INTRODUCTION
Reasons for choosing the topic
In today's world, globalization and integration are increasingly prominent in various countries, including Vietnam English has emerged as a crucial international language, facilitating communication and fostering connections among diverse cultures and nations.
An increasing number of individuals are enrolling in English courses, recognizing that proficiency in the language can enhance their career prospects Many students pursue English studies to improve their job opportunities and seek professional advancement.
Learning a language can be challenging due to the unique grammatical systems that differ from a learner's native language Specifically, the distinct features of Vietnamese and English grammar necessitate in-depth research to enhance teaching and learning methods These differences often create obstacles for students, particularly in mastering English grammar, which is known for its complexity One area that frequently confounds high school students is the gerund, a grammatical category with various applications Many students report that the gerund poses significant difficulties, leading to frequent errors in its usage.
As an aspiring educator, I aim to enhance English language instruction in Vietnam This study investigates the common errors in gerund usage among 10th-grade students at Dinh Tien Hoang High School, highlighting the need for targeted teaching strategies.
Aims of the study
The study reported in this thesis aims to:
- Find out the kinds of errors made by the tenth-grade students of English at Dinh Tien Hoang high school in the academic year of 2011-2012 in using gerund
This study investigates the causes of errors in gerund usage among 11th-grade English students at Dinh Tien Hoang High School during the 2011 academic year By analyzing common mistakes, the research aims to identify underlying factors contributing to these errors, ultimately enhancing students' understanding and application of gerunds in English The findings will provide valuable insights for educators to improve teaching strategies and support students in mastering this grammatical aspect.
Scope of the study
The phenomenon is errors in the use of gerunds made by the students of English in grade 11 at Dinh Tien Hoang High School in the academic year of 2011-
2012 Other relating to the gerund are also briefly mentioned
The subjects involved in the study is ninety eleventh-grade students of English at Dinh Tien Hoang High School.
Tasks of the study
- To study the information and characteristics and modifiers of gerunds in the gerund phrase
- To research into the functions and uses of the gerund
- To compare and contrast the gerund with the present participles
- To conduct a survey to find out error types and causes On the basics of the findings, possible solutions to the problems are sought out to minimize the students’ errors.
Methods of the study
Due to the scope and the characteristics of the study, author follows the procedures:
- Collecting documents from books listed in the references
- Consulting the supervisor, experienced teachers and friends
- Synthesizing theoretical documents on English grammar
- Conducting a survey and analyzing the results
Significance of the proposed study
Errors in language teaching and learning, especially in English as a foreign language, can be unpredictable Consequently, it is crucial for educators to develop strategies to anticipate these errors The findings from this research aim to offer valuable insights to enhance error management in language instruction.
- Input for learners of English in order to minimize their errors in the use of gerunds
- Input for teachers of English with information on error types and solutions to the problems so that they can have good methods of teaching the gerund
This study is also beneficial to anyone who is interested in the gerund in English.
Design of the study
The thesis consist of three main parts:
This article introduces the chosen topic by outlining its significance and relevance, detailing the aims and scope of the study, and clarifying the specific tasks involved It also describes the research methodology employed and highlights the importance of the proposed study within its field The design of the study is presented to provide a clear framework for understanding the research process.
The second part is development consisting three chapters
- Chapter one is entiled Theoretical background
This chapter is divided into three sections: the first provides a brief literature review, the second explores the gerund, including its definition, formation, functions, and uses, while also highlighting the differences between gerunds and present participles The final section offers an overview of theories related to the causes of errors in learning English and discusses error analysis.
Chapter two, titled "The Study," is divided into two sections The first section outlines the methodology, covering the study's purpose, setting, subjects, type, procedures, and overall construction The second section focuses on data analysis methods, presenting the study's results and providing a thorough analysis of the findings.
- Chapter three is Findings and Implication
The last part is conclusion This part is summarieswhat has been presented
At the end of the thesis, there will be some pages for references, appendix and suggested excercises.
THEORETICAL BACKGROUND
Gerunds in English
Gerunds are often described as verbal nouns, which means they are verb forms utilized as nouns This definition is supported by Kam Chuan Aik and Kam Kai Hui in their work referenced in the Longman Dictionary of Grammar in Usage.
In the book Essential of English Grammar, L Sue Bough (1997), gerunds are the verb forms ending in- ing that are used as nouns For instance:
I am intersested in learning English
- A simple gerund is the –ing form of a verb It looks exactly the same as the present participle It is formed by adding – ing to the based form eat – eating
- With the most verbs which end in e, the gerund is formed by substituting- ing for the final e take – taking
- Some few verbs ending in a single e, gerunds are formed by adding – ing in the normal way singe - singeing
In the case of verbs ending in ie, the gerund is formed by substituting ying for ie tie- tying
When forming the gerund of one-syllable verbs that end with a single vowel followed by a single consonant, it is essential to double the final consonant before adding –ing For example, "begin" becomes "beginning."
To create a gerund from a two-syllable verb where the second syllable ends with a single vowel followed by a stressed single consonant, you should double the final consonant before adding -ing For example, "refer" becomes "referring."
In British English, when a two-syllable word ends with a single vowel followed by a single 'l', the 'l' is doubled before adding the endings '-ed' or '-ing', regardless of stress on the final syllable For example, 'travel' becomes 'travelling'.
