The present progressive tense and errors made by pupils at Hanoi Technical and professional skills training school = ( Thì Hiện tại tiếp diễn và những lỗi học s20150227.PDF

iv

Table of contents

Declaration.................................................................................................

i

Acknowledgements....................................................................................

ii

Abstract......................................................................................................

iii

Table contents............................................................................................

iv

Part A: Introduction....................................................................

1

1. Rationale..................................................................................................

1

2. Aims of the study....................................................................................

2

3. Scope of the study...................................................................................

2

4. Methodology of the study.......................................................................

2

5. Significance of the study.........................................................................

3

Part B: Development.....................................................................

4

Chapter 1 - Literature review...................................................

4

1.1. Time - tense - aspect relationship........................................................

4

1.2. Present Progressive tense.....................................................................

5

1.2.1. Forms................................................................................................

5

1.2.2. Uses..................................................................................................

10

1.2.3. Signal words......................................................................................

11

1.2.4. Stative and Dynamic verbs................................................................

12

1.3. Present Progressive tense vs. Present Simple tense.............................

15

Chapter 2 - The Study......................................................................

18

2.1. Context of the study.............................................................................

18

2.1.1. Teachers............................................................................................. 18
2.1.2. Pupils.................................................................................................

18


v
2.2. Research questions................................................................................ 19
2.3. Subjects................................................................................................. 20
2.4. Data collection instrument.................................................................... 20
2.5. Data analysis procedure........................................................................ 22
2.6. Results & Discussion............................................................................ 22
2.6.1. Question 1.......................................................................................... 22
2.6.2. Question 2.......................................................................................... 24
2.6.3. Question 3.......................................................................................... 27
2.7. Summary and Recommendations.........................................................

29

2.7.1. Summary............................................................................................ 29
2.7.2. Recommendations.............................................................................

30

Part c: conclusion.........................................................................

37

References........................................................................................... 38

Appendices
Appendix 1. Test..........................................................................................

I

Appendix 2. Key.......................................................................................... III
Appendix 3. Procedures to present the PP tense.......................................... IV
Appendix 4. Video tasks to practise the PP tense........................................ VI


1

Part A: Introduction
1. Rationale

English is increasingly becoming an important language in the world nowadays. Its
significance is reflected in the fact that almost everyone learns it in order to communicate
with people from a different country. Actually, English is being recognized as a means of
global communication.
As a part of the integrated world, Vietnam is trying to improve its English language
education in many parts of the country from urban to rural, and even mountainous areas.
Teachers as main agents in the classroom can investigate existing serious problems, carry
out research, and seek solutions to these problems to eradicate them from the classroom. In
this way, they will contribute to the overall improvement of the quality of English
language teaching and learning in their schools in particular, and in Vietnam in general.
This study has been done based on this background.
For my school, Hanoi technical and professional skills training school, English is
still considered a minor subject, and the pupils‟ general level of English is rather limited.
Here, teaching English mainly focuses on grammar, which occupies most of teachers and
pupils‟ study time and takes the considerable percentage in tests and exams. Nevertheless,
the result of this investment is not much optimistic.
Although the Present Progressive tense is a common tense which is often taught
carefully, pupils still make quite a lot of errors in terms of form and use. For example,

instead of speaking or writing He is studying English, these pupils produced sentences like
He studying English or He is studing English, etc. In addition, not few of them have
difficulty in distinguishing between this tense and the Present Simple tense, so they often
make errors such as I live with my friends right now. This is mostly evident through their
practice and test results, as observed by the researcher before this study was carried out.
In this circumstance, although documents on the Present Progressive tense are
available, most of them are not full and detailed. Besides, errors on this tense are rarely
mentioned except for in the Master thesis of Pham Viet Huong (2003) named The English
present tenses in comparison and contrast with Vietnamese equivalent expressions. In her
study, common errors and solutions are given but in such a general way. In addition,
studies conducted at vocational schools are rather spare.


2
For the above mentioned reasons, the study entitled The Present Progressive tense
and errors made by pupils at Hanoi technical and professional skills training school has
been carried out.

