Luận văn english adjectives an analysis of errors made by vietnamese high school students

Vinh university
Foreign languages department


Ngô thị yến

English adjectives: an analysis
of errors made by vietnamese
high school students
việt nam

( Phân tích lỗi thờng gặp của học sinh phổ thông
trong việc sử dụng tính tõ tiÕng anh)

Graduation thesis
Field: linguistics

Vinh, may 2010


Vinh university
Foreign languages department
------------------------

English adjectives: an analysis
of errors made by vietnamese
high school students
việt nam

( Phân tích lỗi thờng gặp của häc sinh phỉ th«ng
trong viƯc sư dơng tÝnh tõ tiÕng anh)

Graduation thesis
Field: linguistics

Supervisor: Vũ Thị Việt Hơng, M.A
Student:
Ngô Thị Yến
Class:
46E1- English

Vinh, may 2010


Acknowledgements

First of all, at the completion of this graduation thesis, I would like to express my
sincere thanks to my supervisor, Mrs. Vu Thi Viet Huong (M.A) who has given me
valuable suggestions and corrections as well as taken troubles with this.
Then, I would like to express my deepest thanks to Mrs. Nguyen Thi Bich Hien
(M.A) for her great support and helpful advice on my study.
My debt of gratitude also goes to my lecturers in Foreign Languages Department,
Vinh University for their valuable lectutres which help me in the topic.
In addition, I also would like to express my thanks to my students of class 11B6
and 11B7 at Nguyen Cong Tru high school during my practical time, who have helped
me to answer the survey questionaire of this thesis.
Finally, I am in large measure indebted to my family and my friends who have
encouraged me much and especially have helped me much with collecting relevant
materials.

Vinh, May 2010

Ngo Thi Yen


List of abbreviations

E.g:

Example

Etc:

Et cetera

* :

Incorrect sentence


List of tables

Table 2.1. Result of section 1
Table 2.2. Result of section 2
Table 2.3. Result of section 3
Table 2.4. Number of errors and their causes in section 1
Table 2.5. Number of errors and their causes in section 2
Table 2.6. Number of errors and their causes in section 3


Table of contents
Page

Acknowledgements……………………………………………… .. i
List of abbreviations……………………………………………… ii
List of tables………………………………………………………… . iii
Table of contents………………………………………………… .. iv
Part I: Introduction……………………………………………… .. 1
1. Rationale of the study…………………………………………………….. 1
2. Aims of the study…………………………………………………………. 1
3. Scope of the study…………………………………………………………. 2
4. Methods of the study………………………………………………………. 2
5. Design of the study………………………………………………………… 2
Part II: Investigation……………………………………………… 3
Chapter I: Theoretical background………………………………………. 3
1.1. Kinds of English adjectives…………………………………………….. 3
1.2. Syntatic function of English adjectives…………………………………. 5
1.2.1. Attributive…………………………………………………………….. 5
1.2.2. Predicative…………………………………………………………….. 5
1.2.3. Postpositive……………………………………………………………. 6
1.2.4. Head of noun phrase…………………………………………………… 6
1.2.5. Verbless adjective clause………………………………………………. 7
1.2.6. Exclamatory adjective sentence………………………………………. 7
1.3. Positions of English adjectives…………………………………………… 7
1.3.1. Syntactic positions……………………………………………………… 8
1.3.1.1. Both attributive and predicative…………………………………….. 8
1.3.1.2. Attributive only……………………………………………………… 8
1.3.1.3. Predicative only……………………………………………………… 10
1.3.2. Semantic positions of adjectives ……………………………………… 10
1.3.2.1. Stative and dynamic…………………………………………………. 10
1.3.2.2. Inherent and non- inherent adjectives……………………………….. 10
1.3.2.3. Gradable and non- gradable adjectives................................................ 11
1.4. Formation of english adjectives……………………………………………11

1.4.1. Prefixation……………………………………………………………… 12
1.4.1.1. Negative prefixes……………………………………………………. 12
1.4.1.2. Number prefixes……………………………………………………. 12
1.4.1.3. Conversion prefixes ……………………………………………………….
13
1.4.1.4. Other prefixes ……………………………………………………….. 13
1.4.2. Suffixation …………………………………………………………….. 14
1.4.2.1. Nouns  adjective suffixes………………………………………….. 14
1.4.2.2. Adjectives  adjectives suffixes……………………………………. 15
1.4.2.3. Verb  adjectives suffixes……………………………………………….
16
1.5. Errors in language learning process……………………………………… 16
1.5.1. The notion of errors……………………………………………………. 16


