Introduction 1.1 Rationale
Aims of the study…
This study focuses on identifying the prevalent grammatical errors in sentence construction among secondary school students in Hai Phong city Additionally, it aims to provide practical suggestions for students to effectively address these errors The research is guided by two key questions.
What are common grammatical errors done by secondary schoolers in constructing sentences?
What are the possible causes of secondary schoolers’ grammatical errors?
Methods of the study
In order to complete this study, the following methods were employed:
The study utilized both analytic and synthetic methods to comprehensively review theories from various credible sources, establishing a robust framework for data analysis.
Descriptive methods were employed to determine the percentage of various types of errors, analyze common sentence construction mistakes made by students, and outline effective strategies for learners to enhance their writing skills.
Scope of the study
This study, conducted at Popodoo English Centre, focuses on common grammatical errors in sentence construction among secondary school students in Hai Phong city, emphasizing the importance of writing skills While the vastness of English grammar makes it impossible to address every error, the research aims to identify key mistakes and provide corrective strategies for learners.
Design of the study
This study is composed of two main parts:
Part 1 is the introduction which consists of rationale, aims, study methods, the scope and design of the study
Part 2 is the development- the main part of this paper which is divided into four chapters :
- Chapter one is theoretical background of error and sentence construction
- Chapter two shows detailed explanation of the methodology
- Chapter three indicates common grammatical errors done by secondary schoolers, causes of errors and useful teaching implications
- Chapter four is the conclusion which summarizes what was given in previous parts
Development
Errors play a vital role in the English learning process as they are analyzed to inform learners and help them avoid future mistakes Researchers worldwide have provided various definitions of errors, highlighting the importance of distinguishing between "an error" and "a mistake." While both terms indicate something incorrect in language learning, understanding their differences enhances our comprehension of what constitutes an error.
Hedge (1988: 9-11) claimed that there three main types of mistakes including errors They are slips, errors and attempts:
(i) Slips are caused by carelessness The learners can self-correct them if pointed out and give the chance
Two years after leaving school, she is now employed in a factory Errors are defined as incorrect forms that students struggle to self-correct, even when these mistakes are identified Nevertheless, teachers can effectively guide students by organizing their desired outputs and reinforcing familiarity with the correct forms.
For example: *although the people are very nice, but I don’t like it here
Students often make attempts that result in nearly incomprehensible mistakes, leaving their intended meaning and structure unclear to both themselves and their teachers.
For example:*this, no, really, for always my time and then I happy.
According to his perspective, learners can independently self-correct minor slips, which typically arise from carelessness rather than a deficiency in language knowledge In contrast, learners struggle to correct errors and missteps that stem from a lack of understanding in the language.
Brown (2001) distinguishes between errors and mistakes, defining an error as a significant deviation from the grammar used by native speakers, which reflects the learner's interlanguage competence In contrast, a mistake is viewed as a performance issue rather than a reflection of the learner's overall understanding of the language.
Literature Review
Overview on errors
Errors play a vital role in the English learning process, as they are analyzed to alert learners and help them avoid future mistakes Researchers worldwide have provided various definitions of errors, highlighting the importance of distinguishing between "an error" and "a mistake." While both terms indicate something incorrect in language learning, understanding their differences enhances our comprehension of what constitutes an error.
Hedge (1988: 9-11) claimed that there three main types of mistakes including errors They are slips, errors and attempts:
(i) Slips are caused by carelessness The learners can self-correct them if pointed out and give the chance
Two years after leaving school, she is now employed at a factory Errors in students' work are persistent mistakes that they cannot self-correct, even when these errors are highlighted However, teachers can facilitate learning by organizing the students' desired outputs and ensuring they are familiar with the correct forms.
For example: *although the people are very nice, but I don’t like it here
Students often make significant errors in their attempts, leading to a lack of clarity in both their intended meaning and structure, which can leave teachers perplexed about their true intentions.
For example:*this, no, really, for always my time and then I happy.
