An analysic of common grammatical errors in english by 10 th graders and some pedagogical recommendations

ministry of education and training
vinh university

ngun thÞ thu hoµi
An analysis of common grammatical
ERRORS in English BY 10th GRADERS AND SOME
PEDAGOGICAL RECOMMENDATIONS
( Phân tích lỗi ngữ pháp tiếng Anh thường gặp của học

sinh lớp 10 và một số đề xuất sư phạm)

MASTER THESIS IN EDUCATION

Vinh, 2011

DECLARATION
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The thesis is the study of my own research and the substance of the thesis has
wholly or in part submitted for a degree to any other universities or institutions.

Vinh, November 2011
Nguyễn Thị Thu Hoài

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ACKNOWLEDGEMENTS
To complete this thesis, I am in debt to many people who have helped me to
fulfill the work.
Firstly, I would like to express my gratitude to my supervisor, Mrs. Nguyen
Thi Van Lam, for her useful consultancy and expert advice. During the time this

assignment was implemented, she was the great teacher to give me many
recommendations to my writings to help me to edit the draft.
Secondly, I would like to thanks all the lecturers from the Department of
Foreign Languages, Vinh University who have given me many helpful and
interesting lectures which evoke the inspiration to me to carry out this work.
Finally, my thanks go to my classmates as well as my family for their
assistance during the time I implemented this work..

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ABSTRACT

Nowadays, English is one of the compulsory subjects that are taught at any
schools from primary school to university. However, teaching English to upper
secondary students has long been a controversial issue. This research investigates
the errors made by 10th form students at Nguyen Cong Tru High School and to find
out the sources for those errors as well as to give some pedagogical
recommendations to the teachers and students.

The thesis is divided into 5 chapters:
Chapter I presents the rationale, aims, methods, scope and organization of the
paper.
Chapter II presents the theoretical background of the thesis that the author
bases on to implement the paper.
In chapter III the author describes the methods that she bases on to conduct
the research. In this paper, she specially applies the method of making surveys to
collect the statistics from the students.
Chapter IV is to analyze the data collected from the surveys. All the
information collected from the students’ papers are put into consideration and
proceeded in this chapter.

Chapter V is very important in terms of giving out the pedagogical
recommendations for better studying and teaching. Besides, the suggestions for
further research are also given to help later studies easier to research.

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TABLE OF CONTENTS

Page
DECLARATION...................................................................................................i
ACKNOWLEDGEMENTS................................................................................. ii
ABSTRACT........................................................................................................... iii
TABLE OF CONTENTS.....................................................................................1
CHAPTER I INTRODUCTION.............................................................................3
1. Rationale of the study .......................................................................................3
2. Aims of the study...............................................................................................4
3. Research questions............................................................................................4
4. Scope of the study ............................................................................................4
5. Methods of the study.........................................................................................5
6. Design of the study............................................................................................5
CHAPTER II: LITERATURE REVIEW...............................................................6
2.1. Grammar..........................................................................................................6
2.1.1. Definition......................................................................................................6
2.1.2. Grammatical terms........................................................................................7
2.2. Errors................................................................................................................13
2.2.1. Errors and Mistakes......................................................................................13
2.2.2. Error analysis................................................................................................15
2.2.3. Classification of errors..................................................................................18
2.2.4. Sources of errors...........................................................................................21
2.2.5. Trend of error analysis..................................................................................24

CHAPTER III: RESEARCH METHODODOLOGY............................................26
3.1. Research questions...........................................................................................26
3.2. Research method..............................................................................................26
3.3. Settings and participants of the study..............................................................27
3.3.1. Settings for the study.....................................................................................27
3.3.2. Participants of the study................................................................................27

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3.4. Procedure of data collection.............................................................................28
CHAPTER IV: FINDINGS, DISCUSSION AND PEDAGOGICAL
RECOMMENDATIONS........................................................................................30
4.1. Findings............................................................................................................30
4.2. Discussion........................................................................................................35
4.2.1. The frequency of errors.................................................................................35
4.2.2. The most common errors..............................................................................37
4.2.3. The causes of errors......................................................................................47
4.3. Recommendations............................................................................................53
4.3.1. Recommendations for presentation...............................................................53
4.3.2. Practice activities..........................................................................................58
4.3.4. Recommendations for giving feedback.........................................................63
CHAPTER V: CONCLUSION...............................................................................66
5.1. Recapitulation..................................................................................................66
5.2. Suggestions for further research .....................................................................67
REFERENCES....................................................................................................... 68
APPENDIX