1.5.2. Errors and mistakes………………………………………………………….
17
1.5.3. Causes of error in second language learning…………………………….17
1.5.3.1. Interlingual errors…………………………………………………… 17
1.5.3.2. Intranlingual errors…………………………………………………… 18
Chapter II: The study………………………………………………………. 20
2.1. Research questions………………………………………………………. 20
2.2. Research setting…………………………………………………………. 20
2.3. Description of subjects…………………………………………………….20
2.4. Description of tasks……………………………………………………… 21
2.5. Procedure………………………………………………………………… 21
2.6. Preliminary results and data analysis…………………………………….. 21
2.6.1. Results of section 1……………………………………………………. 21
2.6.2. Results of section 2……………………………………………………. 22
2.6.3. Results of section 3………………………………………………………22

2.7. Errors and their causes…………………………………………………… 23
2.7.1. Errors and their causes in section 1…………………………………… 23
2.7.2. Errors and their causes in section 2…………………………………… 27
2.7.3. Errors and their causes in section 3……………………………………. 29
Chapter III: Findings and Implications…………………………………… 33
3.1. Research question revisited……………………………………………… 33
3.1. Research question 1……………………………………………………… 33
3.1. Research question 2……………………………………………………… 33
3.1. Research question 3……………………………………………………… 33
3.2. Implications for teaching and learning English adjectives………………. 34
3.2.1. Suggestions for teachers………………………………………………. 34
3.2.2. Suggestions for students…………………………………………………38
39
Part III: conclusion………………………………………………… ..
1. Recapitulation of the study………………………………………………… 39
2. Suggestions for further research…………………………………………… 40
References
Appendix


Part I: introduction
1. Rationale of the Study:
As we know, English is used as an official language in many countries in over the
world. Thus, studying English has always been one of the most biggest interests of
Vietnamese people. English even becomes a compulsory subject in most schools,
colleges and universities in Vietnam. Students have to learn English at school like many
other subjects. However, it is not easy for students to use English correctly, taking the
class of adjectives as an example. Vietnamese learners, especially high school students
may be familiar with some forms of adjectives like adjectives ending in “al” (national,
practical, etc), “y” (lovely, friendly, etc), “ful” ( beautiful, ueseful, etc) and so on, but

there are also many adjectives which do not have identifying shape (long, bad, etc).
Besides, the positions and functions that adjectives act in each noun phrase, each
clause and each sentence are quite different and difficult to learn. Thirdly, like other
subjects, English is one of the subjects of which the tests are done by examinees to
decide whether students can go to the university or not. In addition, during the 8 weeks
at Nguyen Cong Tru high school, the author found that the lesson and sections teaching
adjectives in the two existing systems of English course books do not give students
enough knowledge about English adjectives. Moreover, students are much affected by
the way we use adjectives in Vietnamese. Thus, it is necessary for teachers to find out
the errors made by students in order to help them to use English adjectives properly and
effectively.
From the above reasons, the author has decided to choose the topic: “English
adjectives: an analysis of errors made by Vietnamese high school students” for the
study.
2. Aims of the Study:


The thesis aims to :
- Identify common errors in using English adjectives.
- Find out the major causes and sources of errors made by Vietnamese high
school students.
- Make some suggestions for learning and teaching English adjectives.
3. Scope of the Study:
Adjectives play an important role in English grammar. In this study the author
only focuses on researching English adjectives to find out the errors made by Nguyen
Cong Tru high school students.
4. Methods of the Study:
In order to solve the above mentioned aims, the author used some methods as
follows. Firstly, the author has used collective method to collect informations about
adjectives in English that she can consult from some grammar referent books. Then, the

author has descriptived and analyzed the collected data.
5. Design of the Study:
This study consists of three main parts and three chapters which are organized as
follows:
Part I Introduction. In this part, the author give some information about the
reasons for choosing the study, aims, scope, methods and design of the study.
Part II Investigation. This part consists of three chapters.
Chapter I Theoretical background gives an overview of the relevant literature related
to the issue under investigation. It provides all concepts related to the study. Error
analysis as the main theoretical tool for analyzing data will also be reviewed. Chapter II
The study is the main section of the thesis. This chapter describes research setting,
participants of the study. And then results, data and data analysis of the study are given
in this chapter. Chapter II Finding and implication summarizes the major findings and
gives some suggestions in teaching and learning English adjectives.
Part III: Conclusion concludes what has been discussed in the thesis. Some
suggestions for further research are also presented.


