Luận văn english business emails an analysis of errors made by vietnamese people working in foreign companies

vinh university
foreign languages department
----------

ENGLISH BUSINESS EMAILS
AN ANALYSIS OF ERRORS MADE BY VIETNAMESE
PEOPLE WORKING IN FOREIGN COMPANIES
(PHÂN TíCH LỗI CáC THƯ ĐIệN Tử THƯƠNG MạI TIếNG ANH ĐƯƠC
VIếT BởI NGƯờI VIệT NAM LàM VIệC TRONG CáC CÔNG TY NƯớC
NGOàI)

summary of graduation thesis
FIELD: APPLIED LINGUISTICS

Supervisor: Ngun ThÞ Têng, M.A
Student : Vị ThÞ V©n
Class
: 46 B1 - English
Vinh - 2009

Part a: introduction
1. Rationale of the Study
‘Human learning is fundamentally a process that involves the
making of mistakes. Mistakes, misjudgements, miscaculations, and

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erroneous assumptions from an important aspect of learning
virtually any skill or acquiring information’
(Brown, 1987:169)

Many second language researchers have studied and investigated
errors in language learning. They have attempted to describe and explain
the reasons why learners make errors in their language learning process.
Error Analysis as the ways of dealing with errors has been worked out.
Writing is the most difficult of the four main skills in learning a
second language, particularly English as a second or a foreign language.
In these days, writing a business email has become a compulsory activity
in doing the business instead of handwritten letters. Although the writers
can benefit the chance to learn how to write a good business email from
many books of business letter models published and broadband Internet,
they can not create a professional and efficient email because writing
style and contents vary according to audiences and purposes. ‘The
purpose of good writing is not only to make oneself understood, it is to
make oneself incapable of being misunderstood’ (White, 1979).
Standard English is the goal of any skills and any English learners.
However, it is unavoidable to commit errors in learning English,
especially in writing English business emails. In fact, situations in doing
business are very various, much different from the ideal ones mentioned
in the published books. Actually, searching business email models on
Internet only gives out general ones, they are so different in the aspects

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of each industry and company. As a result, many errors and mistakes
have been found in these emails.
Having read many business emails in different companies helps the
author realize that these emails appear to be informal and uncompleted in
both form and content. This is the first reason to urge the author to do
this study.

Moreover, it would be very useful for email writers in different
foreign companies to find out the errors and their causes and to correct
themselves during their work. Because, the people who work in such
companies are too busy with their work, they have no time to attend any
English class to improve their writing skill. The solutions given in the
study may provide email - writers some techniques to reduce errors and
to create a professional and efficient business email.
2. Aims of the Study
The aims of the study are:
- To provide the writers the standard format of a business letter in
general and some techniques to write a professional business email in
particular.
- To show some typical grammar errors and their causes found in
fifty collected business emails.
- To suggest some practical solutions for email - writers to handle
with such errors.
3. Scope of the Study

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The study focuses on the analysis of errors in fifty collected business
emails. Particularly, the study is confined to grammar errors only the
author has analyzed and compared such errors between English and
Vietnamese to find out their causes and some efficient solutions. The
ground used for investigation in this study is the theoretical background
of Error Analysis suggested by some famous linguistic researchers such
as Corder, Richards, Diep Quang Ban, etc.
4. Method of the Study
This study has been conducted under the quantitative method of

collecting and analyzing data. A survey based on fifty collected business
emails written by Vietnamese people working in different foreign
companies has been carried out. Common errors, mainly in grammar
category, their causes and some suggestions to deal with such errors have
also been worked out. It aims to help email - writers to improve their
writing and to able to check and correct errors themselves during their
work.
5. Design of the Study
The study is composed of three main parts: the introduction, the
development and the conclusion.
The Introduction states the rationale, aims, scope, methodology and
design of the study.
The Development consists of three chapters:
Chapter one: Theoretical background
Chapter two: The study

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Chapter three: Findings, discussions and suggested solutions.
The Conclusion reviews the study and gives some recommendations
and suggestions for further studies.

Part b: development
CHAPTER I: THEORETICAL BACKGROUND
This chapter deals with the most general knowledge of errors and
Error Analysis. The source of background knowledge is considered to be
the base for analyzing and discussing errors in the following chapters.