According to his perspective, learners are capable of self-correcting minor slips, which are typically a result of carelessness rather than a deficiency in language knowledge However, they struggle to correct errors and attempts that arise from a genuine lack of understanding.
In his 2001 study, Brown distinguished between errors and mistakes in language learning, defining an error as a significant deviation from the grammatical norms of a native speaker, which reflects the learner's interlanguage competence.
A mistake is characterized as a performance error, which can be a random guess or a slip in utilizing a known system correctly (Brown, 2001) According to Ellis Rod (1997), errors highlight the gaps in a learner's knowledge, arising from a lack of awareness of what is correct In contrast, mistakes indicate occasional lapses in performance, occurring when a learner struggles to apply what they already know in a specific instance.
Errors and mistakes are both deviations in language usage made by L2 learners, but they differ in their causes Errors stem from a lack of knowledge, while mistakes arise from factors such as lack of intention, fatigue, and carelessness Consequently, teachers typically focus on correcting errors, particularly those related to language already taught, as they are more serious than mistakes, which may not require correction.
It is crucial to differentiate between mistakes and errors in language learning According to Brown, mistakes are defined as failures to correctly apply a known system, while errors indicate a significant deviation from the grammar used by native speakers, showcasing the learner's interlanguage competence.
Mistakes should not be treated differently if they are acknowledged, while errors specifically pertain to structural issues According to Corder (1967, 1971) and James (1998), the key distinction is that mistakes can be self-corrected, whereas errors cannot be easily rectified.
“systematic,” i.e likely to happen regularly and not recognized by the learner Hence, only the teacher or researcher would locate them, the learner would not (Gass & Selinker, 1994)
Norrish (1983) distinguishes between errors and mistakes in language learning, defining errors as systematic deviations resulting from a learner's failure to grasp the correct form, while mistakes are characterized by inconsistent deviations when a learner knows the correct form but uses it inconsistently This distinction leads the researcher to focus on students' errors rather than mistakes, as errors reflect a lack of understanding of the language.
In Contrastive Analysis, rooted in behaviorism, errors were perceived as "bad habits" formed through responses to stimuli, with the mother tongue (L1) interference being a key factor in language learning errors As an English teacher, I observe that my Arabic-speaking students in grade 12, particularly in the science section, frequently make numerous errors in essay writing despite years of English study.
In the cognitive approach to language learning, errors are viewed as essential indicators of cognitive processes rather than failures They are a natural part of acquiring a first or second language, occurring before learners fully internalize correct grammar rules This perspective offers teachers a more realistic understanding of errors, relieving them from the notion that mistakes reflect poorly on their teaching methods Instead, errors signify that learning is actively happening, transforming the perception of mistakes from negative to positive.
Errors in language learning are a natural and essential aspect of the process, similar to those encountered when acquiring a first language Recognizing that not all mistakes stem from mother tongue interference is crucial Additionally, learners' performance can vary based on the task at hand; they may exhibit greater control over language forms in some situations while being more susceptible to errors in others.
In recent years, scholars have focused on classifying errors in language learning Corder (1981) identifies two primary types of errors: competence errors and performance errors He further categorizes competence errors into "interlingual" errors, which arise from linguistic differences between a learner's native language and the target language.
Intralingual errors arise from overgeneralization in language learning, while performance errors occur due to factors like stress, fatigue, or carelessness According to Burt and Kiparsky (1972, cited by Brown, 2001), errors can be classified as global or local Global errors obstruct communication, making it difficult for the listener to understand parts of the message, whereas local errors involve minor violations that do not impede overall comprehension.
7 reader to make an accurate guess about the intended meaning.” (Burt & Kiparsky, 1972 cited by Brown, 2001: 263) Brown (2001: 262) also states that
Overview on writing
Writing is not an innate ability but a skill developed through learning, making it essential for everyone, particularly students As noted by the Eberly Center (2015), writing is a complex intellectual task that requires various component skills, including reading comprehension, analytical abilities, and writing mechanics Mastery of these skills is crucial for producing quality writing; without a solid understanding of them, students are unlikely to achieve satisfactory results in their written work.