Part Ii: investigation
Chapter I: theoretical background
1.1. Kinds of adjectives.
English adjectives have many kinds. According to Trinh Quang Vinh in “ The
formation of Adjectives”(1993), there are eleven main kinds of adjectives as follows:
- Proper adjectives:
E.g: A Chinese book.
A Vietnamese people.
- Descriptive adjectives:
E.g: Some naughty chilren.
A brave woman.
- Distributive adjectives are such words as:

Each, every, either, neither.
E.g:

Show me either of your books.
Give each of the boys a cake.

- Quantitive adjectives:
Quantitive adjectives consist of: much, little, few, any, no, many, some, half,
enough.
E.g: She has not had enough food.
They had some bread.
- Numeral adjectives:
There are two kinds of numeral adjectives:
+) Cardinal numbers:
E.g: one, two, three, etc.
There are fourty students in my class.
+) Ordinal numbers:
E.g: first, second,etc.
The first chapter is very difficult.
- Interrogative adjectives are which, what, whose.
E.g:

Which book are you reading?


What country will you come to?
Whose bike did you borrow?
- Demonstrative adjectives are such words as: this, that, these, those.
E.g:

This is my house.
Those are my books.

- Relative adjectives:
We use the structure: “which/ what + noun” as a relative adjective, and it usually
stands in the middle of sentence.
E.g:

Bring me the book which thing I had forgotten.
I gave her what money I had.

- Emphasizing adjectives:
Emphasizing adjectives are words like: very and own, etc.
E.g: He came back on the very day of her wedding.
- Possessive adjectives:
My, our, his, her, their, your, its are possessive adjectives.
E.g: Our book is interesting.
Their books are old.
Besides, in “A practical English grammar” A.J.Thomson and A.V.Martinet
(1985) added two kinds of adjectives. They are:
- Adjectives of quality:
It is used to mention the character of person or thing, such as: clever, fat, heavy,
square, quick, etc.
- Participles are used as adjectives:
E.g: The film is boring but I still watch because I do not know what to do.
I am surprised when he comes to class late.

1.2. Syntactic functions of English adjectives.

According to Randolph Quirk and Sidney Greenbaun (1973), adjectives have six
syntactic functions.They are: attributive, predicative, pospositive, head of noun phrase,
verbless adjective clauses and exclamatory adjective sentences.
1.2.1. Attributive
This is considered the major function of English adjectives. Adjectives are
attributive when they premodify noun. That means when they appear between the
determiner and the head of noun phrase.
E.g: The beautiful painting.
His main argument.
1.2.2. Predicative:
This is also another principal function of adjectives. They are precdicative when
those adjectives come after verbs. It can be subject complement and object complement.
- Subject complement:
The adjective which comes after verbs and modify the subject of the sentence is
called a subject complement adjective.
E.g: Mary is pretty.
Adjective can be complement to a subject which is a finite clause.
E.g: Whether she will come is uncertain.
Besides, they can also be complement to non – finite clause subjects.
E.g: Learning English is not easy.
Predicative adjectives which modify subject or are subject complements always
come after verb “tobe” and some link verbs such as: appear, grow, fell, seem, keep,
smile, stay, go, get, look, become, sound, turn and taste, etc.
- Object complement:
The adjectives function as object complement are the ones which modify the
object through the verb.
E.g: He made me sad.
Predicative adjectives which act like object complement can be complement to
finite clauses.
E.g: I find what he did foolish.

They can also be the complements of object, which are non- finite clauses.
E.g: I consider playing so hard foolish.
1.2.3. Postpositive:
Occasionally, adjectives can be pospositive. That means they follow the items
( noun phrase of pronoun, etc) they modify. R. Quirk and S. Greenbaun (1987) stated:
“A postposed adjective (together with any complementation it may have) can be usually
regarded as a reduced realtive clause”.
E.g: The people present are asked to answer his question.
1.2.4. Head of noun phrase
Another function of adjectives is a head of noun phrases. To do so, they do not
inflect for number or for the genitive case and must take a definite determiner. Most
commonly, such adjectives have personal reference but sometimes they have abstract
reference.
*) Most adjectives qualifying personal nouns can be noun phrase heads.
They usually have plural and generic reference because you can add a general
word for human beings such as “ people” (then, the definite determiner is normally
omitted).
E.g: There is a big gap between the young and the old.
The wise look to the wiser for advice.
The adjective can itself be modified, usually by restrictive modification.
E.g: The young in spirit enjoy life.
The old who resist change can expect violence.
The definite determiner “your” in the following example restricts the quantity of
reference:
E.g: We will nurse your sick and feed your hungry.
.
Adjectives functioning as noun phrase heads generally require a definite
determiner, they sometimes appear without a determiner, though, if they are conjoined.