- With the verbs ending in c, king is usually added in stead of -ing picnic- picnicking
- Gerunds are normally abstract and neutral They refer to events, facts, ideals, and so on They have the same functions as nouns
+ They can be a subject For example:
Learning English helps me broaden my knowledge
+ They can be direct object
+ They can be subject complement
His hobby is mountain –climbing
+ They can be appositive to a noun
His hobby, swimming, has helped to keep him healthy
+ They can be prepositional complement
I’m looking forward to seeing him
+ They can be adjectival complement
She is busy cooking now
- Gerund can be modified like nouns The modifier can be an adjective, a possitive noun or pronoun For example:
That book makes for difficult reading
I can’t stand his singing in the shower
We are surprised at Harry’s making that mistake again
- Gerunds may take determiners like the, that, no, any and so on For instance:
Every morning the singing of birds wakes me up
There is no mistaking that voice
- Gerund can be replaced by it For example:
- A gerund is a form of verb ending in –ing It is a kind of nonfinite verb It can express pressent or past time For example:
Not being able to drive is a disadvantage
- It also has both active and passive forms For instance:
He is surprised at having been found out
I’m annoyed about having lost all that money
- It can be modified like a verb Their modifiers can be adverbs or adverb phrases For instance:
Working smartly is as important as working hard
- Gerunds may take direct objects, indirect objects or complements gerund is a verb For example:
He is good at teaching his son French
1.1.4 Differences between gerunds and present participles
- Participle is a verbal adjective, a gerund is a verbal noun
+ A gerund can function and be modified like a noun For example:
We can see that the gerund shopping can be replaced the noun flower
+ On the contrary, a presenst participle behave like an adjective It modifies a noun or pronoun For instance:
This is boiling/ hot water
Boiling is a present participle because, like the adjective hot, it modifies the noun water
- The comparison between the gerund and the present participle can be clearly seen in the following sentences
The running shoes are very expensive
(= The shoes for running are expensive)
The running boy is Harry
(= The boy who is running is Harry)
1.1.5 Gerund phrases and m odifie rs of gerunds in gerund phrases
1.1.5.1 An adverb or an adverb phrase
Like a verb, a gerund can be modified by an adverb or an adverb phrase Foe example:
Walking all day made me tired
I can’t imagine living in that big house
1.1.5.2 An adjective and/ or a possessive noun or pronoun
- Behaving like a noun, a gerund can take an adjective For instance:
The slow, steady dripping annoyed him
- We can use a gerund after determiners like the, this, that, some, a lot of, a little, a bit of, much, no and any For instances:
There must be no standing beyond the yellow line
There isn’t any telling what they will do
When using the determiner "the" before a gerund, the object of the gerund is preceded by "of." This construction is often formal and commonly found in official written styles.
The playing of ball games is prohibited
- Moreover, it can be modified by a possessive The genitive before the gerund is considered the “correct form” For instance:
I’ll never forget Geore’s imitating the teacher
I’ll never forget his imitating the teacher
- When the noun preceding the gerund is modified by other words, do not use the possessive For example:
Tom was pleased by John, his oldest son, making the Dean’s List for the first time
- When the noun preceding the gerund is plural, collective or abstract, use the common form of that noun, not the possessive For instance:
The class working collaboratively was somebody else’s idea
- This is also true when the “ owner” of the gerund comes wrapped in a noun phrase For example:
I was thankful for the gay next door shoveling snow in my driveway
A gerund derived from a transitive verb can take a direct object Additionally, if the gerund comes from a verb that allows both a direct and an indirect object, the gerund phrase can include both.
Writing many letters makes her happy
I appreciate your giving me some time off work
If the gerund is formed from linking verbs, they may take a noun or an adjective as a complement For instance:
Being a good or persuasive talker is a must for sales work
My dream is becoming rich
The gerund is a nominal –ing clause, therefore, it can be a subject
A gerund used as a subject typically conveys a neutral stance on time and aspect relations, primarily indicating a permanent or recurring action occurring simultaneously with the predicate verb's action When functioning as a subject, a gerund is generally singular.
Learning English helps me get a good job
Sometimes, though not often, a passive gerund functioning as a subject is found, and its time reference is the same as that of the active gerund For example:
Being introduced to recieved the awards is every writers’ expectation
Gerunds are logical subjects in structures like It’s no use / It is no good ,
It’s pointless , There is no point(in) , It’s worrth , It’s a waste of time/money , and so on For example:
It’s no point in persuating him to go out with you
It’s no good doing this work
The gerund can serve as a logical subject in sentences that start with "there + be." In this construction, determiners such as the, this, that, some, a lot of, a little, a bit of, much, no, and any precede the gerund.
There is much debating on the subject
When gerund is the subject of a sentence, the noun or pronoun before it is always in the possessive case Foe example:
Our walking up early means we have a longer working day
- After some verbs such as admit, avoid, dislike, enjoy and so on, the gerund is used as a direct verbal object For example:
He admit stealing the bicycle
- After some verbs, both the gerund and the to-infinitive are used with the same meaning such as begin, start, intend, and so on For instance:
= (It starts to rain heavily)
- As for some verbs like try, remember, stop and so on, the gerund and the infinitive are used with different meaning For example:
I forget to lock the door before going out
( = I must lock the door but I forgot and did not do)
I forgot locking the door before going out
( = I should not lock the door, but I forgot and did it)
- Among gerunds functioning as the direct object, we make a distinction between those with a subject and those without a subject a Without a subject
- If the subject of the main clause is the logical subject of the gerundival action, the subject is not further specified For example:
She regrets telling you that Mary was back
- The passive gerund may be used Its time reference is the same as that of the active For instance:
Lan avoids being recognized by Tom b With a subject
When the logical subject of a gerund action differs from the subject of the main clause, it is essential to specify the gerund's subject In formal writing, this can be achieved using a possessive adjective or the possessive case.