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Besides, characteristics of business letters and business emails as well as
some techniques to write a good business email will be also presented.
1.1. Concepts of Errors
Error is a common phenomenon in language learning and it is
defined by many authors.
Corder (1967) introduced the idea that errors are a necessary part of
linguistic development, and that errors are of significance because they
may represent the discrepancy between the grammar of the learner’s
transitional competence and that of ‘the target language.’
According to Richards (1992), error ‘in the speech of writing of a
second or foreign language learner, is the use of linguistic item (i.e a
word, a grammatical item, a speech act, ect.) in a way which a fluent or
native speaker of the language regards as showing faulty as incomplete
learning.’
James M. H. (1987) defines an error as an utterance, form and
structure that a particular language teacher seems unacceptable because
of its inappropriate use or its absence in real life discourse.
Carl James (1980) gives the definition of error ‘as being instance of
language that is unintentionally deviant and is not corrigible by its
author’.
In addition, intention plays an important part in the definition of
error because an error often arises when there is no intention to commit.
1.2. Errors and Mistakes

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In the 1960s, concept of errors became an attractive topic to

researchers in language learning process. To make it clearer, the
distinction was drawn between the two items ‘error’ and ‘mistake’.
Chomsky (1995) states that there are two different types of errors:
one oginating from verbal performance factor and the other form
inadequate language competence. Corder (1967) developed Chomsky’s
point of view, a mistake, he says, is a ‘performance error’ and the term
‘an error’ is associated with failures in language competence.
According to Ellis (1997), ‘error reflects gaps in learner’s
knowledge. They occur because the learner does not know what is
correct. Meanwhile, mistakes reflect occasional lapses in performance.
They occur because, in a particular instance, the learner is unable to
perform what he or she knows.’
As we know, mistakes are result of psychological or neurological
factors such as fatigue, lack of attention or lapse of memory. Physical
states are also causes of mistakes (i.e tiredness) (Corder, 1992:24). On
the contrary, errors are caused by the incomplete understanding of
language competence.
It is not easy to determine what an error is and what a mistake is.
The learner’s intention in using a language also affects his making errors.
James (1998) points out that error is an instance of language that is
unintentionally deviant and is not self-corrigible by the learner.
Meanwhile, a mistake is either intentionally or unintentionally deviant
and self-corrigible.

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According to Norrish (1983), learner’s errors are themselves
systematic. The term ‘systematic’ implies errors which are random or
unintentional. The opposition between systematic and non-systematic is

very important in distinguishing errors and mistakes. He assumes that
errors are ‘a systematic deviation when a learner has not learnt
something and consistently gets it wrong’. He adds that they are
generally caused by learners of English as a second or foreign language.
In contrast, mistakes are characteristically unsystematic. In addition, they
are made by native speakers as well as foreign language learners.
Corder (1967) also shows that mistakes are not significant to the
process of language learning because ‘they do not reflect a defect in our
knowledge’ and the learners are ‘normally immediately aware of them’
and ‘can correct them with more or less complete assurance’. On the
other hand, errors are very significant to the process of language learning
(Richards, 1992).
In addition, mistakes can only be corrected by their agent if their
deviance is pointed out to him or her. In contrast, errors can not be selfcorrected until further relevant (to that error) input (implicit or explicit)
has been provided and converted into intake by the learner. In other
words, errors require further relevant learning to take place before they
can be self-corrected.
To sum up, ‘a mistake’ is a performance error and ‘an error’ is
associated with failures in language competence. And only errors can be

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the object of study of Error Analysis. Meanwhile, mistakes can not since
they do not show the true state of learner’s knowledge.
1.3. Error Analysis
The Interlanguage Hypothesis by the late 1960s and early 1970s
emphasizes that making error is something inevitable in the process of
the second language learning. Error Analysis developed as a branch of
applied linguistic in the 1960s.

Richards (1971) points out there are two types of errors: interlingual
and intralingual errors.
1.3.1. Mother Tongue Influence ( Interlingual Errors)
It is clear that, before learners learn any second language, they have
had the mother tongue already. Moreover, a lot of habits of their mother
tongue seriously affect their acquisition of the second language.
‘They tend to transfer the form, meanings and the distribution of
forms and meaning of their native language and culture to the foreign
language and culture’ (Lado,1957:2).
Another idea of transfer is also pointed out, ‘Transfer is the influence
resulting from similarities and differences between the target language
and any other language that has been previously acquired’ (Oldin, 1989).
In the first case, the learner benefits from positive first language
transfer which makes learning easier and may occur when first language
and second language have something in common. In the second case,
they can get problem with negative transfer or interference which is the
borrowing of the first language pattern or rule leading to an error or

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inappropriate language usage. Interference may be caused by the
difference between two languages.
1.3.2. Target Language Causes (Intralingual Errors)
Richards (1971:74) points out that intralingual errors reflect the
general characteristics of the learning and failure to learn conditions
under which rules apply. He adds that there are some causes of
intralingual errors such as: overgeneralization, ignorance of rule
restrictions, incomplete application of rules and false concepts
hypothesized.

a. Overgeneralization
It is a phenomenon applying a language rule which the learner has
acquired to all cases regardless of its exception.
For example:
He can plays the guitar very well.
Last night, she dances with a stranger.
b. Ignorance of Rule Restriction
It is clear that, Ignorance of Rule Restriction is a kind of
Overgeneralization. This case occurs when the learner uses a previously
acquired rule in new situation, he ignores the restrictions of existing
structures, that is, the application of rules to context where they are not
applicable.
For example:
The boy who I met him.