E.g: He beloved by both rich and poor.


*)There are adjectives functioning as noun phrase heads when they have abstract
reference. These take regular concord. A few are modifiable by adverbs and particularly
they include superlatives:
E.g: He went from the sublime to the extremely ridiculous.
The lastest is that he is going to run for election.
*) Some adjectives denoting nationalities can be noun phrase heads.
E.g: The Bristish have control of the bridge.
The industrious Dutch are admired by their neighbours.
1.2.5. Verbless adjective clause
According to Randolph Quirk and Sidney Greenbaun (1973), an adjectiv (alone or
as head of an adjctives phrase) can function as a verbless clause. It can take different
positions but it usually precedes or follows the subject of the superordinate clause
because the implied subject is usually the subject of the sentence.
1.2.6. Exclamatory adjective sentence
An adjective can be an exclamation when it acts as head of an adjective phrase or
as its sole realization.
To sum up, through all of the above things we can see that English adjectives
have some syntactic functions of which attributive and predicative are the two major
ones. Besides, adjectives also have some other use such as pospositive, head of noun
phrase, verbless clause and exclamatory adjective sentence.
1.3. Positions of English adjectives
English adjectives can be sub - classified in different ways according to many
different grammarians who take different criteria and aspects to look at them.
Randolph Quirk and Sidney Greenbaun (2003) displayed two ways: syntactic and
semantic positon of English adjectives.
1.3.1. Syntactic positions
Syntactically, English adjectives can be divided into 3 main kinds: the adjectives

functioning both attributive and predicative, the adjectives functioning attributive only,
the adjectives functioning predicative only.


1.3.1.1. Both attributive and predicative
The majority of adjectives function both attributive and predicative.
E.g: The poor man ~ the man is poor
The handsome boy ~ the boy is handsome.
Sometimes the meaning of adjectives, however, change when moving from this
position to another.
E.g: The early bus or the late bus ( the bus scheduled to run early or late in
the day).
The bus is early (the bus is before its proper time).
The bus is late (the bus is after its proper time).
1.3.1.2. Attributive only
There are some adjectives restricted to attributive position or occurring
predominantly in attributive position. In general, they do not characterize the referent of
the noun directly. For example, the adjective “old” has different meanings in “her old
friend” and “her friend is old”. It I true that “old” does not necessarily imply the friend is
“old”, it can refer to a person who has been a friend for a long period of time, so that we
can not relate her old friend and her friend is old. “Old” refers to the friendship and does
not characterize the person. In that use, “old” is attributive only.
It is common that the adjectives which do not characterize the referent of the noun
directly are attributive. However, some of them occur also predicatively. For example,
in both “a new student” and “a new friend”. The first can be used predicatively: that
student is new while the second can not. There are some kind of adjectives which are
attributive only as follow.
a. Limited adjectives
They particularize the reference of the noun.
E.g: The same student.

The main reason.
b. Intensifying adjectives
This kind can be sub-divided into emphasizers and amplifiers according
to our present purpose. While emphasizers have a general heightening effect, amplifiers


scale upwards from an assumed norm, denoting a high point on the scale. Besides, there
is a third kind called downtoners and having lower effect.
- Emphasizers are attribute only.
E.g: a real hero, a true scholar, the simple truth.
- Amplifiers are attributive only but rarely because they are central adjectives in
general.
E.g: a complete fool, a firm friend, a close friend, a strong opponent.
- A few intensifying adjectives with strongly emotive value are restricted to
attributive position.
E.g: you poor man, my dear lady.
c. Denominal adjectives
They are the adjectives derived from nouns. Some of them can function as
attributive only.
E.g: Criminal law ~ law concerning crime.
A medical school ~ a school for stidents of medicine.
d. Adjectives related to adverbial
Some adjectives related to adverbial functioning as attributive only. These are the
adjectives which we can transfer into adverbs in any ways.
E.g: A hard worker ~ a worker who works hard
A fast train ~ a train that one driver fast.
My former friend ~ formely my friend.
1.3.1.3. Predicative only
By contrast with some adjectives functioning attributive only, there are some
adjectives which are restricted to predicative position. They are commonly like verbs,

adverbs and tend to refer to a temporary condition rather than a permanent
characteristic.
There is a number of adjectives that can or must take complementation and many
of them closely resemble verbs semantically.
E.g: She is afraid of doing it ~ She fears to do it.