2. Aims of the study

This writing provides knowledge of the Present Progressive tense fully and
systematically as the theoretical framework to investigate common errors made by pupils
at Hanoi technical and professional skills training school, through which offers
recommendations for teaching the tense.

3. Scope of the study

This study is limited to the investigating of written errors which are common on the
forms and uses of the Present Progressive tense plus some distinctions with the Present
Simple tense. The study is carried out on 50 pupils of the first year who are studying

English at school.

4. Methodology of the study

First of all, information about the Present Progressive tense in reliable websites and
prestigious books was collected, analyzed and synthesized in the literature review. Next, in
the study, the quantitative technique ( a multiple-choice test ) was employed. Besides, a
simple descriptive statistics was applied in the data analysis procedure.

5. Significance of the study

This writing offers a full and detailed look at the Present Progressive tense as both
the studying and teaching materials. Besides, common errors mentioned in the study are
really helpful especially to non-experienced teachers. More importantly, recommendations
given are not useful only to this tense but other tenses as well. Finally, this study provides
an overview of teaching and learning at a vocational school as inspirations to following
studies on this subject.


3

Part B: Development
Chapter 1 - Literature review

In this chapter, knowledge of the Present Progressive tense, also called the Present
Continuous tense is provided fully and systematically as the theoretical framework for the
investigations of common errors in the following chapter. Besides, as Present Progressive
(PP) is sometimes mistaken with Present Simple (PS), some comparisons between two
tenses are also mentioned. However, before coming to the main part about PP, a brief
discussion about time – tense - aspect relationship is necessary.

1.1. Time - tense - aspect relationship

“Time is a universal, non-linguistic concept with three divisions: past time, present
time and future time. The concept is universal in that the units of time are extra-linguistic:
they exist independently of the grammar of any particular language.” (Quirk and
Greenbaum, 1972: 84)
Tense is relative to the time closely. It expresses the point of the time. English tense
has two, the past tense and the present tense. The past tense expresses the past events and
the present tense expresses the present events. For example, "work" is the present tense,
when "ed" is added, "worked" is the past tense. If we express the future, we can use "will"
or "shall" etc, but these are not admitted as the future tense yet. "Will" and "shall" have not
only the future meaning but also the mood as the modal auxiliary. Therefore, we use the
future expression instead of the future tense/ form.
Aspect means an act in a state, which is expressed with a grammatical form. And
aspect can be classified into three: simple, progressive and perfective. The simple aspect is
the simple forms, the present simple form, the past simple form and the future simple form.
The progressive aspect is the progressive forms, etc. Aspect is relative to the time closely
like tense. For example, the perfective aspect means the relationship between a completive
event and the time, and the progressive means the durative or temporary act, etc.
(Source: />

4
1.2. present progressive tense
1.2.1. Forms
a) To be
The verb “To be” seems to be the most irregular verb in the language.
Present Tense
I am
He/ She/ It is

We/ You/ They are
Past Tense
I/ He/ She/ It was
We/ You/ They were
Progressive Form (present participle)
I am being, etc.
Perfect Form (past participle)
I have been, etc.
We must choose carefully among these various forms when selecting the proper
verb to go with our subject. Singular subjects require singular verbs; plural subjects require
plural verbs. That's usually an easy matter. We wouldn't write: The troops is moving to the
border. But some sentences require closer attention. Do we write: The majority of students
is (or are) voting against the referendum?
We can create negative statements by adding the word “not” after the verb “To be”.
E.g. He is not studying.
And create interrogatives by inverting the order of subject and the verb “To be”.
E.g. Is he studying?
A form of the verb “To be” is combined with a past participle to create the passive.
E.g. She is chased everywhere.
The “To be” verb can be combined with other modal forms (along with the past
participle of the main verb) to convey other kinds of information.
E.g. The wall may be rebuilt.
Notice that adverbs of frequency normally appear after forms of “To be”
E.g. They are never on time.
(Source: />

5
b) Present participle
We form present participle by adding the suffix ing after verb bare infinitive:
V-ing = V + ing.