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CHAPTER I: INTRODUCTION

1. Rationale of the study
Today, English has become one of the most important languages to
communicate from country to country. It is the common language to address the
global issues such as environment, politics, etc. Besides, it is the language to be
used in the international contracts, agreements, etc. Along with the development of
the society, English has shown its significance all over the world. Today, people
focus on learning this language with different purposes such as promotion in job,
travelling the world, etc. For whatever purposes they have, English is the most
useful means to achieve the goals. People can feel the power of the language as it
enters into every field of life such as politics, tourism, economics, culture, science,
etc. As the demand of the real life, it is necessary for people in the whole world
especially one of the developing countries like Vietnam to learn English.
In addition, as a teacher at high school, the author finds herself stuck to
teaching grammar to the students. Thus, teaching grammar can catch her interest in
terms of experience and hobby. However, the traditional teaching of English
grammar is deductive, hindering the students’ communication skills. How to teach
English grammar communicatively is the question which urges her to choose the
topic about the field of grammar.
Besides, the author finds that her students make a lot of grammatical
mistakes in their writing. From the reality of teaching and the enthusiasm to
teaching career, she wants to make some contributions to the improvement of the
students especially in writing tests. It is common knowledge that people always
have errors. That is the reason why there exists a famous saying: “to error is
human”. This fact is completely true for the students, although they have learned
English grammar again and again. They still have errors while doing tests. Starting
from the recognition of the importance of addressing the problems with students’
common errors, the author focuses on finding the typical errors students always

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make in their writings and suggesting some solutions to help students learn English
grammar in particular and English in general better.

For the above reasons, the author decides to choose the topic: “An analysis
of common grammatical English errors by the 10th graders at high school and some
pedagogical recommendations” with the hope to make a small contribution to the
improvement of the students’ grammar.

2. Aims of the study
By working on this topic, the author aims to:
- Investigate the common grammatical English errors committed by the 10th
grade students at Nguyen Cong Tru High School in their writing and analyze these
errors.
- Suggest some solutions to help students avoid grammatical errors and
improve the linguistic accuracy in their writing.
3. Research questions
To fully achieve the aims set forth above, the author tries to answer the
following questions:
- What are the common grammatical English errors committed by the 10th
graders at Nguyen Cong Tru High School?
- What are the suggested activities to help the students avoid these errors as
well as learn grammar better?
4. Scope of the study
It has been acknowledged that grammar is a huge field that contains many
subfields. However, due to the limitation of time and knowledge, as the researcher
of this study the author tries her best to fulfil the study of the common grammatical
English errors made by the10th grade students at Nguyen Cong Tru High School.
She finds that it is beyond her reach to study the errors of all four skills so she only
focuses on working with the errors in the written work. Within the frame of this

study, she also provides some suggestions to improve grammar teaching and
learning at Nguyen Cong Tru High School.

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5. Methods of the study
For the sake of the teaching and learning of English, as this study is carried
out, the author has applied the two methods: quantitative and qualitative.
6. Design of the study
The thesis consists of 5 main chapters. Chapter I, Introduction, deals with the
author’s reasons for choosing the topic of the study, the aims, scope, research
methods and the design of the study. Chapter II, entitled Literature Review,
provides an overview on the theoretical background and the analysis of the errors.
Chapter III is about the research methods in which the research questions, research
approach, research instrument, data collection, participants and context of the study
and procedure of investigation are given. Chapter IV, “Findings and discussions”,
analyzes the results of the questionnaires and gives the assessment on the common
errors made by the 10th graders at Nguyen Cong Tru High School. This chapter also
provides some suggested solutions to help students avoid these common errors and
improve their writing skill. Chapter V, “Conclusion” is the summary of the main
points presented in the study. The study ends with the “References” which lists all
the materials and sources of the information used in the study and the “Appendix”.

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CHAPTER II: LITERATURE REVIEW

This chapter, Literature Review, will present the previous studies related to
the errors analysis in the context of second language teaching. It will then focus on
the issues related to errors analysis in second language acquisition. Classification

and sources of errors are two main issues which will be carefully discussed in the
review. Finally, a summary of the chapter will conclude the literature review.