It’s very difficult to realize his telling lie
- Subject complement can follow linking verbs such as be, look, fell, get, become sound, smell, appear, seem, prove, taste, come, fall, go, grow, keep, remain and turn For example:
- Normally the gerund as subject complement appears without a subject, but on some rare occasions, it may be used with a subject For instance:
The only thing John concernes himself about is Mary talking about this For example:
I don’t inderatand John’s making such a mess
- In a rare exception, the passive gerund may be used as a subject complement For instance:
Her nervous is being punished by her father
1.1.6.4 As an object of a preposition
- It can be after prepositions following adjectives, noun, and verbs For example:
I was so bored with watching that film
He is interested in Learning English
- Many prepositions are frequently folowed by gerunds They are before, after, with, without, by, about, at, to, of and so on For instance:
You must do all your homework before going to school
She goes out without saying anything
- To either a preposition or a part of infinitive Learners of English may find it difficult to make clear the difference between to as part of the infinitive For instance:
I’m looking to hearing from you
He used to smoke when he was 20 years old
- The gerund can follow some adjectives such as busy, worth, frantic, happy and so on with a personal subject This use of gerund mainly found in spoken English For instance:
It is worth buying that bike
- There are different ways of forming an apposition One of them is by using the gerund For instance:
My hobby, swimming, makes me stay my health
Her job, teaching, helps her feel happier
1.1.7.1 Case where gerunds are needed
- There are many ways of forming compound nouns They may consist of two nouns, a gerund and a noun, an adjective and a noun, so on For instance:
Cooking-oil Newspaper a Gerund + noun
- It is essential to distinguish between gerunds in compound nouns and present participles in noun phrases b, Noun + gerund
- In this case, the compound noun refers to one kind of job or a kind of sport Normally, it is singular The nuclear stress is on the noun
- Many prepositions are frequently followed by gerunds such as before, after, with, without, by, about, to, of and so on
- After prepositions such as at, in, on, after and before, gerunds are used to denote time For instance:
After having dinner, I and my parents went to the cinema
- Gerund are used after some prepostions like by and without to denote manner For instance:
I went to Hanoi by catching a bus
She left the meeting without saying anything
- After the preposition for, gerunds are used to denote cause or reason or purpose For example:
This food is used for camping
The radio is only for listening to music
- We can use gerunds after inspite of to express canstrast For instance:
In spite of raining, they still go camping
- Besides, the gerund can be after adjectives, nouns and verbs with prepositions
In English, many verbs have the construction verb + preposition + gerund
Here are some of them:
To succeed in your goals, it's essential to concentrate on what you believe in and engage in activities that align with your dreams Prepare for challenges by adapting to circumstances and deciding against distractions It's important to care for your well-being and rely on support systems while you attend to your responsibilities Don't put off tasks; instead, carry on with determination and ask about resources that can help you Insist on maintaining focus, and remember to refer to your aspirations as you navigate your journey.
He has given up smoking for 5 years
They are preparing for going camping this week
I absolutely believe in deciding of the principle
- These verbs have the construction of verb + object + preposition + gerund
Acuse of forgive for suspect of blame for remind of thank for warn against punish for prevent from fine for congratuleta on
They accusde him for stealing that bicycle
Raining heavily prevented me from driving
-Gerunds may follow adjectives firmly linked with a preposition
Here are some of those:
I’m so tired of travelling so much
He was bored with following her angry
The gerund is utilized after phrases such as "be in danger of," "be in the habit of," "be on the point of," "have no reason for," "have no objection to," "have no intention of," "have the pleasure of," "have some experience in," "take an interest in," and "take pleasure in." For example, these expressions illustrate the common use of gerunds in various contexts.
I’m in the habit of getting up so late
After a working day,I take pleasure in learning dancing
Some kinds of manimal are in danger of
- The word to often cause confusion as it can be either part of an infinitive or a preposition
- To placed after the auxiliary verbs be, have, ought, used, be going, and orther verbs is part of an infinitive For example:
When I was a student, I used to have some part-time jobs
My dream is to become a good teacher
We are going to have a meeting this week
- On the contrary, to placed after some verbs, adjectives or nouns will be followed by nouns/ pronouns or gerunds For example:
You should pay attention to your teacher’s lecture
I get used to doing excercise in the morning
Your ideas are similar to his
In English, "to" serves as a preposition in various expressions, including "be accustomed to," "be opposed to," and "similar to." Other examples are "adapt to," "be used to," and "dedicated to." Additionally, phrases like "look forward to," "be committed to," and "close to" demonstrate the versatility of "to." Other relevant expressions include "adjust to," "get used to," "dedication to," "in addition to," "face up to," "confess to," "take to," "opposition to," "object to," "sink to," and "closeness to."
- A good way of finding out when to is a preposition or part of an infinitive is to see if it is possible to put a noun/ pronoun after it For instance:
The naughty students are facing up to their teacher’s punish
- This to is a preposition, and verbs after to must be gerunds For example:
I am looking to hearing from her
- After some verbs, the gerund is obligatory For example:
He has finished mending the car
A variety of verbs can be followed by gerunds, enhancing your writing's fluidity and complexity Some of these include "admit," "dread," and "loathe," which express feelings or attitudes towards actions Additionally, verbs like "appreciate," "enjoy," and "consider" highlight positive engagement with activities Others, such as "avoid," "prevent," and "risk," indicate a desire to steer clear of certain actions This list also features verbs like "mention," "recall," and "repeat," which focus on the act of bringing something to attention Incorporating these verbs into your sentences can improve clarity and depth in your communication.
- After need, want, require and deserve, the gerund is used with a passive meaning For instance:
- Adjectives like busy, happy, frantic and worth are followed by gerunds For example:
This car is worth buying
-Gerunds are used after some adjectives like awful, awkward, bad, good, guilty, and terrible when those adjectives are complements of the verb feel For instance:
She felt awful leaving him with all the cleaning up
- Gerunds are onligatory in some expressions For example:
It’s no good advising him
1.1.7.1.6 Other cases a, In short prohibitions
- No + gerund is used to say that something is forbidden or unacceptable Here are some common prohibitions
No camping No fishing No smoking
No cheating No parking No waiting b, After some verbs go, come and do
Gerunds primarily relate to sports and leisure activities, often appearing alone or in idiomatic expressions with the verb "go."
