COMMON ERRORS IN THE USE OF THE PRESENT CONTINUOUS TENSES

PART ONE

INTRODUCTION

I. Rationale:

         

Language is very important means of communication in daily human life. Human beings use language, both in written and spoken form, to express their ideas. In a wide scope, language functions as a means of international communication by at least  two persons. In a smaller group whose members share the same language, for instance, there are likely no difficultlies in using the language since the persons involved in the process of communication are used to speaking their own native language. On the other hand, if the people taking part in the conversation speak difference language, they must have difficulties or obstacles in getting along with each other. One of the problems causing the difficulties is the language used. Accordingly, they need a language which is understood by both sides, the speaker and his or her counterpart. This will occur when the speakers are from different backgrounds: nationality, race, and language. In this case, an international language is very badly needed, especially the one that is the most widely spoken in the world. One of the languages is the English language.

          In Vietnam as well as in other countries, there is a greater need to learn English , from young to old, and from male to female. No one can deny the importance of English in Viet Nam at present. Therefore, English is being taught at every educational level.

          However, learning a language is difficult because each language has its own system which is different from that in the learner’s native language. The differences in the system of language may bring about learning problems for foreign language learners. Hence, it is inevitable that in learning English as a foreign language Vietnamese students usually have problems n account of the differences between Vietnamese and the target language. It is proved that English grammar is complex and often causes embarrassment to students. The tenses especially the present continuous tenses is one of the basic language categories that students at high schools have to acknowledge firmly. Due to its various uses and forms, it is assumed that there are many errors which may be made. In fact, many students confess that the present continuous tenses is one of the basic problems of English grammar and they often make errors in the use of the present continuous tenses. For example:

                   I have living in this house for 5 years.

                   I see her tonight. 

          Moreover, as a prospective teacher, I would like to make a contribution to the English teaching in Vietnam. For the reasons above, this study is conducted, which focuses on errors in the use of the present continuous tenses among the students of English in grade 10 at Viet Tri High School.

II. Research presupposition:

With regard to the errors quoted above, the problem is with grammatical structures. The correct versions could be:

                   I have been living in this house for 5 years.

                   I am seeing her tonight.

          Some questions are raised:

1.     What kinds of errors are made by the students of English in grade 10 at Viet Tri High School in the academic year of 2009/2010?

2.     What kind of error in the use of the present continuous tenses is the most often made by the tenth-grade students of English at Viet Tri High School in the academic year of 2009/2010?

3.     What are the causes of the errors in the use of the present continuous tenses made by the students of English in grade 10 at Viet Tri High School in the academic year of 2009/2010?

Based on the questions above, I am eager to learn the problems and make an error analysis in the present continuous tenses so that the major errors in the use of the present continuous tenses may be found.

III. Research objectives:

          The study is aimed at the following goals:

1.     To find out the kinds errors made by the tenth-grade students of English Viet Tri High School in the academic year of 2009/2010.

2.     To find out the main errors in the use of the present continuous tenses most often made by the students of English in grade 10 at Viet Tri High School in the academic year of 2009/2010.

3.     To find out the causes of the errors in the use of the present continuous tenses made by the tenth-grade students of English at Viet Tri High School in the academic year of 2009/2010.

IV. Research scope:

          The general research area of this study is grammar.

The phenomenon is errors in the use of the present continuous tenses made by the students of English in grade 10 at Viet Tri High School in the academic year of 2009/2010. Others relating to the present continuous tenses are also briefly mentioned.

The population involved in the study is one hundred tenth-grade students of English at Viet Tri High School.

V. Research tasks:

          The study involves fulfilling the following tasks:

1.     To study the formation of V-in to a verb.

2.     To research into the uses of the continuous tenses.

3.     To conduct a survey to find out error types and causes. On the basis of the findings, possible solutions to the problems are sought to minimize the students’ errors.