Writing has historically played a crucial role in society, facilitating effective communication in social interactions It is also linked to status and power, underscoring its significance in various contexts.
13) Nevertheless, it is not a straightforward skill for learners to acquire as the
The ability to speak has evolved over hundreds of thousands of years, while writing is a relatively recent invention (Finegan, 2004) To produce high-quality written work, learners require guidance and instruction Effective writers master the use of complex sentences and carefully selected vocabulary to vividly convey their thoughts Additionally, the process of learning to write involves understanding new genres, grammar applications, and diverse perspectives, as writing serves social functions such as recording information, completing tasks, developing arguments, and organizing ideas.
“writing is a process requiring writers to explore, oppose and make connections between propositions for themselves” (Boughey, 1997: 127) Furthermore, Potts
The writing process encompasses both composing and communicating, as highlighted by 2005 Hedge (1988) emphasizes the importance of identifying the target reader prior to writing, as this shapes the context and approach of the piece To produce quality writing, writers must leverage various types of knowledge, including content, context, language systems, and the writing process itself (Tribble, 1996) Additionally, Crystal (1997) identifies content knowledge, context knowledge, and cultural knowledge as key factors in assessing proficient writing Ultimately, writing presents a significant challenge for L2 learners, particularly when utilized for academic purposes.
Sentence construction
A sentence is a group of words that expresses a complete thought and adheres to grammatical rules For effective communication, it is advisable to use clear and concise sentences, as they are generally more impactful than lengthy and complicated ones.
Sentence structure refers to the grammatical arrangement of words within a sentence, determining the placement of nouns and verbs This structure varies depending on the language used In English, a typical simple sentence follows the format: "Subject, Verb, Object," as exemplified by "She throws the ball." Understanding sentence structure is essential for effective writing and communication.
20 verb, object." There are many ways to make the sentence structure much more complicated while still providing a framework for the information you're conveying and being grammatically correct
In traditional grammar, the four basic types of sentence structures are the simple sentence, the compound sentence, the complex sentence, and the compound- complex sentence
The following statements are true about sentences in English:
- A new sentence begins with a capital letter
- A sentence ends with punctuation (a period, a question mark, or an exclamation point)
- A sentence contains a subject that is only given once
Smith he obtained his degree
- A sentence contains a verb or a verb phrase
- A sentence follows Subject + Verb + Object word order
He (subject) obtained (verb) his degree (object)
- A sentence must have a complete idea that stands alone This is also called an independent clause
A simple sentence contains a subject and a verb, and it may also have an object and modifiers However, it contains only one independent clause
Key: S = subject; V = verb, blue, O = object, pink, P =prepositional phrase
She completed her literature review
He organized his sources by theme
They studied APA rules for many hours
A compound sentence contains at least two independent clauses These two independent clauses can be combined with a comma and a coordinating conjunction or with a semicolon
Key: independent clause = underline; comma or semicolon = bold; coordinating conjunction = italics
She completed her literature review, and she created her reference list
He organized his sources by theme; then, he updated his reference list
They studied APA rules for many hours, but they realized there was still much to learn
Using some compound sentences in writing allows for more sentence variety
A complex sentence consists of at least one independent clause and one dependent clause Dependent clauses can provide additional information about the subject, indicate time or sequence, or express causal relationships related to the independent clause.