E.g.
infinitive

present participle

work

working

play

playing

sleep

sleeping

eat

eating

go

going

do

doing

However, some verbs change their spelling when the ending ing is added to form the

present participle.
 Verbs ending in a silent e
The silent e is dropped before the ending ing is added.
E.g.

close

closing

dine

dining

leave

leaving

move

moving

When e is not silent, it is not dropped.
E.g.

be

being

see

seeing

 Verbs ending in ie
The ie is changed to y before the ending ing is added.
E.g.

die

dying

lie

lying

When a verb ends in y, no change is made.
E.g.

fly

flying

play

playing


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 One-syllable verbs ending in a single consonant preceded by a single vowel
Except in the case of the final consonants w, x and y, the final consonant must be
doubled before the ending ing is added. The reason for this is to reflect the fact that the

pronunciation of the single vowel does not change when the ending ing is added.
E.g.

nod

nodding

dig

digging

run

running

clap

clapping

set

setting

 Verbs of more than one syllable ending in a single consonant (Except w, x or y)
preceded by a single vowel
The final consonant is doubled to form the present participle only when the last
syllable of the verb is pronounced with the heaviest stress.
E.g.

expel

expelling

begin

beginning

occur

occurring

omit

omitting

Note that British and American spelling rules differ for verbs which end in a single l
preceded by a single vowel. In British spelling, the l is always doubled before the ending is
added. However, in American spelling, verbs ending with a single l follow the same rule as
other verbs; the l is doubled only when the last syllable has the heaviest stress.
E.g.

American Spelling British Spelling

signal

signaling

signalling

travel

traveling

travelling

compel

compelling

compelling

propel

propelling

propelling

From these examples it can be seen that the American and British spellings for verbs
ending in a single l differ only when the last syllable does not have the heaviest stress.
 Verbs ending in ic
The ic is changed to ick before the ending ing is added.
E.g.

panic

panicking

picnic

picnicking

7
traffic

trafficking
(Source: />
Further information can be found in “List of irregular verbs” (Turton & Heaton,
1996: 368-369).
c) Structures
The Present Progressive tense is formed with present tense of auxiliary “be” and
present participle.
am/ is/ are + V-ing
 Positive structure
S+

am/ is/ are
‟m/ ‟s/ ‟re

+V-ing.

E.g. I am staying at home = I’m staying at home.
He is sleeping. = He’s sleeping.
Their children are playing football. = Their children are playing football.
 Negative structure
We add the word not after Am/ Is/ Are to form the Negative.
am/ is/ are + not
S+ ‟m/ ‟s/ ‟re + not

+V-ing.

isn‟t/ aren‟t
E.g. I am not staying at home = I’m not staying at home.
He is not sleeping. = He’s not sleeping. = He isn’t sleeping.
They are not playing football. = They’re not playing football. = They aren’t
playing football.
 Interrogative structure
We invert Am/ Is/ Are before “S” to form the Interrogative.
 Yes/ No questions:
Am/ Is/ Are + S + V-ing?
- Yes, S + am/ is/ are.


8
- No, S + am/ is/ are + not.
The contraction is not included in the structure above.
E.g. Is he sleeping? – Yes, he is.
Are their children playing football? – No, they aren’t.


Note: Normally, when “S” in the question is the first person, “S” in the answer is the
second person and vice versa.
E.g. Are you staying at home? - Yes, I am.
- No, I’m not.

 WH- questions:
We add question words like who, whom, what, which, where, when, why, how, etc
at the beginning of the question.
WH- + am/ is/ are + S + V-ing?
E.g. Where are you staying?

What is he doing?


Note: In the question for the subject, “S” is omitted and is is commonly used instead of
are.
E.g. Who is speaking?

 Negative – interrogative structure
( WH- ) +

am/ is/ are + S + not
isn‟t/ aren‟t + S

+ V-ing?

E.g. Isn’t he sleeping? – Yes, he is. He is sleeping.
Why aren’t you staying at home?


Note: We use contractions in informal situations.