2.1. Grammar
2.1.1. Definition
Starting to learn a language, people start to learn its grammar. Students have
learned English grammar since they were children. This is an aspect catching many
linguists’ attention. Thus, there are different understandings as well as definitions of
this term.
Grammar is defined by Ur (1995: 75) as the ways words are put together to
make correct sentences. This definition, following his idea, is the oversimplification
of the term grammar. This term is used to decide whether a given sentence is correct
or not. For example, “She is an actress” is correct while “She is a actress”, “She an
actress” or “She is actress” are not grammatically correct.
The term “grammatical” can be applied for the units that are smaller than
sentences such as phrases or single words. For instance, “a beautiful girl” is correct
but “a girl beautiful” is not a correct one. Considering this term to single word such
as the verb “buy” in the past of “bought”, if it is written as “buyed”, this is not
grammatically accepted.
Furthermore, the minimal components to be combined may not be the whole
word, it can be a part of the word such as the prefixes or suffixes. For example, the
suffix “ed” indicates the form of the past tense of the regular verbs and the suffix
“s” can be understood as a device to recognize the plural form of the nouns. By
adding sub-word components initially or preceding the stems may change the
spelling or pronunciation in different contexts.

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In general, grammar is about how sentences and utterances are formed. In a
typical English sentence, people can see how two most basic principles of grammar:

they are the arrangement of items called Syntax and the structures of items called
Morphology. Syntax is the arrangement of the words or phrases in the sentences due
to certain rules and orders to make them grammatical. Morphology is the formation
of the words such as the sub-word components.

In short, grammar can be considered the science which treats of the
principles of language, the study of forms of speech, and their relations to one
another, the art concerned with the right use and application of the rules of a
language in any form of speaking or writing.

2.1.2. Grammatical terms
It is common that to teach or to study any field, teachers or researchers have
to work with the technical terms of the field. They are the terms used in the branch
of grammar
2.1.2.1. Units of language
As it is globally acknowledged, the largest unit of language is “text” or
“discourse”. However, to teach grammar, it will be more convenient and useful if
the language is divided into smaller units such as clause, phrase, word and
morpheme.
- The sentence:
The sentence is a set of words standing on their own as a sense of unit, its
conclusion marked by a full stop or equivalent such as a question mark or an
exclamation mark. In most languages, the sentences begin with a capital letter.
For example, “She bought a new car”. This is considered a full sentence with
a full stop at the end of the sentence and the initial letter is capitalized. Besides, “Do
you like coffee?” or “What an extraordinary book it is!” are also in the unit of
sentence although they do not end with the full stop. The question mark and the
exclamation mark function equally to the full stop in terms of dividing the units of
the language.

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← - The clause:
The clause is a kind of mini-sentence, that is, a set of words which make a

sense of unit. But the clause is may not be concluded by a full stop. A sentence can
contain one or more clauses.

For instance, “”she likes funny boys” is a sentence which includes only a
clause. “She likes funny boys but her sister likes quiet men” contains two clauses
and “she likes funny boys because she finds that they are always interested” contain
three clauses. In fact, a sentence may contain many clauses.

- The phrase:
The phrase is a shorter unit within clause. A phrase may consist of one ore
more words but if fulfill the same function as a single word like a verb phrase may
function as a verb or a noun phrase functions as a noun.
For example, “She goes to school” and “She is going to school”, to play the
function of the verb in the sentence, the verb “goes” is equal to the phrase “is
going”.
← - The word:
The word is the minimum form of the language that is separatable. In any writing,
words appear as a stretch of letters with a space either side. In other words, word is
the smallest separatable unit of language that is bounded by two spaces. A word can
be presented by a sound or combinational sounds and in printing or writing that
symbolizes and communicates a meaning and may consist of a single morpheme or
a combination of morphemes.
← - Morpheme:
Morpheme is the smallest unit of language. It is a bit of language which can
be perceived as a distinct component within a word. Take the word “unhappy” as an

example. This word can be divided into “un” and “happy”. They are two
morphemes that contribute to the form and the meaning of the words “unhappy”.
The words consist of only one morpheme such as “book”, “like”, etc. are
single morphemes. Besides, many words may consist of many morphemes such as

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“unhappily” = “un” +”happy” + “ly”, “internationalization” = “inter” + “nation” +
“al” + “ize” + “ation”.