My class will go camping
Going shoping is my hobby
Here is a list of popular recreational activities: angling, fishing, shopping, blackberrying, hang-gliding, skiing, bowling, hiking, skateboarding, canoeing, jogging, surfing, caravanning, mountaineering, weightlifting, climbing, sailing, yachting, driving, shoplifting, walking, electioneering, sightseeing, and water-skiing.
- The verb come is also possible in certain situations For example:
Come having dinner with my family
What is error?
Error is an inevitable phenomenon in language learning process To recognize an error one should first of all know what is meant by term “error”
Carl James, a renowned linguist, defines an error in language learning and use as an unintentional deviation from standard language that cannot be self-corrected by the speaker.
According to Richards et al in the "Dictionary of Language Teaching and Applied Linguistics" (1992), an error in the speech or writing of second or foreign language learners is defined as the use of linguistic items in a manner that fluent or native speakers perceive as indicative of inadequate or faulty learning.
In language learning, the terms "error" and "mistake" have distinct meanings A mistake occurs when learners unintentionally use language incorrectly, despite having an understanding of its proper usage In contrast, an error refers to the incorrect use of language that learners are not aware of, indicating a lack of understanding of the correct terms or forms.
Synonyms are words that have the same or similar meanings, but their usage can vary based on context Understanding the appropriate context for each synonym is essential for effective communication.
Many researchers paid much attention to the notion of errors in language learning process in the 1960s Actually, it is necessary to distinguish two terms
The terms 'Error' and 'Mistake' both refer to actions resulting from poor judgment, ignorance, or inattention While these words are often used interchangeably, their appropriateness can vary depending on the context.
According to Noam Chomsky (1995), the distinguished American linguist, there are two different type of errors: one orginating from verbal performance factor and the othe from inadequate language competence
Errors and mistakes can be distinguished by their systematic nature As defined by Norrish (1983), an error occurs when a learner consistently deviates from the correct form due to a lack of understanding, indicating that they have not fully grasped the concept.
Errors in language learning are often attributed to non-native English speakers, while mistakes are typically random and can occur among both native speakers and language learners.
The distinction between errors and mistakes, introduced by Coder (1967), highlights that mistakes are not significant in language learning as they stem from performance failures rather than knowledge deficiencies Learners typically recognize and can correct their mistakes with confidence In contrast, errors are crucial to the language learning process because they indicate a lack of knowledge that learners cannot rectify independently Richard (1992) emphasizes that learners' errors reflect their current understanding of the language system they are employing, demonstrating that they are engaging with a system, albeit not the correct one.
In "Errors in Language Learning and Use," Carl James differentiates between errors and mistakes, emphasizing the importance of intentionality He defines a mistake as an unintentional slip in speech or writing, while an error arises from the learner's semantic and structural intentions If a learner is unable to correct their output, it indicates that the form used was not intended, categorizing it as a mistake Conversely, if the learner cannot provide a correction, it suggests that the form used was indeed intended, thus classifying it as an error.
Mistakes often arise from psychological or neurological factors like fatigue, lack of attention, or memory lapses, as well as physical states such as tiredness (Coder, 1992: 24) In contrast, errors typically stem from an incomplete understanding of language competence.
In one word, the distinction between two terms “error” and “mistake” is not very clear However we could sump up the definitions of errors and mistakes as follow:
Mistakes are incorrect forms that learners struggle to correct, even when their errors are identified In contrast, errors are incorrect forms that learners can rectify once they are made aware of their mistakes.
Errors often stem from insufficient knowledge, suggesting that dedicating more time to educating students can help rectify these mistakes Conversely, factors such as lack of attention and carelessness can lead to errors, making it essential to remind learners of their mistakes to empower them in correcting them effectively.
In summary, an error refers to an unintentional misuse of language that students do not recognize, while a mistake arises from incorrect language use during performance Error analysis exclusively examines errors, as mistakes do not accurately reflect a learner's true understanding of the language.
Error analysis, as defined by various linguists, is a crucial aspect of understanding second language acquisition Richard et al (1992) describe it as the study of errors made by language learners, while James (1981) emphasizes its role in determining the frequency, nature, causes, and effects of language errors Additionally, Cook (1993) views error analysis as a methodology focused on data analysis rather than a theoretical framework for language acquisition.
Error analysis, a key area of applied linguistics that emerged in the 1960s, examines the mistakes made by second language learners This field focuses on how these errors reveal insights into the underlying processes of second language acquisition By understanding these mistakes, educators can enhance the quality of language learning and teaching.
THE STUDY
The research questions of the study
The stud y reported in th is thesis is to answer the questions:
1 What are common errors made by high school in the use of gerunds
2 What might be the causes of these errors?
3 What suggestions can be made in order to help students to obtain the correct use of gerunds.
Research setting
The research was conducted at Dinh Tien Hoang High School in Ninh Binh province, where English is a mandatory subject Students receive three forty-five minute English classes each week, totaling 60 periods over a 20-week term, as part of a three-year program.
Purpose of the study
The primary aim of the survey questionnaire is to assess eleventh-grade students' comprehension of gerunds and identify common errors made by these students at Dinh Tien Hoang High School during the 2011-2012 academic year.
The subject
This study involves 90 sixteen-year-old students from various areas of Hoa Lu district in Ninh Binh province, all of whom have been learning English for six years With strong skills in grammar and vocabulary, these students are well-prepared to participate in a variety of learning activities, making them suitable candidates for the test.