1.2.2. Uses
In English, the Present Progressive tense is usually used to express continuing or
ongoing actions which are taking place at the moment of speaking or writing. Specific uses
are mentioned below.


9
a) Firstly, we use it for things that are happening at the moment of speaking.
E.g. I’m working at the moment.

Please call back. We are eating dinner.
Julie is sleeping.
You are studying the present continuous tense.
b) We can also use this tense for temporary situations, when we feel something will not
continue for a long time.
E.g. She’s staying with her friend for a week.
I’m living in London for a few months.
John’s working in a bar until he finds a job in his field.
I’m reading a really great book.
c) We can use the present continuous tense to describe habits which are temporary or new.
E.g. He’s eating a lot these days.
She’s swimming every morning (she didn’t used to do this).
You’re smoking too much.
They’re working late every night.
d) Another present continuous use is for describing annoying habits, when we want to
show that something happens too often and we do not like it. In this case we need to use an
adverb like „always‟, „forever‟, „constantly‟.
E.g. You’re always losing your keys!
She’s constantly missing the train.
He’s always sleeping in.
They’re forever being late.
e) The next use is for describing definite future arrangements (with a future time word). In
this case we have already made a plan and we are pretty sure that the event will happen in
the future.
E.g. We’re going to the beach at the weekend.
I’m leaving at three.


10
They’re coming to the party at the weekend.

I’m meeting my father tomorrow.
f) Finally, we use this tense to talk about a situation which is changing slowly.
E.g. I’m getting better at playing the piano.
The weather is improving.
(Source: />
1.2.3. Signal words
Signal words used with the PP tense are divided into two groups.
a) Signal words describing actions happening now
 now, right now, just now, for now, for a little while, at the moment, at present,
presently (= now)
E.g. Now he is studying in Paris.
Your proposal is presently being considered.
 After imperative
E.g. Look! Colin is playing football.
 While + present situations
E.g. Colin is playing football while Anne is watching TV.
b) Signal words describing actions in the future.


today, tonight, this week/ month/ year/ summer, etc.



tomorrow, next week, etc.
E.g. I’m meeting my father tomorrow.
These signal words are quite useful in identifying the PP tense. However, “Tagging

the adverbs and the expressions which use the present continuous can also be counterproductive. Many languages rely entirely on adverbs to express that an action is temporary,
and it is a problem for many learners to get used to verb form (i.e. continuous aspect) to
express this in English.” (Parrott, 1999: 159)

1.2.4. Stative and Dynamic verbs


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a) In English language, there are verbs that are not normally used in Progressive tenses,
because they describe states rather than actions. They are called stative verbs, including:
 Verbs of Inert Perception and Cognition
abhor

guess

mind

satisfy

adore

hate

perceive

see

astonish

hear

please

smell

believe

imagine

prefer

suppose

desire

impress

presuppose

taste

detest

intend

realize

think

dislike

know

recall

understand

doubt

like

recognize

want

feel

love

regard

wish

forgive

mean

remember

E.g. I detest chocolate, but not I am detesting chocolate.
I prefer cinnamon toast, but not I am preferring cinnamon toast.
 Relational Verb
be

depend on

involve

possess

belong to

deserve

lack

require

concern

equal

matter

require

consist of

fit

need

resemble

contain

have

owe

seem

cost

include

own

sound

E.g. I am sick, but not I am being sick.
My brother owes me ten dollars, but not My brother is owing me ten dollars.
b) The verbs that can be used in Progressive tenses are called dynamic verbs, including:
 Activity Verbs
abandon

eat

play

throw

ask

help

rain

whisper

beg

learn

read

work


12
call

listen

say

drink

look at

write

slice

E.g. I am begging you.
They will be playing upstairs.
 Process Verbs
change

grow

slow down

deteriorate

mature

widen

E.g. The corn is growing rapidly.
Traffic is slowing down.
 Verbs of Bodily Sensation
ache

feel

hurt

itch

E.g. I am feeling bad.
 Transitional Event Verbs
arrive

fall

leave

die

land

lose

Progressive forms indicate the beginning of an event, as opposed to the simple
present tense.
E.g. She was falling out of bed [when I caught her] as opposed to
She falls out of bed every night.
 Momentary Verbs
hit

kick

nod

jump

knock

tap

Progressive forms indicate little duration and suggest repetition.
E.g. She is hitting her brother.
He is jumping around the house.