2.1.2.2. Parts of sentence
The sentence may be analysed according to the relationships between its
components. These factors are called parts of the sentence. The parts of sentences
include subject, verb, object, component and adverbial.
- Subject:
Subject generally refers to the origin of the action or the undergoer of the
state shown by the predicate. Normally, the subject stands before the verb of the
sentence. For example, “Peter likes apples”, “peter” stands right before the verb
“like” then it is the subject of the sentence.
According to Borjars and Burridge (2010), the clearest way of spotting the
subject of a sentence is to turn the sentence into yes/no question, e.g.:
“He can keep a goldfish alive in a week without food”
may be turned into Yes/no question like:
“Can he keep a goldfish alive in a week without food?”
Here “he” and “can” have changed places and that means that “he” must be
the subject in the first sentence.
- Verb:
The verb is a part of the sentence that describes an action or occurrence or
indicates a state of being. The verb is usually goes after the subject in a sentence.
For example, “Her mother in law scolds her so much”, the verb in the sentence is

“scold” that comes after the noun phrase “her mother in law” that functions as the
subject of the sentence.
- Object:
The object is the part of the sentence that always indicates the affected things
or people by an action in the sentence. There are two types of objects: direct object
and indirect object. Direct object is a noun or pronoun that receives the action of a
verb or shows the result of the action. For example, “She broke the vase”, “the

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vase” is the objected directly affected by the action in the sentence. While indirect
object precedes the direct object and tells to whom or for whom the action of the
verb is done and who is receiving the directs object. For instance, “She gave a letter
to her boss”, “a letter” is a direct object and “her boss” is the indirect object.

- Component:
To a distinguish components and objects of the sentence is usually a difficult
thing for many students since they share the same place and function in the
sentence; however, the object refers to different thing from what the agent refers to.
The component looks like the object; however, it refers to the same thing as subject.
Thus, it can come after the verbs like be, become, seem, elect, etc. in the sentence.
For example, “Martha becomes the head of the institute”, “the head of the
institute” refers to the subject “Martha”.
- Adverbial:
Adverbial is another word or phrase which adds further information to the
sentence. The adverbials may be such words like yesterday, at home, on his own,
etc.
For example, “Terry met Joe, his girlfriend in 1998”, 1998 is the added
information in the sentence to prove the meaning of the sentence. “In 1998” is the
adverbial of the sentence.

2.1.2.3. Parts of speech
Parts of speech are the different parts of the sentences that may be realized
by various kinds of words or phrases. These are the types of parts of speech:
- Nouns:
As it is a common understanding that noun are traditionally known to be
names of persons, places, things, and ideas. However, in fact it may refer to
activities or events such as a conversation (activity) or a battle (an event), or it can
refer to the abstract notion such as belief, love, etc.
Nouns are divided into common noun and proper noun. The proper noun
refers to the name of a person, a place like “The King Henry II”, “The Grand

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Hotel”, etc. The common nouns do not refer to a particular thing. Here are some
common nouns: book, apple, mountains, etc. Most nouns are common nouns.

There are some nouns that people can count its number such as books, house,
etc., these nouns are called count nouns. The other nouns can not be counted in a
certain number, these nouns are uncountable nouns or mass nouns such as money,
water, gas, etc. The countable nouns are also contributed by singular nouns and
plural nouns. Singular noun in the noun in the form of one and it is indicated by the
article “a” or “an” such as a book, a table. Plural nouns contain more than one part
such as houses, stamps, etc. To form the plural nouns, suffixes are used; these
suffixes are “s” as in “books”, “es” as in “wishes”, “watches” or “boxes”, “ves” as
in “knives”, “leaves” or irregular plural nouns such as people, men, women, feet,
teeth, children, mice or sheep.

- Verbs:
Verbs are the words of “doing” such as read, play; it also indicates the state
of “being”, “feeling” or “being in relationship to” such as remain, contain, regret,

etc. A verb can imply the action or the doing of something or it may be defined as a
word which affirms, commands or asks a question. The simple form of the verb
without inflection is called the root of the verb. For example, think is the root of the
verb “to think”.
Verbs can be used in different tenses such as past simple, present simple, etc.
or in active or passive voices. There are two types of verbs: transitive verbs and
intransitive verbs. Transitive verbs are the verbs that need object to go after as in
“She is doing her housework”, “do” is a transitive verb because there appears an
object “her housework” after it. Intransitive verbs are ones that do not need an
object to go after as in “She is sleeping”; there is no object after the verb “sleep” so
that it is an intransitive verb. A verb depending on different sentences may be
transitive or intransitive. Considering two sentences: “She is eating” and “She is
eating some cereal”. In the first sentence, “eat” is an intransitive verb but in the
second sentence, it is a transitive one.