Description of data collection
In order to collect the data for the study, the material in use in the test was taken from grammar books concerned with the gerund
The test is based on the knowledge outlined in the 11th-grade English textbooks (new edition), ensuring that the tasks are appropriate for this level of study It comprises four sections.
1 Section 1: Choose the correct answer
This assessment is designed to evaluate students' understanding of gerunds through a series of 15 sentences Students are tasked with selecting the correct answers to complete each sentence within a 15-minute time frame.
2 Section 2 Give the correct form of the word
This section contains 20 sentences It requires students to finish in it 20 munites This exercise covers many cases of using gerund in English grammar
There are 10 sentences in this section And the allowed time is 20 munites It asks students to rewrite the sentences with the given words using gerund
4.Section 4 Rewrite the following sentences, using a gerund preceded by a personal pronoun or noun in the genitive case
This section has 5 sentences Students are asked to do the exercise in 10 munites
The aim of four sections is to test students’ knowledge of gerund.
Procedure
For the charactersistic of this particular study , its produre can be described in detailed as follow:
Ninety eleventh-grade students participated in a test with a time limit of 65 minutes, during which they were encouraged to work independently without copying from others To ensure the reliability and validity of the collected data, students were prohibited from using reference books or dictionaries and completed the test under the supervision of the researcher.
The researcher meticulously reviewed student tests to identify and mark errors related to gerunds Each identified error was then analyzed in detail, with the data analysis grounded in the theoretical discussion of learner errors presented in Chapter I.
Predictable errors and mistakes made by high school students
A study may overlook various potential errors in gerund usage, making it essential to anticipate and incorporate these errors into the research Based on the object and error analysis theory discussed in the previous chapter, I propose that these potential errors can be categorized into specific groups.
Type 1 Errors in the use of gerund as subjects
Type 2 Errors in the use of gerund as direct objects
Type 3 Errors in the use of gerund as objects of preposition
Type 4 Errors in the use of gerund as subject complements
Type 5 Errors in the use of gerund as adjective complements
Type 6 Errors in the use of gerund after some idiomatic expression
Type 7 Errors in the use of gerund after possessive
Type 8 Errors in the use of gerund after negative adjective no
Preliminary results and data analysis
2.8.1 Re sults of the section 1
Section 1 asked students to choose the correct answer to complete the sentences This section focuses on all of categories: subjects, direct objects, objects of preposition, adjective complements, idiomatic expression, possessive, negative adjective no As reviewed in chapter I, it seemed not to be easy for students to do exactly
With ninety students, there are 25 students giving full correct answers in the section 1 More than half students could give the right answers in some sentences
In a study involving 90 students, a total of 1350 answers were possible across 15 sentences The students achieved 926 correct answers, representing 68.6% accuracy, while 424 answers were incorrect, making up 31.4% Notably, the most frequent errors occurred with the use of gerunds as direct objects, with 115 incorrect sentences, which accounted for 27.1% of the total mistakes.
Type of Sentence Correct Incorrect errors number Number Percentage Number Percentage
Table 2.1 Result of section 1 2.8.2 Result of section 2
This section requires students to provide the correct form of verbs, focusing significantly on the use of gerunds Out of 90 students answering 20 sentences, a total of 585 errors were identified, resulting in an average error rate of 32.5% The most frequent mistakes were in type 2, related to the use of gerunds as direct objects, accounting for 152 errors, or approximately 26% of the total incorrect responses Conversely, the fewest errors occurred in type 4, concerning gerunds as subject complements, with only 31 errors, representing 5.3% of the total mistakes.
Table 2.2 Result of section 2 2.8.3 Results of the section 3
This section requires students to rewrite sentences using specified words, focusing on five key types of gerund usage Type 2 emphasizes the use of gerunds as direct objects, while Type 3 addresses gerunds functioning as objects of prepositions Type 4 involves gerunds serving as subject complements, and Type 5 highlights their role as adjective complements Lastly, Type 6 explores the use of gerunds following idiomatic expressions.
In an analysis of student writing, type 5 errors accounted for the highest percentage, comprising 72.2% of the total 90 sentences, with 65 errors identified Conversely, type 6 errors represented the smallest proportion, making up only 24.4% of the total errors The accompanying table details the various types of errors along with the counts of correct and incorrect sentences.
Sentence number in the section
Table 2.3 Result of section 3 2.8.4 Results of the section 4
This section aims to assess students' ability to use gerunds following possessive forms According to the statistics in Table 2.4, a total of 90 students completed 5 sentences each, resulting in a maximum of 450 correct answers Despite this, none of the students achieved a perfect score.
Table 2.4 indicates that students struggled significantly with using gerunds after possessives, resulting in a high number of errors Less than 50% of the students provided correct answers in this section, with only 166 correct responses, accounting for 36.9% In these instances, the accepted answers can be considered as the correct responses.
Sentence number in the section
In the total of sections, there are 630 sentences belong to type 1, the wrong sentences made by 90 students are 167, account for 26,5 % The type 2 ones are
Out of 630 total sentences, 468 are incorrect, resulting in a high error rate of 74.3% In type 3, which consists of 810 sentences, 313 are identified as wrong, accounting for 38.6% of the total Type 4 contains 450 sentences with 117 errors, representing a 26% mistake rate Type 5 includes 360 sentences, with 126 errors present Lastly, type 6 also comprises 360 sentences, with a notable number of incorrect sentences.
