Bài thi Phương pháp Nghiên cứu khoa học

Assignment requirements
Name:
Class:
Subject: Research Methodology
Topic: A study on common basic grammar mistakes made by
VNU (Vietnam National University) elementary non-gifted
English undergraduates in their writings.

CONTENT
I.

Rationale
Nowadays, language teaching methods in Vietnam have been
set in the traditional teacher- centered educational system and the
teachers are the almost all sources of knowledge with one-way
interaction. Therefore, students tend to beleive in all that the
teachers give them. This has led to boring lessons and ineffective
learning process. In schools the class attendance is obligatory, but
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in universities the students are allowed to be absent with some
percentage of the course time. In reality, many much frequently
absent students are allowed to take the final exam by their
teachers. Therefore, although they finished their pre- intermediate
course, the result of their English competence is not good because
of their not practicing English and frequent absence due to not
liking the lessons.
Writing is one of skills affected by the above problem. In
addition, in Vietnam, writing is not only taught in schools from
the first grade to the twelfth grade but also in university. As a

result, there is a large gap between the four skills. Reading is
better than writing, speaking and listening. However, at the
present, with the actual need of using English in many areas such
as

politic,

culture,

tourism,

economic

and

international

cooperation with all countries in the world, many employers
recruit prospective workers with at least intermediate level.
English has been taught to people who have not graduated
from university for many years. In universities, one of the

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requirements for graduated students is to be able to read
professional documents in their fields for further study, or future
jobs. Therefore, ESP was first introduced into the syllabus nearly
ten years ago. However, the current course is not well – received
by the learners because of its failure to match their needs,

interests, and learning preferences. This reality makes it necessary
to have the course evaluated by the learners. If appropriate,
modifications are to be necessary made for the improvement of
the course quality.

II.

Aims of the Study
This study aims at several points:

−

It’s aims to help students distinguish how to use grammar in

−

speaking and writing clearly.
It can improve knowledge about understand for student. So
students can apply them well and use them easily and avoid
misunderstanding and confusion.

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−

It discuss some problems learners of English face when study
grammar and suggests some solutions to overcome those

−

problems.
I hope that this study will be an useful material for the English
students who are interested in grammar especially in Vietnam

−

National University.
What will be investigated in the research?
Giving the definition of English grammar sentences and its

−

semantic, syntactic functions.
Describing and clarifyingdifferent types of grammar English

−

−
−

−
−

sentences.
Identifying common mistakes made by Vietnamese learners.
To work out to study on common basic grammar mistakes made
by VNU
Suggesting solutions to overcome these mistakes.
To draw out the strategies/procedures/ methods that may apply to

study on common basic grammar mistakes made by VNU.

III.

Research questions
My grammar will focus mainly on describingand analyzing
the most common structures and how to use of simple grammar
mistakes.

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Description and classification of English grammar than to
Wietnamese grammar which make my writing more helpful and
more practica for the learner of English.
I shall only bring out the most striking differences between
the two languages to help those interested t avoid possible
delorable mistakes in using this grammar.
Within the shortest of time, experience and references, my
graduation paper can not cover all aspects sentence meaning. Its
mainly focus on the main features of detonation and connotation
in English and give types examples for illustration.
Research questions
−

What are the similarities to study on common basic grammar
mistakes made by VNU?
What are the strategies/ procedures/methods that appropriate
to use grammar mistakes by NU?

IV.

Scope of the study
A study in 30 % students of Vietnam National University.

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V.

Methods of Study
On the completion of the thesis, the researcher went through
the following steps
Building up a theoretical background by reviewing the
writing.
Collecting and grouping English sentences plans and their
Vietnams

equivalents

for

description,

analysis

and

inclusion.Drawing out strategies, procedures and methods in the
research of English grammar. The main method is dialogue.

The research paper comes into three parts which the second
in the most important
VI.

Tentative Design of the study
The research paper comes into three parts which the second
in the most important

VII.

Outline of Literature Review
1. Key concepts
Cartoonist Doug Larson once observed: "If the English
language made any sense, a catastrophe would be an apostrophe
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with fur" [The Quotations Page]. Given the rules and the multiple
exceptions to every rule that characterizes the English language,
there are many sites on the web that discuss how to avoid
mistakes in grammar and word usage.
1.1.

Missing commas to set off nonessential information

Commas are used to call attention to information that
interrupts and does not alter the meaning of a sentence. If the
sentence could provide a similar meaning without the extra
information, then the commas help to illustrate that the extra
information is there to provide nonessential rather than essential

information.
CORRECT: John Smith, who won the writing contest, is in
my class.
(The commas are necessary because "who won the writing
contest" is only adding extra information about John Smith.)
INCORRECT: John Smith who won the writing contest is in
my class.

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(Commas around "who won the writing contest" are
necessary because this phrase is intended to add only nonessential
information about John Smith. Only if the information is essential
are commas not needed. If more than one John Smith could be
indicated, then the words "who won the writing contest" convey
information essential to identify which John Smith is being
referred to.)
1.2.

Unnecessary commas to set off essential information

Commas are used to call attention to information that
interrupts and does not alter the meaning of a sentence. If
information is necessary to the meaning of a sentence, you should
not set off this information in commas.
CORRECT: The student who won the writing contest is in
my class.
(No commas are needed because "who won the writing
contest" is necessary to understand the meaning of the sentence.)

INCORRECT: The student, who won the writing contest, is
in my class.
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(The commas setting off "who won the writing contest" are
incorrect because the information is necessary to understand the
meaning of the sentence.)
2.

Related studies (Optional)
Good grammar skills are essential for effective and

meaningful communication. By understanding the common
mistakes made in grammar, you can avoid them and express your
thoughts in writing clearly to convey your intended meaning.
This section focuses on the most common grammatical
mistakes made in writing. Themis takes are organized under 13
grammatical categories. In each of these categories, the tutorial
presents an error, explains it, and shows ways of avoiding or
correcting it. Use the examples and explanations in this section as
reminders when you proofread and edit your written work.
Take the Quick Self-Test to identify the common grammatical
mistakes you may encounter in your writing. Follow the links
included in the answers to the quiz questions to learn more about
how to correct or avoid each grammatical mistake. Consult the
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Glossary section of the tutorial if you encounter an unfamiliar

grammar term.
VIII.

References
1. The 11 Most Common Grammatical Mistakes And How To
Avoid Them. Christina Stebbins.
2. The Most Common Grammar Mistakes Your Writing Tutor
Makes. Hacker, Diana. A Pocket Style Manual. 5th ed. Boston:
Bedford/St. Martin’s, 2008. Print.
3. Organizing Your Social Sciences Research Paper: Common
Grammar Mistakes.

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