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c. Incomplete Application of Rules
Richards assumes that Incomplete Application of Rules occurs when
the second language learners are primarily interested in efficient
communication without the need for mastering the rules.
For example:
Teacher: Ask him why it is wrong.
Student: Why it is wrong?
d. False Concepts Hypothesized
False Concepts Hypothesized indicates a class of developmental
errors which drive from faulty comprehension of distinctions in the
target language (Richards,1992).
For example:

He prefers play football than go for a walk.
1.4. Key Steps for Error Analysis
There are some steps which have been used for identifying learner’s
errors as follows:
 Error Detection
It is the fact that, if you detect an error, you become aware of its
presence.
 Error Location
Taking the error in a sentence is not easy, some errors are diffused
throughout the sentence or large unit of text that contains them, they are
what are known as global errors (Burt & Kiparsky, 1972).. For example,
take the error in ‘Her wet lips gently kissed the sleeping child’. Does the

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error line in the misselection of wet or drive from a failure to select
moist?
 Error Description
This is the third step after error detection and error location. It aims
to reveal which errors are the same and which are different.
 Error Classification
Error classification is the fourth major step in the Error Analysis
procedure. In this step, we have some ways to organize a collection of
errors into different categories.
 Error Taxonomies
Taxonomy is defined in the New Shorter Oxford Dictionary (Brown,
1993) as ‘the branch of science that deals with classification’.
1.5. The Writing of Business Letters
According to Wikipedia, a business letter is a letter written in formed

language, usually used when writing from one business organizations
and their customers, clients and other external parties. The overall style
of letter will depend on the relationship between the parties concerned.
In fact, a business letter is much different from a personal letter.
Particularly, business letter’s purpose is to provide or request
information related to a group activities. Even may of them are sent to
people writers do not know or have little contact with whereas the
personal letter is often written with informal, conversational English
style and little planning.
1.5.1. The Roles of Business Letters

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Nowadays, going with the tendency of globalization, communication
has become an efficient medium to link people all over the world. One of
the important communicative mediums is correspondence letters,
particular in the business world. They reflect all of the relationships as
well as the effect of work while people conduct their business. There are
a lot of types of business letters such as: letters of acknowledgement,
claim adjustment letters, letters of inquiries, sale letters, thank you
letters, etc.
1.5.2. Techniques in Writing Business Letters
It is the fact that, the business letter format is very important
formally with a company. The writers should not write in the same
voice as writing to a family or friends, a business letter needs to be
more formal.
In the ‘Handbook of more business letters’ (Poe, 1998), Poe
states that a correspondence letter in general business should be:


Well planned and formatted



Formal and polite



Direct and straight to the point



Complete



Concise



Properly conclude

It is the truth that, a correspondence letter is usually written to
someone writer has no close relationship with. Therefore, it should

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be written in a formal language. Besides, the write also should

provide the reader clear and specific information to understand his
message.
There are two common styles of letter used in writing a
correspondence letter. They are full block style and modified block
style. Some differences between them have been presented as
follows:
Full block style
Modified block style
All parts start on the left Place
of
heading,
margin

the

complimentary close, and the

significant are on the right
Paragraphs are not indented Paragraphs can be indented or
Used in typing letters

on the left
Used in handwriting or typing
letters

A business letter outline consists of the following parts:
 Heading: As usual, the heading is writer’s address and the date. It can
be at the upper right or upper left of your stationary, depending on which
letter style you are using.
 Letter head: It is at the top of the page. It consists of the company’s

name, address and phone number. These days, it is common to also
include fax number and email address.
 Date: It is the date the writer sends the letter.

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 Inside address or Recipient’s address: It is the name and address of
the person or company whom you are sending the letter.
 Attention line (optional): This is a reference line. It starts with
either Attention, Sub or Re and is followed by a colon. It can refer to a
person, a specific item, or the subject of the letter.
 Salutation: Type the recipient’s name here. The first word and all
the nouns in the salutation are in capital letters. A comma, or a colon
follows the salutation. Some common salutations are:
 Dear Personel Director,
 Dear Sir or Madam: (use if the writer does not know who he is
writing to)
 Dear Dr, Mr, Mrs, Miss or Ms Smith: (use if the writer knows who
he is writing to and has a formal relationship with).
 Dear Frank: (use if the person is a close business contractor friend).
 Introductory Paragraph: To have a good business letter, writers
must transfer their message to readers clearly. The main points and the
purpose of the letter are placed in this part.
 Letter Body: This part consists of some paragraphs which provide
background information and supporting one. Supporting information
should give the answers to the following questions:


Who?