102 (28,3%) The type 7 consists of 720 sentences, the incorrect sentences are 363 (50,4%) And the type 8 embraces 360 sentences, the wrong sentences are 134 (37,2%)
Based on the survey analysis, the errors made by the students in grade 11 at Dinh Tien Hoang high school were noted as follows:
Type 1 Errors in the use of gerund as subjects 26,5 %
Type 2 Errors in the use of gerund as direct objects 74,3 %
Type 3 Errors in the use of gerund as objects of preposition 38,6%
Type 4 Errors in the use of gerund as subject complements 26 %
Type 5 Errors in the use of gerund as adjective complements 35 % Type 6 Errors in the use of gerund after some idiomatic expression 28,3 %
Type 7 Errors in the use of gerund after possessive 50,4 % Type 8 Errors in the use of gerund after negative adjective no 37,2%
From the data above, it can be identified which error level of the gerund is the highest and which is the lowest The order is as follows:
Type 2 Errors in the use of gerund as direct objects 74,3 %
Type 7 Errors in the use of gerund after possessive 50,4 % Type 3 Errors in the use of gerund as objects of preposition 38,6%
Type 8 Errors in the use of gerund after negative adjective no 37,2%
Type 5 Errors in the use of gerund as adjective complements 35 % Type 6 Errors in the use of gerund after some idiomatic expression 28,3 %
Type 1 Errors in the use of gerund as subjects 26,5 %
Type 4 Errors in the use of gerund as subject complements 26 %
Errors and their causes
2.9.1 Errors in the use of gerund as direct objects
The analysis reveals that errors in using gerunds as direct objects account for 74.3% of total mistakes among students Notably, no student exhibited a 100% error rate in this area The majority struggled to discern when to employ an infinitive versus a gerund after specific verbs that necessitate one or the other.
Students often struggle with grammatical rules, particularly when it comes to verb usage Certain verbs, including "deny," "risk," "enjoy," and "suggest," should always be followed by gerunds In contrast, verbs like "remember," "forget," "try," "regret," and "stop" require students to consider the meanings of the sentences to determine whether to use a gerund or an infinitive Understanding these distinctions is crucial for mastering verb forms in English.
2.9.2 Errors in the use of gerund after possessive
50,4 % of the errors involving in using gerund after possessives
There were 90 students whose percentage of errors is 100%.For instance:
What about my (come) to see you tomorrow?
According to gerund theory, as a noun, a gerund can be preceded by a possessive adjective or a noun in the possessive case When functioning as a subject, the use of the genitive case is necessary This issue arises from a limited understanding of grammatical rules.
2.9.3 Errors in the use of gerund as objects of preposition
The error rate for using gerunds as objects of a preposition is 38.6%, with no student achieving a perfect score in this area The highest error percentage, 63.7%, was observed in section 3 A significant portion of these mistakes involves the use of gerunds following the preposition "to," highlighting students' difficulty in distinguishing between "to" as a preposition and "to" as part of an infinitive.
He expressed a lot of interest in (apply) for this job
The main cause of this type of error is that the students did not learn grammartical structures in which the gerund is used
2.9.4 Errors in the use of gerund after negative adjective no
At Dinh Tien Hoang High School, a significant number of eleventh-grade students struggle with the correct use of gerunds following the negative adjective "no," with errors accounting for 37.2% of responses Notably, three students exhibited a troubling 100% error rate, highlighting a stark contrast to the nine students who made no mistakes This issue arises from a misunderstanding of the theoretical application of "no" as an adverb modifying certain gerundive phrases, particularly in constructions like "there + a form of be" and in prohibitions It appears that these students' errors stem from a lack of comprehension of the gerund concepts previously taught.
2.9.5 Errors in the use of gerun d as adjective com plem ent
At Dinh Tien Hoang High School, eleventh-grade students exhibit a 35% error rate in the use of "grunds" as adjective complements Notably, the highest concentration of errors occurs in section 3, where the error rate reaches 72.2%.
She felt awful (leave) him with all the clearing up
This typee of error is mainly caused by the limited knowledge about the grammartical structure It seemed to the students that only the infinitive is used after adjective
2.9.6 Errors in the use of gerund after som e idiom atic expression
The next level of errors made by 90 students is in using gerunds after some idiomatic expressios It is 28,3% The highest pecentage of this type of error is 33.9
It is no good (talk) to him
2.9.7 Errors in the use of gerund as subjects
The errors linked with the use of gerunds as subjects make up 26,5 % It has near least the wrong answers For example:
(Send) a telegram was faster than wrting a letter
The influence of a student's mother tongue can significantly affect their use of the English gerund In Vietnamese, a single word can serve as both a noun and a verb, leading students to incorrectly apply this rule to English Consequently, this results in common mistakes when using gerunds in English.
2.9.8 Errors in the use of gerund as subject com plem ents
The least common error in gerund usage occurs when gerunds are used as subject complements, accounting for only 26% of mistakes Analysis reveals that these errors stem from differences between Vietnamese and English In English, a subject complement must be a noun, which is formed by adding -ing to a verb In contrast, Vietnamese allows nouns and verbs to share the same form.
The things he enjoys are
A to eat and drink B eating and drink C eating and drinking
Correct answer: C eating and drinking.
FINDINDS AND IMPLICATIONS
Major findings
The study reveals that students frequently struggle with gerund usage, particularly in distinguishing it from the present participle A significant number of students fail to correctly use gerunds following direct objects and often find it challenging to determine when to use infinitives or gerunds after certain verbs.
Many students struggle with using gerunds after possessives due to a limited understanding of grammatical rules As shown in Table 2.3, a significant number of students find it challenging to use gerunds as adjective complements This difficulty arises from a lack of knowledge regarding grammatical structures, leading students to believe that only infinitives can follow adjectives.
The use of gerund after some idiomatic expressions and use of gerund as subjects are thought to be simpler for students Not many errors are made in these cases
In terms of error causes, the following findings have been obtained:
The majority of the identified errors fall under the intralingual category, primarily attributed to three key factors: ignorance of rule restrictions, hypothesizing false concepts, and overgeneralization.
