teachers should consider dividing the class into small groups, allowing students to collaboratively identify and correct errors.