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- Adjectives:
Adjectives are normally described as the things referred to by nouns or
pronouns and they may come before the word they describe. They may function as a
complement or be attached to a noun to modify it. For example, excited can be
considered a complement in the sentence “She is excited”. And in the sentence “She
love these great beaches”, “great” is attached to the noun “beach” to modify it.
- Adverbs:
Adverb is another part of speech that can be used to modify verbs such as
“quickly” in “He runs speaks English quickly”, “alone” in “I live alone”; modify
adjectives such as “quite” in “He is quite tall”, “rather” in “The quality of these
China ware is rather good”; modify another adverb such as “quite” in “He runs
quite fast”; or modify an entire sentence or situation such as “unfortunately” in
“Unfortunately, the storm destroys all the crops” or “perhaps” in “Perhaps they will

come late”.
- Pronouns:
Pronouns usually function as substitutes for nouns or nouns phrases such as
he, him, who, which, these, etc. There are different kinds of pronouns such as
personal pronoun, possessive pronouns, reflective pronouns, indefinite pronouns,
etc. In different sentences, pronouns may have different functions. It may function
as subject (she dislikes any kinds of vegetables), object (We elect him the
president), complement (It’s him), or follow a preposition (We didn’t hear from
him for long).
- Auxiliary verbs:
Auxiliary verb is a part of speech that is used to determine the mood, tense or
aspect of another verb or verb phrase. Auxiliary verbs are used together with main
verb to give grammatical information and therefore extra information to a sentence.
Auxiliary can be attached to main verbs in a verb phrase. For example, “He is
watching TV”, “is watching” is the phrase verb built in the form of present
progressive in which the auxiliary “be” and “ing” are combined and attached to the
verb “watch” to make the sentence grammatically correct.

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- Modal verbs:
Modal verbs are particular type of auxiliary verbs; they express ideas such as
possibility, ability, compulsion, probability or willingness. Such modal verbs are
must, can, may, etc. The modal verb cannot stand alone as they have to be proved
by another verb going after. For example “He can play football very well”. The
modal “can” is followed by the verb “play” to prove the meaning of the sentence.
- Determiners:
Determiners are items that introduce a noun or a noun phrase. They may be
the articles in term of definite such as “the” or indefinite such as “a”, “an”. The
determiners can also indicate the quantity of the nouns such as “some”, “any”, “all”,

etc. Some determiners such as the carry no meaning in the sentence; However, it
functions as a functional word in the sentence to make it grammatically correct.
Considering the following sentence: “Margaret came home and put her bag on the
table in the dining room”, the two determiners “the” in this sentence carry no
meaning; however, the sentence is considered wrong if it has lack of the
determiners. Besides, determiner “the” helps to define and particulate the noun after
it such as in this sentence: “Yesterday, I saw a beautiful woman, the woman has
very long and smooth hair”.
- Prepositions:
Preposition is the part of speech that can be used to define time (in, at, on,
before, after, etc.), space (in, at, on, above, under, by, in front of, behind, etc.) or
more abstract relationships (according to, despite, etc.). The prepositions can
precede nouns (I got three letters from the postman) or pronouns (Joe is a good
friend of mine).

2.2. Errors
2.2.1. Errors and Mistakes
It is natural to make errors not only in daily life but also in learning. All the
students have errors in the process of learning. Making errors is the most natural
thing in the world and it is evidently attached to the human being. In the field of

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language teaching, error is the problem that any teachers have to face. This is the
reason why many linguists and pedagogists have tried to work on this matter.

A number of experts in linguistics have presented various definitions of
error. Among them, Norrish (1987) considers error a systematic deviation, when a
learner has not learnt something and consistently gets it wrong. Errors can also be
defined as systematic deviations from the norms of language being learned. It is

clear to see that the phrase “systematic deviation” in these two definitions is a key
word which can be interpreted as the deviation which happens repeatedly.