- Poor grammartical rule is believe to be a main cause of error
- There are also mixed type of causes of errors.
Implications for teaching and learning gerund
From the major findings above, some following suggestions are made to improve the quality of teaching and learning Gerund at Dinh Tien Hoang high school
Teaching foreign languages is a complex process that requires teachers to possess both strong knowledge and patience Students rely on educators to help them understand gerunds and their significance through explicit instruction It is crucial for teachers to highlight the importance of gerunds in the English language by systematically introducing their definition, form, function, and meaning Furthermore, these concepts should be simplified and clarified to enhance student comprehension.
Next, the teachers should be aware of the importance of the production stage At this stage, students apply the theory learnt into the communicative process
Students should have more opportunities to use gerunds naturally, as this indicates successful language acquisition and mastery of grammatical rules By incorporating real-life situations in both spoken and written contexts, teachers can enhance students' creativity and understanding of gerunds.
To enhance understanding, teachers should clearly outline the differences between gerunds and present participles during lectures It is essential to explain when to use gerunds and highlight instances where both gerunds and infinitives convey the same meaning Providing a list of relevant verbs is crucial, particularly for those that can take either form Gerunds typically describe activities that are ongoing or repetitive and are often preceded by determiners such as "the," "my," "some," or "much." For example, "the swimming" illustrates this usage effectively.
I usually do the washing after meals.
Suggested exercises
Teachers can enhance students' understanding of gerunds by utilizing various exercises found in grammar textbooks To reduce errors in gerund usage, it is essential for educators to create targeted exercise types Here are some recommended exercise formats to consider.
1 Decide whether the underlined words are gerunds or present participles
2 Give the correct form of the words
4 Translate the sentences into English
The first exercise focuses on helping students differentiate between gerunds and present participles This activity is specifically designed to enhance their understanding of these two grammatical forms.
The second type of exercise focuses on mixing gerunds and infinitives, providing students with diverse sentence structures This approach helps learners reduce errors associated with these grammatical forms, enhancing their understanding and usage of gerunds.
The third exercise type aims to reinforce students' understanding of gerunds, focusing on their structures, functions, and meanings This exercise enhances students' comprehension, helping them reduce grammatical errors and misunderstandings Additionally, it aids in lessening the influence of their mother tongue, promoting greater accuracy in using gerunds.
Here are some suggested exercises which may help students support the knowledge about gerunds
Exercise 1 Decide whether the underlined words are gerunds or present participles
1 Talking in class disturbs the classmates
2 We sat beside a runing stream
3 The boys shouting the loudest were winners
4 My favourite exercise, playing tennis, is very benificial to my health
5 Is there any hope of getting tickets?
6 The approaching train is from Orleans
7 Leaving for work, I ran into an old friend
8 They are quite content with staying where they were
9 There was a smoking cigarette and in the ashtray
10 You can not make an omelette without breaking eggs
Exercise 2 Give the correct form of the words
1 Try (take) an aspirin You will feel better
2 She went on (work) eventhough it was late
3 We regret (inform) you that your application has been unsuccessful
4 Jane stopped (check) the oil level in the engine
5 The school does not allow (smoke)
7 I hate (do) the washing –up
8 I must pratise (speak) French more often
9 Don’t forget (buy) some milk on yourway home
10 Is there anything here worth (buy)?
11 I am used to (stand) in queues to buy tickets
12 He advised me (apply) at once
13 I am sorry for (make) such noise last night
14 I am ashamed (tell) you how much this carpet cost
15 After (have) a hot drink, I usually go to bed
16 What about (make) an early start?
17 He takes a great interested in (study) language
18 I used to (go)to the zoo when I was young
19 There is no (know/) that may happen
20 (Read) was a pleasure we all enjoyed
21 What we want is (make) a study club
22 They are fond of (climb) mountains
23 No (trespass) on these premises will be permitted
24 After I had been working for three hours, I stopped (eat) lunch
25 I tried (push) the car up the hill, but I could not move it
1 taking 2 working 3 to inform 4 to check
9 to buy 10 buying 11 standing 12 to apply
13 making 14 to tell 15 having 16 making
17 studying 18 to go 19 knowing 20 reading
21 making 22 climbing 23 trespassing 24 to eat
1 She ran five miles She did not stop.(without)
2 It is boring to spend the whole weekend in the dorm (spending)
3 My sister Vicki draws well (good at)
4 Calling Jim is pointless because his phone is out of order (use)
5 They attempted to put wire netting all around the garden (tried)
6 Jean managed to finish all her work on time (succeeded)
7 You should read this book beacuse it is interesting
8 It is dangerous to play with knives (playing)
9 Brenda really hates staying in expensive hotels (can’t bear)
10 Joe does not like it when people treat him like a child (resents)
1 She ranfive miles without stopping
2 Spending the wholw weekend in the dorm is boring
3 My sister Vicki is good at drawing
4.It is no use calling Jim because his phone is out of order
5 They tried to put wire netting all round the garden
6 Jean suceeded in fishing all her work on time
7 This book is worth reading beacuse it is interesting
8 Playing with knives is dangerous
9 Brenda can’t bear staying in expensive hotels
10 Joe resents being treated like a child
Exercise 4 Translate the sentences into English
2 Đọc cuốn sách đó thật phí thời gian
3 Anh ấy giỏi bơi lặn
4 Đọc Tiếng Pháp dễ hơn nói tiếng Pháp
5 Tôi nhớ là tôi đã được đưa tới Pari khi tôi còn nhỏ
6 Tôi không có ý định đi dự tiệc
7 Anh ta tiết kiệm tiền bằng cách ăn ở nhà
8 Tôi xin lỗi vì đã để cậu phải đợi
9 Sở thích của cô ấy là tiêu tiền vào việc mua sắm
10 Cậu phải xin phép trước khi sử dụng cái máy này
2 It was a waste of time reading that book
3 He is good at diving
4 Reading French is easier than speaking it
5 I remembe being taken to Paris when I was young
6 I have no intention of going to the party
7 He saves money by eating at home
8 I am sorry for keeping you waiting
9 Her hobby is spending money for shopping
10 You have to ask for permission before using this machine
To sum up, by doing these exercise types, students can master the gerund and minimize errors in the use of gerunds
Grammar plays a crucial role in language, yet it can be complex and challenging, causing difficulties for both beginner and advanced English learners This study aims to assist Vietnamese high school teachers and students, particularly in understanding the gerund, a grammatical category that often confounds learners By focusing on the errors made by 11th-grade students at Dinh Tien Hoang High School, the research seeks to identify common challenges in the use of gerunds, ultimately enhancing teaching methods and learning outcomes for Vietnamese students.