If a sentence begins with a dependent clause, note the comma after this clause
If, on the other hand, the sentence begins with an independent clause, there is not a comma separating the two clauses
Key: independent clause = underline; comma =bold; dependent clause = italics
Although she completed her literature review, she still needed to work on her methods section
- Note the comma in this sentence because it begins with a dependent clause
Because he organized his sources by theme, it was easier for his readers to follow
- Note the comma in this sentence because it begins with a dependent clause
They studied APA rules for many hours as they were so interesting
- Note that there is no comma in this sentence because it begins with an independent clause
Using some complex sentences in writing allows for more sentence variety
Sentence types can also be combined A compound-complex sentence contains at least two independent clauses and at least one dependent clause
Key: independent clause = underline; coordinating conjunction = bold; dependent clause = italics
She completed her literature review, but she still needs to work on her methods section even though she finished her methods course last semester
Although he organized his sources by theme, he decided to arrange them chronologically, and he carefully followed the MEAL plan for organization
With pizza and soda at hand, they studied APA rules for many hours, and they decided that writing in APA made sense because it was clear, concise, and objective
Using some complex-compound sentences in writing allows for more sentence variety.
Previous studies
Previous studies have indicated that students often make grammatical errors due to interference from their first language However, the relationship between interlingual and intralingual errors as factors of this interference has not been widely explored One notable research study by Taiseer (2008), titled “An Analysis of the Common Grammatical Errors in the English Writing made by 3rd Secondary Male Students in the Eastern Coast of the UAE,” aimed to identify common grammatical errors in Emirati secondary male students' English writing, whose first language is Arabic Taiseer meticulously differentiated between Arabic and English and highlighted four objectives, including the investigation of mother tongue interference as a primary cause of errors His analysis of 105 samples revealed that Emirati students frequently made grammatical errors in areas such as passive voice, verb tense, subject-verb agreement, and more, with intralingual errors being more prevalent than interlingual ones The findings suggested that students often applied second language rules without fully understanding them Additionally, Taiseer incorporated insights from questionnaires completed by the students' supervisors, which revealed other contributing factors to students' writing difficulties, including insufficient practice, lack of experience, changes in the education system, a new language curriculum, and limited time dedicated to developing writing skills.
The study identified 24 additional factors contributing to students' underachievement in writing These findings indicate that secondary male students require significant reinforcement and development in their English writing skills, as they still face challenges in producing satisfactory essays.
Recent studies on error analysis highlight a significant increase in research focused on the writing errors of Arab EFL learners, particularly emphasizing grammatical mistakes.
A study by Al-Zoubi and Abu-Eid (2014) analyzed the writing of 266 first-year Jordanian university students, revealing that their grammatical errors outnumbered correct responses, primarily due to L1 transfer The unexpected findings may stem from the use of a translation test, leading students to employ word-for-word translation methods that resulted in numerous interlanguage errors Similarly, Ridha (2012) examined writing samples from 80 EFL college students and categorized errors into grammatical, lexical/semantic, mechanics, and word order types, concluding that L1 transfer was the predominant cause Both studies highlight that Arab EFL learners frequently rely on their mother tongue when writing in English, leading to a variety of errors attributable to mother tongue interference.
In a focused study, Sawalmeh (2013) examined grammatical errors in 32 essays by Arabic-speaking Saudi learners of English at the University of Ha’il The research found that the most common errors involved verb tense, articles, and sentence fragments, while capitalization, pronouns, and prepositions were the least frequent mistakes Additionally, the study highlighted that many of the students' errors were interlingual, stemming from their native language influences.
The influence of the mother tongue significantly affects language learners, particularly in the case of Arabic speakers The tense system in Arabic differs greatly from that of the target language, leading to frequent inter-language errors Additionally, the absence of indefinite articles (such as "a" and "an") in Arabic contributes to these mistakes Hourani (2008) explored the grammatical errors found in essays written by Arabic speakers, highlighting these challenges.
A study involving 115 Emirati secondary students revealed that the majority of errors were related to verb tenses and subject-verb agreement, while errors in passive voice and singular/plural forms were less common Both studies indicated that verb tense errors were prevalent; however, they differed in their sources One study attributed most errors to interlingual factors, such as mother tongue interference, while the other identified intralingual factors, indicating a lack of knowledge These contrasting findings highlight the necessity for further research to thoroughly analyze the underlying causes of errors frequently made by Arab EFL learners.