What?



When?



Where?

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

Why?



How?
This source of information is often used to develop paragraphs of

the background and facts of the letter.
 Conclusion Paragraph: In this part, the writer will supply the readers
with a concise description of the results or effects of the events reported
as facts in the body paragraphs. It sometimes concludes a request for
action.

 Complementary Close: What we type here depends on the tone and
degree of formality. The first word of complimentary close is in capital
letter and is followed by a comma.
 Signature block: The writer’s name is written below the
complimentary close. If the letter is handwritten, the name is printed
under the signature. If the letter is typed, type the name under the
signature. Title is optional depending on relevancy and degree of
formality.
 CC: stands for courtesy copies (formerly carbon copies) list the
names of people to whom the writer distribute copies, in alphabetical
order.
1.5.3. Types of Business Letters
According to ‘How to write a formal business letter’ (2004), there
are different kinds of business letters, used for different purposes. They
are divided into two types: the business to business type and the business
to client type.

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1.6. The Writing of Business Emails
1.6.1. Concepts of email
Nowadays, the number one activity online is email even with the
growth of broadband Internet and new Net tools such as podcasting. A
Gallup Poll found over 67% of Internet users send and receive email
regularly and mail outranks other online activities including shopping,
downloading music, or reading blogs.
In fact, there are a lot of definitions of email. According to
Wikipedia, some typical concepts of email have been presented as
follows:

‘Electronic email or email is the process of sending text messages
and files electronically using computer networks.’
‘Electronic

email

is

a

system

of

world

wide

electronic

communication in which a computer user can compose a message at one
terminal.’
Or ‘Electronic email, often abbreviated to e-mail, email, or eMail, is
a store – and – forward method of writing, sending, receiving and
saving’.
1.6.2. The Roles of Business Emails
Now in the Internet age, the email represents the new technology we
must master. In fact, email is an electronic, computer – assisted online
communication tool. In the business world, it is used to transmit virtually
every type of correspondence the daily conduct of business requires.

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Emails may be simple messages, memos and letters, complex
reports, tables of data, graphs and charts, blueprints, pictures, etc..
Nowadays, updating and transferring information in doing business
are very important, so business emails have become an efficient tool to
meet every business requires.
1.6.3. Techniques in Writing Business Emails
Writing a business email is not much different from writing a
general business letter. Now in the Internet age, the emails also represent
the new technology we must master. Therefore, some tips for writing
email are given in order to help businessmen have a professional and
efficient email.
First – Avoid sloppiness, it is unprofessional. Poor grammar,
spelling, and sentence structure are no more acceptable in a business
email. Check twice for errors.
Second – Capitalize the first letter in the beginning word of a
sentence and in all proper nouns.
Third – Avoid shouting, the writer can be heard without raising his
voice. Using all uppercase letters in a business email can appear pretty
abrasive, like somebody screaming, even though it is often intended
simply to emphasize a point.
Fourth – Use abbreviations and acronyms sparingly.
Fifth – Avoid using emoticons, they are too cute for serious business
email.

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Sixth – Answer the email, even if all the writer have time for is a
quick.
However, in term of business email format, there are some things
different from general business letter. Firstly, it is the heading which
consists of up to six distinct information fields. Each field in the template
is designed to hold specific information, the definitions of which are
preprinted on the left hand margin as follows:
To:




From:



Cc:



Bcc:



Date:



Subject:



Attached:

Some of these fields are not always visible.
The second difference focuses on business email body. Email
programs automatically format the body in single spaced, full block style
in order to ensure that the text of an email appears on the recipient’s
screen exactly as it does on the sender’s. Moreover, short paragraphs are
the rules, particularly as online readers often just scan the text. Long
paragraphs may be hard on the eyes and more difficult to read.
Thirdly, the signature block in a business letter does the work of the
heading or letterhead found in the format of business letter. In other
words, it supplies the contact information belonging to the sender. This

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is the last item in an email. It is always located on the left hand margin
below the signature line. A signature block should contain all the contact
information a recipient might require in order to response to an email. It
should begin with the sender’s Name, Title, and Business Organization.
A physical location, Phone Numbers, Email Address, and Website
should follow. Here is an example:
* * * * * * * * * * * *
Peter Connor
Owner/ Managing Editor
The Write Company
Blue: Co 80512

Voice: 970.493.84XX
Fax:

970.493.84XX

Email:
Website:
1.6. Summary
We have reviewed concepts of errors, Error Analysis and some steps
for Error Analysis. Characteristics of business letters as well as the way
how to write them have been presented. In addition, concepts of email
and the roles of business email have been also described. Lastly, some
efficient tips and techniques used in writing business emails have been
mentioned as well. Those are the guides for the study and discussion in
the next chapter.

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