This thesis provides a comprehensive overview of the gerund, covering its definition, form, characteristics, functions, and usage Additionally, it clarifies the distinctions between the gerund and the present participle, ensuring a clear understanding of these grammatical concepts.
All the errors collected by means of an elicitation instrument full of contexual questions have been classified into eight subtypes:
Type 1 Errors in the use of gerund as subjects
Type 2 Errors in the use of gerund as direct objects
Type 3 Errors in the use of gerund as objects of preposition
Type 4 Errors in the use of gerund as subject complements
Type 5 Errors in the use of gerund as adjective complements
Type 6 Errors in the use of gerund after some idiomatic expression
Type 7 Errors in the use of gerund after possessive
Type 8 Errors in the use of gerund after negative adjective no
The analysis of errors identified in the literature review reveals several key causes, including mother tongue interference, overgeneralization, incomplete application of rules, ignorance of rule restrictions, and false concept hypothesized A significant number of these errors are intralingual, stemming from students' inadequate language knowledge Additionally, the analysis has yielded findings related to the use of gerunds, highlighting the complexity of language acquisition challenges faced by learners.
A study was conducted to assess eleventh-grade students' understanding of gerunds and identify common errors in their usage The results indicate that students at Dinh Tien Hoang High School frequently make mistakes when using gerunds.
The study reveals that students' limited understanding of gerunds and the negative impact of their mother tongue are significant causes of errors in learning To address these issues, several strategies have been proposed to minimize mistakes during the teaching and learning process These include various exercises designed to incorporate meaningful contexts and communicative purposes, which are essential for effective language acquisition.
Based on the findings, some suggested solutions to the problems have been made, as follows:
- Provide students with a knowledge of the gerund
- Clarify and simplify the gerund uses
- Distinguish the gerund from present participle
- Make lists of words related to uses of gerund
- Help students minimize the influence of the mother tongue
- Give students some techniques to help them memorize and use the gerund correctly
- Prove students with various types of exercises on the gerund
- Master the use of the gerund
- Do exercises relating to gerund as much as possible
- Learn by heart grammar structures in which gerunds are used
- Read the instruction and analyze the sentences carefully before doing exercies on gerunds
The current research is limited in time and scope, preventing it from addressing all issues related to learning gerunds Additionally, the findings are solely based on an analysis of errors made by students at Dinh Tien Hoang High School in Ninh.
Binh province aims to enhance English teaching and learning practices in Vietnam through this study Despite significant efforts, some mistakes and shortcomings are inevitable Constructive feedback from readers is highly appreciated to improve this work further.
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This survey questionnaire is designed for a study on the common errors in gerund usage among eleventh-grade students at Dinh Tien Hoang High School Your honest responses are greatly appreciated and will contribute to the research Please rest assured that your identity will remain confidential, as this study is solely for academic purposes Thank you for your assistance.
Section 1 Choose the correct answer
1 Would you mind my with you?” he asked, before I had finished speaking
2 I bought a new car instead of away on holiday
3 She is busy the housework
A Galahad’s arriving B Arrive C Galahad arriving
6 The things he enjoys are
A to eat and drink B eating and drink C eating and drinking
7 It was no use that I had not seen him, so I waved to him
8 coming in late is a big inconvinient
10 Our front gate is falling into pieces It really wants
11 There is no that she is very clever
12 It’s not worth angry with her
13 I have no choice except Erogbellow chairperson
14 There is no him”, said mother
A The playing of the ball games B The playing ball games C Play ball games
Section 2 Give the correct form of the words
17 There was no (light) fireworks that day
18 Some people think that the (sell) of bonds is benificail
19 (Vote) in every election is important
20 I have no objection to (hear) your story again
22 It is no use (expect) him to say thank you
23 I remember (read) about the earthquake in the papers
24 It is no good (talk) to him
25 (Send) a telegram was faster than writing a letter
26 No (smoke) is allowed in this classroom
27 What we want is (make) a study club
28 I regret(tell) him the truth
29 His responsibility is(drive) a car
30 She felt awful (leave) him with all the clearing up
31 (See) her so thin and pale shocked him
33 He expressed a lot of interest in (apply) for this job
34 What about my (come) to see you tomorrow?
35 Would you like to take a taxi instead of (go) by bus
36 He didn’t mind living alone because he has lived alone for 15 years
37 I’m sorry I didn’t go to university
38 If you work for this company,you have to travel a lot
Working for this company involves
39 This book is very interesting You should read it
40 Doing the same thing makes me bored
42 Why don’t we wait for the bus?
43 He is responsible to drive a car
44 “Remember to buy some notebooks for me!” she said
45 It minght be a good idea to use honey instead of sugar
IV Rewrite the following sentences, using a gerund preceded by a personal pronoun or noun in the genitive case
Example: We are all surprised that he made that mistake
We are all surprised at his making that mistake
46 It’s very kind of you to give me a lift.