Abushihab et al (2011) conducted a study analyzing grammatical errors in the writings of 62 Jordanian university students in the English Literature and Translation department The errors were categorized into six major groups, with preposition usage being the most frequent, followed by morphological errors, articles, verbs, and tenses Similarly, Nawar Diab (2014) examined 73 essays from Lebanese university students, finding that Arabic linguistic structures negatively impacted their English writing Past research indicates that the mother tongue, Arabic, adversely affects Arab EFL learners' writing skills, likely due to the learning methods and instructional approaches used by EFL teachers Therefore, it is crucial for Arab EFL learners to grasp the grammatical system of English and apply it in their writing without interference from their first language.
Zawahreh et al (2012) investigated grammatical errors in English essays written by tenth graders, identifying that the most frequent mistakes involved subject-verb agreement, preposition insertion, verb omission, tense inconsistencies, and word choice The absence of subject-verb agreement in Arabic likely contributes to these errors While both Arabic and English have various types of prepositions, their usage differs significantly Similarly, Abushihab et al (2011) found that Jordanian students frequently omitted prepositions and articles in their writing, highlighting ongoing challenges in mastering English grammar.
In their 2015 study, Mohammed and Abdalhussein examined grammatical errors made by Iraqi postgraduate students at UKM, identifying common mistakes such as the addition and misuse of prepositions and plural endings The discrepancies between their findings and those of Abushihab et al (2011) may stem from differences in the student samples, as Mohammed and Abdalhussein focused on Iraqi Arab students, while Abushihab et al analyzed essays from Jordanian undergraduates Additionally, the former study assessed research proposals, contrasting with the latter's focus on undergraduate essays.
While previous studies have focused on the grammatical errors made by Arab EFL learners, there is a lack of research specifically addressing the types of errors—such as omission, addition, substitution, and permutation—within each grammatical category This highlights the necessity for further investigation into these specific error types Additionally, most research has included Arab EFL learners from various countries, leaving a gap in studies focused on Iraqi Arab EFL learners Consequently, this study aims to analyze the grammatical errors made by Iraqi pre-university students in their English writing.
As mentioned above that errors done by learners can be used to assist learners to write better, Error Analysis (EA) which is the process to analyze learners’ errors
Error Analysis (EA) has garnered significant interest among scholars and researchers as a tool to enhance the writing skills of EFL and ESL learners For example, Zheng and Park (2013) examined errors in English essays by Chinese and Korean students, revealing diverse issues such as improper use of articles, punctuation, and word order They identified the negative transfer from the students' first languages as a primary cause of these errors Similarly, Liu (2013) found that Chinese learners also encountered difficulties in constructing English sentences, attributing these mistakes to carelessness and the adverse influence of their mother tongue.
This study investigates common errors in English sentences written by secondary school students in Hai Phong city and examines the sources of these errors By analyzing previous research and utilizing specially designed exercises, the study aims to uncover the underlying reasons for these mistakes The ultimate goal is to enhance students' awareness of their errors and help them avoid repeating them in the future.
Methodology
Participants
The study involved 40 first and second-year secondary students aged 11 to 13 from various schools in Haiphong city, all selected from Popodoo English Center With over 12 years of English education, these students attend six 30-minute English classes per week, but they primarily possess elementary-level proficiency They can communicate in English during class with teachers and classmates, benefiting from interactions with instructors from America and Holland However, outside of English classes and in daily life, they predominantly use Vietnamese.
2.2 Description of data collection procedures
Step 1: Collect 40 handouts delivered to secondary schoolers
In order to collect the data, the handout including two exercises was suitably designed for target students
Students were tasked with completing two exercises within a 30-minute timeframe, with each exercise consisting of ten questions The first exercise involved constructing complete sentences based on provided words, while the second exercise required translating specific sentences into English.
At the Popodoo English Center, handouts were distributed at the conclusion of English classes, allowing students 30 minutes to complete the tasks All responses were kept confidential to ensure privacy.