He is fond of her ~ He likes her.
1.3.2. Semantic positions of adjectives
Randolph Quirk and Sidney Greenbaum divided English adjectives into subclasses.
1.3.2.1. Stative and dynamic
Adjectives are characteristically atative because the majority of them can not be
used with the progressive aspect or with the imperative. However, some of them can be
seen as dynamic in their use with the progressive aspect and imperative. For instance, a
stative adjectoves such as ‘long’ can not be used in: “it is being long” or “be long”!
Incontrast, we can use ‘honest’ as a dynamic adjective: “he is being honest” and “be
honest!”.
Some adjectives can be used dynamically such as: funny, rude, clever, noisy,
good, brave, calm, careless, faithful, etc.
1.3.2.2. Inherent and non- inherent adjectives
Inherent adjectives are the ones that characterize the referent of the noun directly.
In contrast, the adjectives that do not characterize the referent of the noun directly are
called non – inherent adjectives. Combined with what have been said as far as positions
are concerned we should say some adjectives which occur attributively only or
predominantly in attributive position are non inherent.
E.g: An old friend ( one who has been a friend for a long time not with
the sense of old age).
A fast road, a great supporter, etc.
On the whole we can say most adjectives are inherent. The reasons why we can
not say all of them are the above thing and one more type of adjectives they are wooden,

silken, etc, they do not characterize the referent of the noun directly.
E.g: The actor is being wooden.
1.3.2.3. Gradable and non- gradable adjectives
a. Gradable
Most adjectives are gradables that means they can be modified by adverbs which
convey the degree of intensity adjectives.


Therefore, all the adjectives taking comparative forms which obiously express the
gradability are gradable.
E.g: Small
Beautiful

smaller

smallest.

more beautiful

most beautiful.

Adjectives which can be modified by some other forms of intensification are also
gradable.
E.g: very young
extremely useful
Moreover, all dynamic adjectives are gradable and most stative adjectives are
gradable, too. So we can see that the number of gradable adjectives is very large and it is
likely that most adjectives are gradable.
b. Non- gradable
Only some English adjectives are non – gradable. They are technical adjectives

denoting provenance.
E.g: atomic, hydrochloric, British, Jewish, etc.
1.4. Formation of English adjectives
Adjectives in English are mainly formed by means of affixation which can be
divided into two kinds: prefixation and suffixation.

1.4.1. Prefixation
Prefixation is the way of forming new word by adding prefixes that means if we
want to “create” a derived word we can only have to put a prefix before an “old” word.
On the other hand, prefixation rarely changes of speech, it often makes adjective from
the root one.
1.4.1.1. Negative prefixes
Negative prefixes often carry the opposite meaning to the roots. Negative added
to the root adjectives can form many new adjectives. We can see in the following
examples:


Prefixes
Un-

Examples
Unfair, unhappy, unlike, uncertain,

Meaning
The opposite or not

InImIlIrDisANon-

uncomfortable, unchangable, etc.
Incorrect, intolerant, inevitable, etc.

Impossible, impolite, imoral, etc.
Illogical, illegal, illiterate, etc.
Irrelevant, irregular, etc.
Dishonest, disloyal, etc.
Amorial, amorphous, etc.
Non-smoking, non-gradable, etc.

Not
Not ( before labials)
Not ( before l)
Not ( before r)
Not
Lacking in
Not

1.4.1.2. Number prefixes
Some root adjectives can change their meaning into the others with sense of
numbers by being added number prefixes.
Prefixes
Uni MonoBi Di Tri Poly Multi -

Example
Unilateral, unisextual, etc.
Monochromatic, etc.
Bilateral, biannual, ect.
Dichromatic, distransitive, ect.
Triangulate, triandrous, ect.
Polysyllabic, polymorphous, ect.
Multiracial, multinational, ect.