VI. Research methods:

          To achieve the objectives of the study, the following methods have been applied:

1.     Collecting documents from books listed in the references.

2.     Consulting the supervisor, experienced teachers and friends.

3.     Synthesizing theoretical documents on English grammar.

4.     Conducting a survey and analyzing the results.

VII. Significance of the proposed research:

          Errors in any language teaching and learning, particularly in English as a foreign language, are sometimes predictable and sometimes unpredictable. It is, therefore, essential for teachers to have better treatment to anticipate errors. After the research, it is hoped that result will be helpful to provide:

1.     Input for learner of English in order to minimize their errors in the use of the present continuous tenses.

2.     Input for teachers of English with information on errors types and solutions to the problems so that they can have good methods of teaching the present continuous tenses.

This study is also beneficial to anyone who is interested in the present continuous tenses in English.

VIII. Design of the research work:

         

The research work has three main parts, namely: Introduction, Development, and Conclusion. The part “Development” consists three sections. Section one reviews literature in brief. Section two show how to add -in in verbs and section three deals with things related to the present continuous tenses such as definitions, forms, uses and adjuncts used with the present continuous tenses.

          Chapter two is named “Common errors in the use of the present continuous tenses.” It has three sections. Section one is devoted to the survey. The second deals with errors types and causes. The last one is on solutions of the problems and suggested exercises on the present continuous tenses.

PART TWO

DEVELOPMENT

CHAPTER ONE

THEORETICAL BACKGROUND

I.1. LITERATURE REVIEW IN BRIEF:

         

The present continuous tenses have been described by many grammarians like Michael Swan (1984), Collin Co build (1989), Raymond Murphy (1994), George Yule (2006), Kim Chuan Auk & Kim Kai Hue (1992) and so on. They each have their own ways to describe the present continuous tenses. Generally, they focus their attention on the definition, forms, uses, and adjuncts used with the present continuous tenses.

          Michael Swan (1984) in the book Basic English Usage focuses on forms, uses and adjuncts used with the present continuous tenses. He describes uses of the present continuous tenses by illustratable diagrams and examples.

          Collin Co build (1989) describes uses of the present continuous tenses in the book English Grammar Helping Learners With Real English. He refers to time in the present by using adjuncts which are involved in general truths, regular actions, and frequent actions.

In the book A Practical English Grammar, A.J.Thomson & A.V.Martinet (1985) describes forms of the present continuous tenses both infinitives and contractions. They give the spelling of the present participle and uses of the present continuous tenses. In addition, they concentrate on other possible uses of the present continuous tenses. Moreover, they pay much attention to verbs not normally used in the continuous tenses and give uses of some especial words in specific cases.

Raymond Murphy (1994) in the book English Grammar In Use focuses his attention on uses and some words not normally used in the continuous tenses. In addition, he divides his research into smaller parts in order to help learners understand more clearly. They also give practical exercises for learners.

          In the book Oxford Practice Grammar, George Yule (2006) describes

forms of the present continuous tenses. He compares the present continuous with the present simple, the present perfect continuous tenses with the present perfect. In order to understand and use these tenses easier, he gives some practical exercises.

Kam Chuan Aik & Kam Kai Hui (1992) in the book Longman Dictionary of Grammar and Usage give forms of the present continuous tenses. They refer to uses and illustratable examples of the present continuous tenses. They also give some main verbs not normally used in the present continuous tenses. Moreover, they put sentences that contain those verbs and then point out some common errors in the use of the present continuous tenses, the misuse in the use of some specific words.

In short, much research has been done on the present continuous tenses but only Kam Chuan Aik & Kam Kai Hui (1992) and George Yule (2006) point out errors in the use of  the present continuous tenses. In fact, there are far more errors that learners of English often make when they use the present continuous tenses. Therefore, it is essential to have comprehensive study of common errors in the use of the present continuous tenses.

I.2. Form of V-ing or gerund:

           

          John Sinclair (1990) describes  in detail the formation of the present participle.