These categories and lists are derived from Quirk and Greenbaum (1993: 46-47).


13
c) Some verbs can be both stative and dynamic verbs depending on their meanings.
State

Action

I think she’s rich. (= I believe)

I‟m thinking about your plan. (= I‟m considering)

He has a pet dog. (= He owns)

He‟s having dinner now. (= He‟s eating)

I see you’re in troubles. (= I understand)

I‟m seeing my lawyer tonight. (= I‟m visiting)

The milk tastes awful. (= It has a bad

He's tasting the sauce. (= He's trying its flavour)

flavour)
Your hair looks great. (= It appears)

She's looking at some old photographs. (= she's
examining)

1.3. Present Progressive tense vs. Present Simple tense
Because the PP tense is sometimes mistaken with the PS, some comparisons
between two tenses are discussed here. Nevertheless, first of all an overview of the PS
tense may be useful.
 Forms
( + ) S + V/ Vs.
(-)

S + don‟t/ doesn‟t + V.

( ? ) Do/ Does + S + V?
E.g. She goes to school.
 Uses
 Truths or facts that are true
 Present habits, customs and abilities
 Perceptions, feelings or states that occur at the moment of speaking.
 Future reference (for timetables) esp. with verbs: leave, go, walk, arrive, come, get,
start, begin, etc.
 Signal words
Use adverbs of frequency like always, never, etc.
E.g. Jason goes jogging every morning.
 Stative and Dynamic verbs
Use both stative and dynamic verbs.


14
E.g. I like ice-cream.
He usually gets up at 6 a.m.
( Source: />

Now, let us compare the PS with PP tense, mainly to point out differences between
the two tenses.
a) Forms
Present Simple

Present Progressive





infinitive

form of be and verb + ing

(3rd person singular: infinitive + s)
I speak
he / she / it speaks

he / she / it is speaking

Exception when adding s: After a consonant, 

Exception when adding ing: Final ie

the final consonant y becomes ie.

becomes y.

worry - worries



I am speaking

lie – lying

b) Uses
Present Simple

Present Progressive





something happening in general

something happening right now

Colin plays football every Tuesday.



present actions happening one after another 

present actions happening at the same time

First Colin sleeps, then he studies.



Look! Colin is playing football now.

Colin is sleeping and Anne is studying.

timetable or schedule



The film starts at 8 pm.


daily routine
Bob works in a restaurant

c) Signal words

arrangement for the near future
I am going to the cinema tonight.



limited period of time
Jenny is working in a restaurant this week.


15
Present Simple

Present Progressive

Use „always‟ with general habits

Use „always‟ with annoying habits

I always go to school on Mondays.

He’s always sleeping in.

d) Stative and Dynamic verbs
Present Simple

Present Progressive

Use stative verbs

Not normally use stative verbs

I prefer cinnamon toast.

I am preferring cinnamon toast.

(Source: />
Besides, detailed differences on uses can be found in Eastwood (2005: 38-53).


16

Chapter 2 - THE STUDY

In the previous chapter, knowledge of Present Progressive tense is provided fully
and systematically. It is the theoretical framework for investigations of common errors on
forms and uses of the PP tense made by pupils at Hanoi technical and professional skills
training school (Hatechs). Subsequently, recommendations for teaching the tense are
offered in this chapter.