The data analysis involved two key methods: first, descriptive statistics were employed to determine the percentage of various types of mistakes; second, the common types of errors were identified by following the analytical steps outlined by Politzer and Ramirez (1973).
Step 3: Suggest strategies to correct the error
Based on the findings from sample analysis, the researcher would give some pedagogical implications to help teachers find appropriate ways to correct such errors for their students
The primary method of data collection in this study involved designed exercises, with a focus on document analysis All collected handouts were meticulously examined to identify grammatical errors, highlighting the qualitative research approach as the study's foundation As noted by Selinger and Shohamy (1989), qualitative research is particularly valuable for exploring second language acquisition in its natural context, without preconceived notions about its nature or role in the learning process (cited in Pardede, 2006).
The study employed statistical analysis to evaluate data gathered from the provided handouts, with simple descriptive statistics identified as the most appropriate method for data analysis given the study's scope and the researcher's expertise More complex methods, such as content analysis, were deemed too challenging for the researcher to manage effectively.
The analysis of errors was conducted through a systematic four-step process Initially, all erroneous sentences were thoroughly examined to identify the errors Next, each error was classified by comparing it to its corrected version Finally, the primary causes of the errors were identified, providing insights into their origins.
Data collection and analysis
The primary method of data collection in this study involved designed exercises through document analysis, focusing on a comprehensive examination of collected handouts to identify grammatical errors This qualitative research approach is particularly effective for exploring second language acquisition in its natural context, as noted by Selinger and Shohamy (1989: 124), who emphasize its utility in uncovering insights without preconceived notions about the activities involved in language learning (cited in Pardede, 2006).
The study utilized statistical analysis to evaluate data from the provided handouts, with simple descriptive statistics deemed the most appropriate method for analysis given the study's scope and the researcher's capabilities More complex methods, such as content analysis, were considered too advanced for the researcher to manage effectively.
The analysis of errors was conducted through a systematic four-step process Initially, all erroneous sentences were meticulously examined to identify the errors Next, each erroneous sentence was compared to its corrected version for classification Finally, the primary causes of the identified errors were determined.
Findings and discussion
Data interpretation
Data analysis reveals that students exhibit a significantly higher number of syntactic errors compared to morphological errors Specifically, morphological errors account for only 39% of the total detected errors, with Incorrect Article Use at 17%, Third Person Singular Verb Incorrect at 12%, and Tense Shift at 10% In contrast, a substantial 60% of the total errors are related to syntax.
Research indicates that the majority of errors identified were linked to Noun Phrases, accounting for 40% of total mistakes This category includes three main subgroups: Number errors at 21%, Misuse of Pronouns at 10%, and Nomination errors at 9% Notably, Number errors were the most frequent, with 121 instances identified among 583 total errors Examples of these Noun Phrase errors are provided for further analysis.
Table 2: Examples of Noun Phrase Errors done by secondary schoolers Error Type Erroneous sentence Reconstructed sentence
Number Megan has many pencil in her box
Megan has many pencils in her box
Those are his black car Those are his black cars Lucy’s house has a big garden with many tree
Lucy’s house has a big garden with many trees
Annie and me saw a movie yesterday
Annie and I saw a movie yesterday
I gave she a gift I gave her a gift
Nomialization He likes cook with his grandmother
He likes cooking with his grandmother
I love go swim in the summer I love going swimming in the summer
Students often struggle with the correct use of singular and plural nouns in their writing, indicating a lack of mastery in this area Additionally, they face challenges distinguishing between subject and object pronouns, as well as using gerunds effectively as sentence subjects.
A significant 17% of students made notable errors in article usage, particularly struggling with singular nouns and the correct application of "a" and "an."
There is an orange umbrella in her bag
Lucy’s house has big garden with many trees
Prepositions posed significant challenges for students, resulting in 92 errors that accounted for 16% of mistakes Many students frequently omitted necessary prepositions following verbs or chose incorrect ones Additionally, confusion between the prepositions "in" and others persisted, highlighting a need for further instruction in this area.