          The basic rule is adding -in to a verb.

                   walk - walking

                   do - doing  

          All  of the -in is pronounced as a separate syllable /I/

          With most verbs which end in e , the gerund is formed by substituting -in  for the final e.

                   write - writing

                   smoke - smoking

          In the cases of a few verbs ending in a single e, gerunds are formed by adding -in in the normal way.

                   dye - dyeing

                   singe - singeing

          Here is a list of these verbs.

                    age                        singe

                   dye                       tiptoe

          In the case of verbs ending i.e., the gerund is formed by substituting yang for i.e.

                   tie - tying

                   lie - lying

          If the base form of a verb has one syllable and ends with a single vowel letter followed by a single consonant letter, we double the final consonant letter before adding -in to form the gerund.

                   cut - cutting

                   chat - chatting

          Note that this does not apply if the final consonant letters are w, or x.

                   fix - fixing

                   row - rowing

          To form a gerund from a two-syllable verb of which the second syllable ends in a single vowel letter followed by a single consonant letter and is stressed, we also double the final consonant letter before adding -in.

                   admit - admitting

                   begin - beginning

          In British English, when a two-syllable verb ends in a single vowel letter followed by a single l, the l is doubled before the ending -in is added to it, event if there is no stress on the last syllable.

                   travel - traveling

                   signal - signaling

          A few other verbs also have their final consonant letter doubled.

                   handicap - handicapping                    program - programming

                   hiccup - hiccupping                            worship - worshipping

                   kidnap - kidnapping

          Note that in American English all the verbs described above, except handicap, can have their gerunds spelled with a single consonant letter.

                   travel - traveling

                   worship - worshiping

          Here is a list of verbs whose final consonant letter is doubled before the ending -in in British but not always in American English.

                   cancel                    funnel                   libel             quarrel         stencil

                   dial              gambol        marvel         refuel           swivel

                   duel             grovel                   model                   revel            total

                   enamel        hiccup         panel           rival             travel

                   enroll           initial           pedal           shovel                   tunnel

                   enthrall        kidnap         pencil          shrivel         unravel

                   equal           label            program       snivel          worship

                   fuel             level            pummel       spiral

          With verbs ending in c, king is usually added instead of -in

                   panic - panicking

                   mimic - mimicking

          The negative is formed by adding not before the gerund. For example:

                   I can’t help not being amused by these silly jokes.

          A perfect gerund is formed by putting the -ed participle after having.

                   Tom remembered having visited the place before.

                   He denied having been there.

I.3. The present continuous tenses:

I.3.1. The present continuous tense:

I.3.1.1. Definition:

Eg: We are having a meeting. Come and join in.

                       What am I doing? I’m looking out of the window.

                      My head is aching.

                      I’m already feeling tense.

I.3.1.2. Form:

          The present continuous tense is formed with the present tense of the auxiliary verb “be” + the present participle:

Affirmative	Negative	Interrogative
I am working You are working He/she/it is working We are working You are working They are working	I am not working You are not working He/she/it is not working We are not working You are not working They are not working	Am I working? Are you working? Is he/she/it working? Are we working? Are you working? Are they working?

          Negative interrogative: am I not working? Are you not working? Is he not working?

         

Contractions:

         

Affirmative	Negative	Interrogative
I’m working You’re working He/she/it’s working We’re working You’re working They’re working	I’m not working You aren’t working He/she/it isn’t working We aren’t working You aren’t working They aren’t working	Aren’t I working? Aren’t you working? Isn’t he/she/it working? Aren’t we working? Aren’t you working? Aren’t they working?

I.3.1.3. Uses of the present continuous tense

I.3.1.3.1. Actions in continuous at the moment of speaking

          The present continuous tense is used to describe actions or events which are in continuous at the moment of speaking.

     Eg: Someone is knocking at the door. Can you answer it?

                      What are you doing? - I’m just tying up my shoe-laces.

                      He is working at the moment, so he cannot come to the telephone.

          Actions in continuous are seen as uncompleted:

               Eg: He is taking to his girlfriend on the telephone.

          We can emphasize the idea of duration with still.

               Eg: He is still taking to his girlfriend on the telephone.