Meaning
One
One
Two
Two
Three
Many
Many

1.4.1.3. Conversion prefixes
They are added in the root words of other parts of speech to make them change
their parts of speech into adjectives. The number of this kind of prefixes is very small.
Some verbs become adjectives when the prefix “a” is added.
A + verb  adjectives
E.g: asleep
alive
awake
The meaning of these adjectives is similar to that of progressive aspect and these
adjectives occur predicatively only.
E.g: a float ~ floating.


1.4.1.4. Other prefixes
Meaning of a root adjective can vary when different prefixes are added

Prefixes
AntiHyperInterMalMisOverSubSuperPostPrePseudo UltraUnderHomo-

Example
Anti-social, anti-cultural,etc.

Hypercritical, hyperactive, etc.
International, internet, etc.
Malformed, malodorous, etc.
Misleading, misconducted, etc.
Overcoscientious, overconfident, etc.
Subhuman, substandard, etc.
Supermodel, supersensitive, etc.
Postclassical, etc.
Premarital, etc.
Pseudointellectural, etc.
Ultraviolet, ultramodern, etc.
Underdeveloped, etc.
Homosextual, homophonic, etc.

Meaning
Against
Extra specially
Between, among
Badly
Wrongly, astray
Too much
Lower than, less than
Above, more
After
Before
False, imitation
Beyond, extremely
Less than, lower than
Share the same

1.4.2. Suffixation
Suffixation is the way of forming new words by adding suffixes to the root word.
Unlike prefixation, suffixation often changes the part of speech of the word. And
adjectives are mainly built from nouns or verbs in this way.
The following are the most common suffixes used to create adjectives.
1.4.2.1. Nouns  adjective suffixes
These suffixes are used to change nouns into adjectives. This is considered the
most common way of building adjectives because English adjectives are often formed
from nouns by means of suffixation.
Suffixes
- ful
- al
- ly

Example
Useful, helpful, meaningful,beautiful, etc.
Central, national, political, etc.
Mainly, monthly, daily, normally, etc.

Meaning
Full of, having
Belonging to
Having the quality of


-y
like
less
- like
- less

- ish
- an(ian)
- en
- ern
- some
- worthy
- ous

Rainy, healthy, sandy, windy, etc.
Warlike, childlike, cowlike, etc.
Careless, harmless, childless, restless, etc.
Warlike, childlike, cowlike, etc.
Careless, shapless, useless, meaningless, etc.
Foolish, Spanish, childish, etc.
Indonesian, Asian, etc.
Golden. Wooden, leatheren, etc.
Southern, eastern, etc.
Bothersome, policsome, etc.
Praiseworthy, seaworthy, etc.
Nervous, humorous, etc.

Full of, like…
Having the quantity of
Without, not giving
Having the quality of
Without, not giving
Having the character of
In the tradition of
Made by
Showing direction

Having the character of
Deserving to
Full of

1.4.2.2. Adjectives  adjectives suffixes
Some adjectives can be formed from other adjectives by means of suffixation but
these suffixes are rare.
Suffixes
Example
Meaning
- ish
Reddish, blackish,etc. Nearly approaching to thee condition or quality
- some Gladsome, etc.
Having the character of
1.4.2.3. Verb  adjectives suffixes
These are suffixes added to verbs to form adjectives
Suffixes
-able
-y
- ive
- ed
- ing

Example
Meaning
Acceptable, readable, drinkable, etc. Able to be
Dreamy, sleepy, etc.
In the state of
Atractive, active, etc.
Being able to, full of

Bored, tired, interested, etc.
Being
Boring, interesting, existing, etc.
Being able to,
making people+V-infinitive

1.5. Errors in language learning process
1.5.1. The noition of errors
Learning a foreign language is very difficult. The difficulties may reside in the
language itself or in other factors which include differences between the base language
and the target language. Thus, errors are unavoidable part in the process of learning a
language. There are many definitions proposed by different grammarians.