“on”.Some examples are as follows
My aunt and my uncle are traveling plane
I see an ant in the apple
There is an orange umbrella on her bag
Students frequently struggle with Third Person Singular Verbs, accounting for 12% of total errors The most common mistake involves omitting "s" or "es" after the verb when paired with a third person singular subject Additionally, errors often occur in applying the rules for adding "s" and "es" to these verbs.
He like cook with his grandmother
My sister often teachs me to play a guitar
My son ride a bike to school everyday
One of the most prevalent mistakes observed in students' writing is the incorrect shift between past and present tense, accounting for 10% of errors This often occurs when students use the present tense to describe events or situations that actually took place in the past.
Last Sunday, he doesn’t visit his grandparents
Last night, I go to my friend’s house and we make a cake
Annie and I see a movie yesterday
Word order errors accounted for 4% of the total mistakes, primarily arising from students' misuse of adjectives in their writing This trend highlights a common challenge in sentence structure, as illustrated by various examples of such errors.
There is an umbrella orange on her bag
Lucy’s house has a garden big with many trees
Other types of errors include spelling mistakes , misuse of Past Verb form All of them made up 1% of the total number of errors.
Causes of errors
The analysis of grammatical errors indicates that most mistakes stem from bilingual transfer from Vietnamese and a lack of proficiency in English Specifically, students often apply Vietnamese grammatical rules when constructing English sentences, leading to greater challenges at the word level compared to the sentence level This difficulty arises partly because Vietnamese does not differentiate between singular and plural nouns, and verbs remain unchanged regardless of the subject, tense, or sentence position Additionally, subject and object pronouns in Vietnamese share the same forms, contributing to these errors in English production.
In Vietnamese, adjectives follow nouns, allowing a subject to pair with an adjective without the need for a verb This structural difference between Vietnamese and English is illustrated in the following table.
Table 3: The differences between English and Vietnamese
Number Megan has one pencil in her box
Megan has many pencils in her box
Megan có một cái bút trong hộp của cô ấy Megan có nhiều bút trong hộp của cô ấy
Tôi đã tặng cô ấy một món quà
Cô ấy đã nấu bữa tối
Nominalization He likes cooking with his grandmother
Anh ấy thích nấu ăn cùng bà của anh ấy
My son rides a bike to school everyday
I ride a bike to school everyday
Con trai của tôi đạp xe tới trường mỗi ngày Tôi đạp xe tới trường mỗi ngày
Article use There is an orange umbrella in her bag
I see an ant on the apple
Có một cái ô màu cam trong cặp của cô ấy Tôi nhìn thấy một con kiến trên quả táo
Word order Lucy’s house has a big garden with many trees
Those are his black cars
Nhà của Lucy có một cái vườn lớn với rất nhiều cây cối Đây là những con xe màu đen của anh ấy
Tense shift Last Sunday, he didn’t visit his grandparents
He doesn’t visit his grandparents
Chủ nhật tuần trước, anh ấy không thăm ông bà anh ấy
Anh ấy không thăm ông bà anh ấy
Implications
Based on the findings, several recommendations for error correction and grammar teaching are proposed A course focused on the frequency of errors can help teachers address common mistakes more effectively, providing valuable feedback on their teaching methods Increasing writing assignments will encourage students to engage with English materials and think in English Teachers should facilitate peer checking to help students identify errors in their peers' work, as this can enhance their learning It is crucial for students to understand grammatical applications, particularly the top three error types: singular/plural, article, and preposition errors English writing teachers and syllabus designers should create tailored lessons to address these issues, emphasizing the importance of correct grammar usage Providing clear feedback and explanations about common errors will aid students in recognizing their mistakes Additionally, teachers should highlight the structural differences between Vietnamese and English grammar, encouraging students to think in English to avoid direct translations Focusing on the inherent difficulties of English grammar will further enhance students' understanding and accuracy in writing.