I.3.1.3.2. Temporary situations:

          The present continuous can be used to describe actions and situations which may not have been happening long or which are thought of as being in continuous for a limited period:

                Eg: What is your daughter doing these days?

- She is studying English at Ha No University

          Such situations may not be happening at the moment of speaking:

                Eg: Don’t take that ladder away. Your father is using it (perhaps not at the moment)

                      She is at her best when she is making big decisions.

          Temporary events may be in progress at the moment of speaking:

                Eg: The river is flowing very fast after last night’s rain.

          We also use the present continuous to describe current trends.

                Eg: People are becoming less tolerant of smoking these days.

I.3.1.3.3. Planned actions: future reference

          We use the present continuous to refer to activities and events planned for the future. We generally need an adverbial unless the meaning is clear from the context:

                Eg: We are spending next winter in Australia.

          This use of present continuous is also commonly associated with future arrival and departure and occurs with verbs like arrive, come, go, leave, etc. to describe travel arrangements:

                Eg: He is arriving tomorrow morning on the 13.27 train.

          The adverbial and the context prevent confusion with the present continuous to describe an action which is in progress at the time of speaking:

                Eg: Look! The train is leaving. (i.e. it’s actually moving)

I.3.1.3.4. Repeated actions:

          The adverbs always (in the sense of ‘frequent’), constantly, continually, forever, perpetually and repeatedly can be used with continuous forms to describe continually-repeated actions:

                Eg: She is always helping people.

          Some sativa verbs can have continuous forms with always, etc.

                Eg: I am always hearing strangle stories about him.

          Sometimes there can be implied complaint in this use o the continuous when it refers to something that happens too often.

                Eg: Our burglar alarm is forever going off for no reason.

I.3.1.4. Other possible uses of the present continuous

I.3.1.4.1. With a point in time to indicate an action which begins before this point and probably continues after it:

                Eg: At six I am bathing the baby (I start bathing him before six.)

          Similarly with a verb in the simple present:

                Eg: They are flying over the desert when one of the engines fails.

I.3.1.4.2. With always:

                Eg: He is always losing his keys.

          This form is used, chiefly in the affirmative:

1.     For a frequently repeated action, usually when the frequency annoys the speakers of seems unreasonable to him: Tom is always going away for weekends (present continuous) would imply that he goes away very often, probably too often in the speaker’s opinion. But it does not necessarily mean that he goes away every weekend. It is not a literal statement. Compare with always + simple present:

      Eg: Tom always goes away for weekends =

            Tom goes away every weekend. (a literal statement)

I/we + always + continuous tense is also possible here. The repeated action is then often accidental:

      Egg: I’m always making that mistake.

2.     For an action which appears to be continuous:

      Eg: He’s always working = He works the whole time.

This sort of action quite often annoys the speaker but doesn’t necessarily do so: He is always reading could imply that he spends too much time reading, but could also be said in a tone of approval.

The first person could be used here too. The action then, like the other actions here in second, is usually deliberate.

I.3.1.5. Verbs not normally used in the continuous tenses

          The continuous tenses are chiefly used for deliberate actions. Some verbs are, therefore, not normally used in the continuous and have only one present tense, the simple present. These verbs can be grouped as follows:

I.3.1.5.1. Verbs of the senses (involuntary actions): feel, hear, see, smell; also notice and observe (=notice), and feel, look, taste used as link verbs.

          Verbs such as gaze, listen, look (at), observe (=watch), stare and watch imply deliberate use of the senses, and can, of course, be used in the continuous tenses:

                Eg: Watch! I am watching but I don’t see anything unusual.

He is listening to a tape, but he’s wearing earphones so nobody        else hears it.

I.3.1.5.2. Verbs expressing feelings and emotions, e.g. admire (=respect), adore, appreciate (=value), care for (=like), desire, detect, dislike, fear, hate, like, loathe, love, mind (=care), respect, value, want, wish.