Besides, many other researchers focus on the linguistic forms when
considering errors. Chaudron (1986) reviews error as linguistic forms or content
that differed from native speaker norms or facts, and any other behaviors signaled
by the teacher as needing improvement. In his view, there are two elements that can
be seen as the errors, they are the linguistic forms or contents that are not delivered
in native ways or the behaviors that seem to need some improvement. Additionally,
George (1972) defines error as an unwanted form, specifically, a form which a
particular course designer or teacher does not want” and iff native speakers hesitate
about the acceptability of a word or construction it should not be considered an
error.

However, many people still make confusion between the term “error” and
“mistake”. It can be agreed that a mistake is a non-systematic deviation from the
norms of language. A mistake refers to the failures to use the language system
correctly caused by some factors such as carelessness, memory lapses, and physical
condition while error refers to the failure to use the system correctly caused by the
lack of the learners’ competence, ignorance of appropriate rule and interference of
the learners’ mother tongue and the general characteristics of the rule learning.

In terms of learning and teaching languages, errors are regarded as more
serious than mistakes as students make errors when they do not know that they
make these errors, which may makes these errors become systematic as students
may make these errors later. Meanwhile Mistakes are considered less serious than

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errors¸ students already knew the theory, yet they suddenly forget or misremember

while they are doing their work. However, these mistakes can be recognized more
easily and quickly when the teacher correct the mistakes for the class.

In short, it is acknowledged that error is systematic while the mistake is non-
systematic. Students make errors again and again as they do not know about their
errors. Thus, errors are unavoidable. In contrast, learners can avoid making mistakes
by paying more attention when they are writing.

2.2.2. Error analysis
Errors are an inevitable feature of learning so that whenever a language is
learnt or acquired; people are faced with the problem of errors. In fact, errors are
part of learning and reveal the strategies that learners use to learn a language since
they provide insight into the language learning process.
Analyzing errors thus is a very important process of teaching language
because by analyzing the errors, people can build up a picture of language which
causes the learning problems. When the problems are understood in the right
perspective remedial measures, it is easier for the teachers to find out the solutions
to help their students overcome obstacles.
According to many studies, it is believed that if the teacher teaches well and
help students drill the patterns of the new language efficiently, there will be no
reasons for the learners to make any errors. However, students still make errors
even they are taught in an idealistic condition. Thus, more and more studies have
been undertaken to prove that students’ errors show evidence of a system. The
learners try to involve a language system of their own on the basis of exposure they
receive.
According to Stevens (1969), if a regular pattern of errors could be observed
and the learners were seen to get progress through this pattern, it will be a sign of
achievement in learning. Hence, errors can be seen as a developmental phenomena
supporting evidence to regard the rules and categories used by the learners at
particular time. As Corder (1973) says: “by describing and classifying his errors in

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linguistic terms, we build up a picture of the features of language which are causing
him learning problems”, the study of errors is very important to help us infer what
the nature of learners’ knowledge is at that point of time in their learning and what
more has to be learnt to improve their language knowledge.

In short, the analysis of the learners’ errors is really necessary because it can
help the teachers know when, what and where their learners need help and it also
warns them not to interfere too much in their learning process.

In Corder (1973), the error analysis process can be carried out in three
successive stages, they are:

← - Recognition of errors
← - Description of errors
← - Explanation of errors
← 2.2.2.1. Recognition of errors

The most important thing to recognize the errors is to understand what does
the term “error” means. In the process of learning, students may make the utterances
which are either superficially deviant or inappropriate in terms of target language
grammar; these utterances are called to be “erroneous” by Corder (1973). He
distinguishes between mistakes, lapses and errors which are correspondent to the
term pre-systematic, post-systematic and systematic errors. He defines pre-
systematic errors as those committed by the learners while he or she is trying to
come to grips with a new point, systematic errors as those which occur when the
learner has formed inaccurate hypothesis about the target language, and post-
systematic errors occurring when one temporarily forgets a point that has been

previously understood.

He also believes that recognition of errors is thus crucially dependent upon
correct interpretation of the learners’ intentions. This is true because even native
speakers sometimes make the utterances full of slips of the tongue or lapses. This
fact can be acceptable in case of stress, fatigue, etc. Thus, the teachers should be
careful to consider they are errors or not.

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