2.1. Context of the study
2.1.1. Teachers
Teachers at this school belong to different generations and thus have different
points of view in teaching. Older teachers seem quite conservative; and do not like any
changes in teaching. Perhaps, they think they are more experienced and their ways of
teaching are more suitable; therefore, they want younger teachers to follow them. The
younger appear to have a lot of ambitions and renovations in teaching but have no chance
to carry them out and also have little autonomy in what, how, when to teach. This probably
decreases their motivation in their jobs. Sometimes, the disagreement in teaching among
teachers makes the workplace stressful and partly causes worries in pupils.
Older or younger as they are, they often have to teach many more periods than
defined. So, maybe they do not have enough time and energy for improving their lesson
plans and searching for supplementary teaching materials for lessons in class. Their
teaching, thus, seems to be not attractive enough to pupils.
In addition, the teachers‟ salary is too low to pay for living costs, so most of them
have to take part-time jobs as contracted teachers at other schools, tutors or translators.
These part-time jobs can even help them earn much more money than the salary they
receive at school every month, which undoubtedly distracts them from their teaching at the
school.
2.1.2. Pupils
The pupils here are from different regions throughout the country; some of them
are city dwellers, some others come from the rural, the mountainous, and even coastal
areas, so they have different backgrounds, which creates various learning styles among the
learners here.

17
Besides, pupils‟ ages are not the same. While most are at the age of eighteen, there
are some about ten years older, even older than several teachers. At times, they rebel in
class and make bad examples to their classmates. Therefore, class management is
sometimes quite difficult.
Despite differences in regions and ages, it is likely that these pupils share the same
limited abilities, failing the entrance examinations into colleges and universities. Thus,
they seem to have no choices except for going to vocational schools. They attend this
school as the last resort and have no motivation in studying. Most just cope with studying.
Some even come to class only for roll-calling in order to have enough conditions to take
final examinations. In class, these pupils often do their private business like reading stories,
listening to music, playing games, chatting, etc. Some others come to class with tiredness
which is the result of part-time jobs. Learning appears to be something out of their
concern.
Whereas, English, the subject requires learners‟ hardness, is only a minor subject.
Therefore, the pupils are not very interested in learning it, which makes the prospect of
English learning at this school dim. However, the result of their study is not so low because
most of them cheat in examinations and the majority of teachers ignore this.

2.2. Research questions

Focusing on the understanding of the Present Progressive tense of pupils at
Hatechs, this paper seeks to obtain data that answer the following research questions:
1. To what extent do pupils at Hatechs make errors on forms and uses of the Present
Progressive tense?
2. To what extent can pupils at Hatechs distinguish Present Progressive tense with
Present Simple tense?
Answers for these questions can be obtained through detailed discussion on errors

made by pupils in the area of the Present Progressive tense.

2.3. Subjects

The population of the study was about 403 first - year pupils of Hatechs. Through
systematic sampling, 50 pupils were chosen.


18
More than three-fourths of the subjects scored the average marks (from 5 to 7) in
the Exam 1 of English, so the results can reflect the general performance of all. Since these
pupils were in moderate proficiency categories, it could be assumed that the degree of
diversity was reasonably low and that a sample of data elicited from 50 subjects would be
sufficient. Prior to collecting the sample, the researcher was aware that certain variables,
particularly previous training in the language and intelligence quotients, might have
affected their performance on the grammar test. However, this study did not aim at
investigating the correlation between their performance on a grammar test and other
possible independent variables such as proficiency levels or intelligence quotients.

2.4. Data collection Instrument

According to Bachman (1990: 68), “Language tests can also be used in research”
and “Responses to language tests can provide a rich body of data for the identification of
processing errors and their explanation”. Consequently, this study was based on a grammar
test consisting of three questions aiming at investigating pupils‟ errors on the Present
Progressive. The questions in the design of multiple-choice items were useful in measuring
the subjects‟ errors on forms and uses, and on distinctions between PP and PS.
The first question consisted of six items assessing the subjects‟ errors on verb
forms of PP. The matters tested were: auxiliary Be and its existence; present participle: its
existence and formation; structures of positive, negative and interrogative together with

PS‟s interference. Each of them was tested two times in two items apart from each other to
guarantee the result. In each item, there were four options equaling to 25% of the ability to
have the correct answer. The choices competed in some way with the correct one,
appearing to be correct to any subject who was uncertain of the grammatical option.
Correct answers were placed in different locations (choice A, B, C or D) so that testees
who answered only by guessing only got as many as one-third of the point of the question,
which was not desired by any testees.
The second question consisted of eight items assessing the subjects‟ ability to the
correct use of PP. Four common uses were tested. They describe: A. Actions happening at
the time of speaking, B. Actions happening around the time of speaking, C. Changing
situations, and D. Definite future arrangements. Each use was questioned two times in two
items separated from each other to ensure the truth of the result.