          But the continuous can be used with admire meaning ‘look at with admiration’, appreciate meaning ‘increase in value’, care for meaning ‘look after’, long for, mind meaning ‘look after/ concern oneself with’, value/love meaning ‘enjoy’, and hate meaning the opposite, though it is safer to use the simple tense with like, love, and hate:

Eg: He is enjoying his holiday in the Australia. He hates touristy places and he doesn’t mind the cold.

I am minding my own business.

How are you liking/ Do you like your new job?

I am hating it/ I hate it. I just don’t like work, you see.

I.3.1.5.3. Verbs of mental activity, e.g. agree, appreciate (=understand), assume, believe, expect (=think), feel (=think), sure/certain, forget, know, mean, perceive, realize, recall, recognize, recollect, remember, see (=understand), see through someone (=penetrate his attempt to deceive), suppose, think (=have an opinion), trust (=believe/have confidence in), understand. But the continuous can be used with appreciate meaning ‘to increase in value’.

I.3.1.5.4. Verbs of possession: belong, owe, own, possess:

                Eg: How much do I owe you?

I.3.1.5.5. appear (=seem), concern, consist, contain, hold (=contain), keep (=continue), matter, seem, signify, sound (=seem/appear):

                Eg: It concerns us all.

                      This box contains explosives.

          But appear meaning ‘to come before the public’ can be used in the continuous.

I.3.1.6. feel, look, smell, and taste used in the continuous forms

I.3.1.6.1. feel

          Feel, when followed by an adjective indicating the subject’s emotions or physical or mental condition, e.g. angry/pleased, happy/sad, hot/cold, tense/relaxed, nervous/confident, is normally used in the simple tenses but can also be used in the continuous:

                Eg: How do you feel/are you feeling? I feel/am feeling better.

          Feel meaning ‘touch’ (usually in order to learn something) can be used in the continuous:

                Eg: The doctor is feeling her pulse.

          Similarly, feel for meaning ‘try to find something by touching’:

                Eg: He is feeling for the keyhole in the dark.

          But feel is not used in the continuous when it means ‘sense’:

                Eg: Don’t you feel the house shaking?

          When it means ‘think’:

                Eg: I feel you are wrong.

          And when it is used as a link verb:

                Eg: The water feels cold.

I.3.1.6.2. look

          The continuous is not used with look used as a link verb, e.g. That cake looks good, or with look on (=consider), look up to (=respect) and look down on (=desire). But look (at), look for/in/into/out and look on (=watch) are deliberate actions and can be used in the continuous tenses:

                Eg: He is looking for his glasses.

                      I am looking out for a better job.

I.3.1.6.3. smell

          The continuous is not used with smell meaning ‘perceive a scent/an odour’, e.g. I smell gas, or with smell used as a link verb, but can be used with smell meaning ‘sniff at’:

                Eg: Why are you smelling the milk? Does it smell sour?

I.3.1.6.4. taste

          taste as a link verb is not used in the continuous:

                Eg: This coffee tastes bittter. (has a bitter taste)

          But taste meaning ‘to test the flavour of’ can be used in the continuous:

                Eg: She was tasting the pudding to see if it was sweet enough.

I.3.1.6.5. see and hear used in the continuous forms

          - see can be used in the continuous when it means ‘meet by appointment (usually for bussiness), ‘interview’:

                Eg: The director is seeing the aplicants this morning.

                      I am seeing m solicitor tomorrow.

          Also when it means ‘visit’ (usually as a tourist):

                Eg: Tom is seeing the town/the sights.

          It can also be used in the continuous in the following combinations:

          See about = make arrangements or enquires:

                Eg: We are seeing about a work permit for you. (trying to arrange this)

          See to = arrange, put right, deal with:

                Eg: The plumber is here. He is seeing to the leak in our tank.

          See somebody out = escort him/her to the door.

          See somebody home = escort him/her home.

          See somebody to + place = escort him/her to + place.

                Eg: Ann: Is Bill seeing you home after the party?

                     Mary: No, he is just seeing me to my bus.

          See somebody off = say goodbye to a departing traveller at the starting point of his journey (usually the satatio, airport etc.):

                Eg: We are leaving tomorrow. Bill is seeing us off at the airport.