Corder (1967) said that “ An errorcan be definite as a deviation from the norms of
the target language”.
In “ Errors in language Teaching and Use”, Carl Jame defined that “ Errors as
being an instance of language that is intentionally deviant and not self- corrigible by its
author”.
Errors are understood as a consistent and based on a miss- learned generalization
by Penny Urin in “ A course in language teaching” (1996).
Jame (1998:112) refers to an error as a linguistic form which is either
superficially deviant or inappropriate in terms of the target language.
1.5.2. Errors and mistakes
It is difficult to distinguish between “error” and “mistake” because the distinction
between the two terms is not very clearly.
According to Noam Chomsky (1965), errors have two different types: one
originating from verbal performance factor and the other from inadequate language
competence.
Coder (1967: 59) had a comparison between errors and mistakes, he said that a

mistake is a random performance slip caused by fatigue, excitement, ect, and therefore
can be readily self- corrected. Besides, an error is a systemantic deviation made by
learners who have not yet mastered the rules of the second language, he can not selfcorrect an error because it is a product reflective of his current stage of second language
developmentor underlying competence.
1.5.3.Causes of error in second language learning
Learning a foreign language is not easy for learners, therefore, they will make
errors in the process of learning.
In “Errors Analysis: perspective on Second Language Acquisition” Richard
(1971:173) showed that errors made by learners can be derived from the interference of
their mother tongue, called “interlingual errors” and the other called “ intralingual
errors” which is caused by language learners regardless of their mother tongue.
1.5.3.1. Interlingual errors


When the learners use the habits of their mother tongue into second language they
will make errors in second language.
Interlingual can be called as language transfer, which is the phenomenon of native
language influences on the learning of a second language. This is caused by interfernce
from mother tongue.
Lado (1957:2) says that second language learners “tend to trasfer the forms,
meaning and the distribution of forms and meaning of their native language and culture
to the foreign and culture.
Here are some examples:
+ Cô ấy là một cô gái đẹp.
She is a girl beautiful.*
+ Mary cao h¬n Tom.
 Mary taller than Tom.*
To sum up, interlingual errors are common in the process of foreign language
learning. Thus, it is necessary to point out this kind of error for learner to advoid and
find out effective learning methods.

1.5.3.2. Intranlingual errors
In his research, Richard (1971) said that intralingual errors are those which reflect
the general characteristics of rule learning and developmental errors. It illustrates that
the learners tend to buil up hypothesis about the second language from their limted
experience of it. He also divided the causes of this errors into four types: overgeneralization, ignorance of rule restriction, incomple te application of rule, false
concept hypothesized.
a. Over- generalization
Over-generalization is defined by Jacobovit (1969:55) as the use of previously
available strategies in new situations. Some of these stragetegies for some reasons will
be available and inapplicable.
Over- generalization occurs when learners use the same structure for new items
based on what they have learned.


For example: “tall” and the comparison of this adjective is “taller”. Some
learners think that the comparison of the adjective “beautiful” is “beautifuller”, but the
correct is “more or less beautiful”.
b. Ignorance of rule restrictions
In this case, the learners is using a previously acquired rule in a new situation,
they ignores the restrictions of existing structure, thus, the application of rule to context
where they do not apply.
For example:
I listen to music.
He play to football.*
The learners think that the second sentences has the same structure to the first
one, therefore they apply the rule of the first sentence to the second one.
c. Incomplete application of rules
Incomplete application of rules is caused by the fact that second language learners
are perhaps primary interested in efficient communication without the need of mastering
the rules. It involves a failure to learner more complex of structure.

For example:
Mother’s question: What did you do yesterday?
Son’ answer: I do my homework.*
d. False concepts hypothesized
We use the term “False concepts hypothesized” to regard to a class of
developmental errors resulting from faulty comprehension of distinction in the target
language. (Richard,1984).
For example:
Vietnamese learners are confused in using “were, was” in the past tense, or
between “come and go”, and so on.


Chapter 2: The study

This chapter is presented in order to understand more about the topic and to work
out the common mistakes made by Vietnamese high school students when using English
adjectives. Specifically, the chapter will begin with a description of the research sites
and subjects. Then, techniques in data collection will be presented. Finally, the results of
the study will be shown in tables.
2.1. Research questions
The study reported in this thesis was to solve the following questions:
1. What difficulties do high school students have in learning English adjectives?
2. What might be the causes of the errors in learning English adjectives?
3. What suggestions can be made in order to help students to use English
adjectives correctly?
2.2. Research setting
The study was conducted at Nguyen Cong Tru high school, Ha Tinh province.
Each week there are three 45 minute periods of English and this procedure lasts 20
weeks a term, totaling 60 periods of learning English. As a matter of fact, many students
had learned much more by taking private courses.

2.3. Description of subjects