19
The third question focused on the distinctions between PP and its commonly
mistaken tense, which is PS. It had eight items in the form of pairs: one in PP and the other
in PS, which were disordered. Because some differences on forms had been mentioned in
question 1, this question only paid attention to those on uses. The question gave the
situations in which pupils often meet difficulties in deciding the correct tense to use. In
each item, the requirement to use one or the other tense was signaled to the pupils via
signal words like now, look, etc, or contexts like at the party, the doorbell rings, etc, or
time-related verbs like begin, arrive, etc. Finally, like the two previous questions, each
difference was mentioned two times in two items separated from each other to guarantee
the result of the study.
The multiple-choice items were used (instead of a composition) in this study
because: first they were convenient to code and analyze and could avoid off-the-wall
responses, second they ensured that the subjects could select among alternatives that were
likely to cause difficulties, and last they could measure the subjects‟ ability to make fine
discriminations. The major advantage of the multiple-choice items was that they required

the subjects to discriminate among alternatives which needed a level of mastery that a free
response item might not be able to detect. The incorrect alternatives provided clues to
misunderstandings or confusions that needed attention or correction. And finally, before
decisions were made on the options to be included as distracters, informal observations
were conducted during a period of three months.
The test was administered to the subjects after they had learnt the lessons about PP
and comparisons between PP and PS.

2.5. Data analysis procedure

In this study, a simple descriptive statistical procedure was used when considering
the data in terms of percentages of subjects' errors which were grouped into types. Then
these percentages were compared with those in items testing the same problems in order to
identify the average percentage of each error type made by the subjects. Besides, possible
causes were also pointed out as explanation for their errors.

2.6. Results and Discussion


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2.6.1. Question 1
Table 1. The result for Question 1 in terms of percentages of the subjects‟ choices.

Choice

A

B

C

D

1.

8

16

46

30

2.

10

14

20

56

3.

18

54

12

16

4.

16

6

26

52

5.

8

14

58

20

6.

20

62

14

4

Item

From the table above, detailed discussion is made to make out the percentages of
the subjects making the same types of errors and their possible causes. In order to make
comparisons, items testing the same problems are paired as follows:
- Items 1 and 4:
1. Look! Mary and John .......... on the playground.
A. runing

B. running

C. are running

D. are runing

In this item, 24% of the subjects chose either A or B with the false belief that V-ing
without auxiliary Be is enough for the verb of the PP. This might be for they had forgotten
the structure of PP. Besides, by choosing A or D, 38% of all believed the formation of Ving to the verb “run” is not an exception. In fact, “run” is the verb of one syllable ending
with one consonant preceding by a unique vowel, so we have to double the final consonant
before adding –ing. It is likely that these pupils did not remember this exception.
4. Her son .......... abroad this year.
A. studying

B. studing

C. is studing

D. is studying

22% had wrong choices of A or B for believing that only present participle is
enough for the PP. B or C were chosen by 32%, who mistakenly thought ending “y” must
be omitted before –ing is added. Maybe, these pupils mistook the adding of –ing with that
of –s.


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The percentages of the subjects making errors in item 4 is nearly the same with that
in the item 1, which asserts the trustworthiness of the result, that is less than one-fourth of
the subjects omitted Be in the structure of PP and around one-third did not grasp the
formation of present participle.
- Items 2 and 5:
2. Turn off the TV. They .......... the film.
A. not are watch

B. are not watch

C. arent watching

D. aren‟t watching

As for item 2, 24% of the subjects had wrong choices of A or B with the false
belief that PP is formed by Be plus V-inf. Besides, 30% choosing A or C seemed to be
unaware of the position of Not and its contraction although this matter they had learnt
since the beginning of the course.
5. Talk aloud! The baby .......... .
A. not is sleep