- hear can be used in the continuous when it means ‘listen formally to’ (complaints/evidence etc.):

      Eg: The court is hearing evidence this afternoon.

          Hear meaning ‘receive news or letters’ can also be used in the continuous form but only in the present perfect and future:

                Eg: I have been hearing all about accident.

                      You’ll be hearing about the new scheme at our next meeting.

I.3.1.7. Adjuncts used with the present continuous tense:

I.3.2. The present perfect continuous tense:

I.3.2.1. Definition:

I.3.2.1. Form:

          The present perfect continuous tense is formed by the present perfecta of the verb to be + the present participle.

          The negative is formed by adding not to the auxiliary.

          The interrogative is formed by inverting the auxiliary and subject.

Affimative	Negative	Interrogative
I have been working You have been working He/she/it has been working We have been working You have been working They have been working	I have not  been working You have not been working He/she/it has not been working We have not been working You have not been working They have not been working	Have I been working? Have you been wowking? Has he/she/it been working? Have we been working? Have you been working? Have they been working?

          Negative interrogative: Has he not been working? Etc.

          Contractions: have/has and have not/has not can be contracted thus: I’ve been working, you haven’t been working, hasn’t he been working? etc.

I.3.2.2. Uses of the present perfect continuous tense:

I.3.2.2.1. Actions in continuous throughout a period

          We use the present perfect continuous when we wish to emphasize that an avtivity has been in continuous throughout a period, often with consequences now. Depending on context, this activity may or may not still be in continuous at the present time. This use often occurs with all + time references: e.g. all day

                Eg: She is very tired. She has been typing letters all day. (Depending on context, she is still typing or has recently stopped.)

          Some verbs like learn, lie, live, rain, sit, sleep, stand, study, wait, work naturally suggest continuity and often occur with the perfect continuous with since or for and also in questions beginning with How long…?

                Eg: I have been working for that company for 15 years. (Depending on context, I am still now, or I may have recently changed jobs or retired.)

          With ‘continuity verbs’, simple and continuous forms are often interchangeable, so in the above examples ‘I have worked’ could be used. The only difference is that the continuous puts more emphasis on continuity.

I.3.2.2.2. The present perfect continuous for repeated actions

          The present perfect continuous form is often used to show that an action is (or was) frequently repeated:

                Eg: Jim’s been phoning Mary every night for the pasr week.

I.3.2.2.3. The present perfect continuous for drawing concusions

          We use the continuous (seldom the simple) form to show that we have come to a conclusion based on direct or indirect evidence:

                Eg: Your eyes are red. You’ve been crying.

          The present perfect continuous often occurs in complaints:

                Eg: This room stinks. Someone’s been smoking.

I.3.2.3. Comparison of the present perfect simple and continuous:

I.3.2.3.1. An action which began in the past and is still continuing or has only just finished can, with certain verbs, be expressed by either the present perfect simple or the present perfect contiuous. Verbs which can be used in this way include expect, hope, learn, lie, live, look, rain, sleep, sit, snow, stand, stay, study, teach, wait, want, work:

      Eg: How long have you learnt English?

                      How long have you been learning English?

                     He’s slept for ten hours.

                     He’s been sleeping for ten hours.

                     It’s snowed for a long time.

                     It’s been snowing for a long time.

          This is not of course possible with verbs which are not used in the continuous forms, i.e. the present perfect continuous could not replace the simple present perfect in the following examles:

                Eg: They’ve always had a big garden.

                     How long have you known that?

                     He’s been in hospital since his accident.

          Notice also that the present perfect continuous can be used with or without a time phrase. In this way it fiffers from thw simple present perfect, which can only express this type of action if a time phrase is added such as for six days, since June, never. When used without a time expression of thiskind, the simple present perfect refers to a single completed action.

I.3.2.3.2. A repeated action in the simple present perfect can sometimes be expressed as a continuous action by the present perfect continuous:

                Eg: I’ve written six letters since breakfast.

                     I’ve been writting six letters since breakfast.

                     I’ve knocked five times. I don’t think anyone’s in.

                     I’ve been knocking. I don’t anybody’s in.             

          Note that the present perfect continuous express an action which is apparently uninterrupted; we do not use it when we mention the number of times a thing has been done or the number of things that have been done.

I.3.2.3.3. There is however, a different between a single action in the simple present perfect and an action in the present perfect continuous:

          (a) I’ve polished the car means that this job has been completed.

          (b) I’ve been polishing the car means ‘this is how I’ve spent the last hour’. It does not necessarily mean that the job is completed.

          Note also that a single action in the present perfect continuous continues up to the time of speaking, or nearly up to this time:

                Eg: He’s been taking photos (He’s probably still carrying his camera.)

                     He has taken photos. (This action may or may not be very recent.)

I.3.2.3. Some more examples of the present perfect continuous:

 A: I hven’t seen your brother lately. Has he gone away?

          B: Yes, he’s/he has been sent to America

          A: When did he go?

          B: He went last month.

          A: Have you had any letters from him?

          B: I haven’t, but his wife has been hearing from him regularly.

          A: Does she intend to go out and join him?

          B: They’ve been thinking about it but haven’t quite decided yet. Unfortunately they’ve had a lot of expense lately and perhaps haven’t got the money for her fare.

          Tom: What have you done with my knife? (Where have you put it?)

          Ann: I put it back in your drawer.

          Tom (taking it out): But what have you been doing with it? The blade’s all twisted! Have you been using it to open tins?

          A: Do you see those people on that little sandy island? They’ve been waving handkerchiefs for the last half hour. I wonder why.

          B: They need help. The tide’s coming in and very soon that little island will be under water. Have you been sitting here calmly and doing nothing to help them?

          A: I’ve never been here before. I didn’t know about the tides.

CHAPTER TWO:

COMMON ERRORS IN THE USE OF THE PRESENT CONTINUOUS TENSES.

       

This chapter presents the findings of the practical research with the students of English in grade 10 at Viet Tri High School. It falls into three sections. Section II.1 deals with the survey questionnaire, which was designed to map out some common errors made by the tenth-grade students at Viet Tri High School. Section II.2 presents common errors and causes. Section II.3 provides students and teachers with some suggested solutions to minimize the errors in the use of the present continuous tenses.

II.1. Survey

          As it was mentioned in chapter one, the study does not only help students of English have deep insight into the present continuous tenses but also find out errors in the use of the present continuous tenses. Due to the framework of a thesis, to map out all the mistakes made by students at all adecational levels is impossible. Therefore, this thesis is only focused on common errors in the use of the present continuous tenses made by the tenth-grade students at Viet Tri High School. To find out the errors made by those students, a survey questionnaire was conducted.

II.1.1. Purpose of the survey

          The overall objectives of the survey questionnaire are to test students’ understanding of the present continuous tenses and find out common errors made by the tenth-grade students at Viet Tri High School in the school year of 2009/2010.

II.1.2. Population of the survey

          The number of students participating in the survey questionnaire is one hundred in grade 10 at Viet Tri High School. They have to learn English as a compulsory subject. Most of them have been learning English for five years. Some have learnt English for seven years. Therefore, the expected English level among them is intermediate. Naturally, they have been taught some of them are bad at grammar in general, and tenses in particular.

II.1.3. Type of the survey

          To collect data, a completion test was used. It involved such activities as choosing the correct answer, supplying the correct form of the verb, finding and correcting the errors.

II.1.4. Construction of the survey

          The material in use in the test was taken from grammar books concarned with the present continuous tenses. The survey is divided into two parts. Part A,  which consists of five sentenses, is designed to get general information about informants and their English competence. Part B is conducted to find out how much the students have known and mastered the present continuous tense. This part has three exercises.

1.     Exercise 1: Choose the correct answer.

This exercise consists of fifteen items.

2.     Exercise 2: Give the correct form of the verb.

This exercise consists of fifteen five  items.

3.     Exercise 3: Find and correct the errors.

This exercise consists of ten items.