B. isn‟t sleep

C. isn‟t sleeping

D. isnt sleeping

22 % of all chose either A or B for they believed that Be plus Vinf is the formation
of PP.
By choosing A or D, 28% of the subjects did not know the position of the negative
word Not and its contraction.
These percentages are similar to those of the above item, which shows the
trustworthiness of the result, which is less than one-fourth of the pupils omitted -Ing in the
structure of PP and the equal percentage did not know how to use Not.
- Items 3 and 6:
3. Listen! What .......... about?
A. she is talking

B. is she talking

C. do she talking

D. does she talking

For this item, choosing either C or D showed that the knowledge about the form of
PS was interfering the learning of PP among 28% of the subjects. About 18% choosing A
did not remember to invert Be before Subject in the interrogative structure of PP.
6. Hey! Who .......... for?
A. you are waiting

B. are you waiting

C. do you waiting

D. does you waiting

18% chose C or D, which indicates the interference of the form of PS to the
formation of PP. One-fifth who chose A had forgotten the disordering between the Subject
and the Auxiliary in the question structure of the tense.


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The percentages of the subjects recorded in these two items are not much different,
which asserts the trustworthiness of the result, that is around one-fourth were affected by
the previous learnt tense (PS) in forming the structure of the now learning tense (PP).
Besides, one-fifth of all had problem with the inversion of auxiliary.
2.6.2. Question 2
Table 2. The result for Question 2 in terms of percentages of the subjects‟ choices.
Choice

A

B

C

D

Item
1.

28

8

48

16

2.

38

46

6

6

3.

14

6

4

76

4.

82

8

6

4

5.

36

46

6

8

6.

86

6

2

6

7.

32

8

44

16

8.

10

8

6

74

From the table above, detailed discussion is made to make out the percentages of
the subjects choosing the wrong uses and their possible causes. In order to make
comparisons, items testing the same uses are paired as followed.
- Items 4 and 6:
4. ..........Husband: Can you take the phone?
Wife: Sorry! I‟m having a bath.
Regarding this item, 82% of all had the correct answer. These pupils thought the
action “having a bath” is happening at the time of speaking because “having a bath” is the
reason for not taking the phone.
6. ..........The doorbell rings.
Wait a minute! I‟m washing the dishes.
Findings for the aforementioned item were cooperated by those for this item with

86% choosing the correct answer. They believed that the action “washing the dishes” is


23
happening at the time of speaking because “washing the dishes” is the reason for inability
to open the door immediately and the person outside has to wait.
In brief, more than four-fifths of subjects grasped the first use of PP. This use
seems to be no problem to them.
- Items 2 and 5:
2. ..........At the party.
Tom: What are you doing these days?
Daisy: I‟m taking the final exam.
Realizing that the action “taking the final exam” happens around the time of
speaking, 46% had the correct choice. 38% chose the first use for not paying attention to
the context of the conversation “At the party”, because no one can take the exam at the
party, and the action of “taking the final exam” cannot happen at the time of speaking.
12% were affected by the time signal “these days”, so thought the action here is either a
changing situation or a definite future arrangement.
5. ..........They are in the cafe. He says: I‟m writing a love story.
46% chose the correct answer for realizing the action “writing a love story”
happens around the time of speaking. 36% chose the first use for not pay attention to the
context “They are in the cafe”, he cannot write a love story there, so the action of “writing
a love story” cannot happen at the time of speaking. 14% thought the action here is either a
changing situation or a definite future arrangement.
Generally, nearly half of the subjects understood the second use of PP to express
actions happening around the time of speaking. Not less much (about 10%) affected by the
popularity of the first use. The rest still mistook the second use with the third and fourth
use.
- Items 1 and 7:
1. ..........Her English is getting better.

As for this item, 48% of the subjects had the correct choice. Except for this, 36%
still thought the action “is getting better” is happening at or around the time of speaking;
maybe because they did not pay attention to the verb “get”, which is used here to imply
changing. 16% believed this PP is used to express a definite future arrangement. These
pupils may have forgotten that to this fourth use, future time signals are required.
7..........The population of the world is rising very fast.