         

II.1.5. Preparation of the survey

II.1.5.1. Test items

          There are many possible errors in the use of the present continuous tenses that a survey cannot find out. Thus, it is necessary to predict possible errors and include them in the survey. In this survey, possible errors were classified into the following categories.

(a) The present continuous tense

                   1. Confusing the present continuous with the present simple      

2. Confusing the present continuous with a future meaning with the present simple  

3. Confusing the present continuous with the present perfect continuous

(b) The present perfect continuous tense      

1.  Confusing the present perfect continuous with the present simple

2. Confusing the present perfect continuous with the present   continuous

3. Confusing the present perfect continuous with the present perfect     4. Confusing the present perfect continuous with the past simple

5. Confusing the present perfect contiuous with the past perfect continuous

II.1.5.2. Arrangement of the survey

          After being classified, the test items were arranged into the following numbers:

II.1.6. Administration of the try-out

II.1.6.1. Preparation of the try-out

          The teachers in charge of the two classes which were intended to do the survey questionnaire were asked for permission before the try-out was carried out.

II.1.6.2. Try-out

          The try-out was conducted on May, 15^th , 2010. The students from the two classes were gathered in a room and asked to do the questionnaire as well as possible in compliance with their own ability. They were instructed carefully before answering the questionnaire. Importanly, they were reminded that the result of the questionnaire was to serve the research and it had no influence on their study results. Hence, they made their real effort to do the questionnaire without copying from the others. The allocated time for fourty questions was sixty minutes.

II.1.7. Method of data analysis

          The data was analyzed in five steps. In the first step, the students’ self-assessment about their English level and their knowledge of verbal types were analyzed. Errors in he use the present continuous tenses were found out in a step two. In the next step, the average percentage of errors at each level was calculated. Then, the error levels were ranked from the highest of the lowest. Based on this arrangement, the highest was considered as the major error in the use of the present continuous tenses. Students who made the most errors were identified  in the last step.

I.1.8. Results of the survey

          In the first part of the survey, the students were asked to give their self-assessment of their English levels and their understandings of verbal types. A great number of them (59%) said that their English was not really good. Thirty-eight percent of them stated that they were rather good at English. Seven percent said that they were good at this subject. Four percent stated that their English were excellent. Only four students confessed that they were bad at this subject. It can be seen from the result of the survey that every student could quickly recognize the form of the present continuous and the present perfect continuous. However, they till made some errors.

          Also based on the survey analysis, the errors made by the students in grade 10 at Viet Tri High School were noted as followed.

1. Confusing the present continuous with the present simple	27.99%
5. Confusing the present perfect continuous with the present  perfect	63.45%
4. Confusing the present perfect continuous with the present simple	5.00%
2. Confusing the present continuous with a future meaning with the present simple	42.78%
7. Confusing the present perfect continuous with the past perfect continuous	33.12%
3. Confusing the present continuous with the present perfect continuous	25.67%
6. Confusing the present perfect continuous with the past simple	12.00%

         

From the data above, it can be identified which error level of the present continuous and the present perfect continuous and which is lowest. The order is as followed:

1. Confusing the present perfect continuous with the present  perfect	63.45%
2. Confusing the present continuous with a future meaning with the present simple	42.78%
3. Confusing the present perfect continuous with the past perfect continuous	33.12%
4. Confusing the present continuous with the present simple	27.99%
5. Confusing the present continuous with the present perfect continuous	25.67%
6. Confusing the present perfect continuous with the past simple	12.00%
7. Confusing the present perfect continuous with the present simple	5.00%

II.2. Common errors and causes

II.2.1. Common errors in the use of the present continuous tense:

II.2.1.1. Confusing the present perfect continuous with the present  perfect

          The errors in the use of the present continuous tense among the tenth-grade students at Viet Tri High School are the most common. The errors of this type account for 63.44%. Acccording to the analysis; there are two students whose percentage of errors in using the present continuous and the present perfect continuous is 100% while there are 15 respondents who did not make any errors.