VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
********************* NGÔ THỊ KHUYÊN AN ANALYSIS OF ERRORS IN USING ENGLISH ARTICLES BY 10
th

GRADERS AT QUẢNG XƢƠNG 3 HIGH SCHOOL,
THANH HOÁ PROVINCE

Phân tích lỗi sử dụng mạo từ tiếng Anh của học sinh lớp 10 trƣờng THPT
Quảng Xƣơng 3, tỉnh Thanh Hoá M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60140111

Hanoi, 2014 i
DECLARATION

I hereby declare that this is my own research work conducted on the
sources listed in the References part of the study.

Signature Ngô Thị Khuyên

This study aims at providing a comprehensive account of the types of errors
produced by the 10
th
graders at Quảng Xương 3 High School (QXHS) in their
use of articles, based on the Surface Structure Taxonomies (SST) of errors.
Data were collected from written samples of 100 10
th
grade students at
QXHS. The students were given forty-five minutes to write on one of four
topics appropriate with their level. Analysis of errors in the students‟ written
samples revealed that omission errors were the most frequent (49.83%),
followed by errors in addition (43.14%), and substitution errors were (7.02%)
the least. Furthermore, the results shows that the errors root from both inter-
lingual and intra- lingual sources. From the data analysis results, pedagogical
implications were given to solve the problems.


v
TABLE OF CONTENTS
DECLARATION………………………………………………………… i
ACKNOWLEDGEMENTS… …………………………………………… ii
ABSTRACT……………………… ……………………………………… iii
ABBREVIATIONS………………………………………………………… iv
LIST OF CHARTS……………… ………………………………………….iv
TABLE OF CONTENTS………….…………………………………………v
PART A: INTRODUCTION………………………………………………….1
1. Rationale…………………………………………………………… 1
2. Objectives of the study……………………………………………… 1
3. Research questions………………………………………………… 2
4. Scope of the study……………………………………………………2
5. Significance of the study…………………………………………… 2
6. Structure of the thesis………………………………………………… 2
PART B: DEVELOPMENT……………………………………………….…4
CHAPTER I: LITERATURE REVIEW……………………………………4
1. Theoretical background……………………………………………… 4
1.1.Errors 4
1.1.1. Definition of errors………………………………………… 4
1.1.2. The distinction between “error” and “mistake”…………… 5
1.1.3. Sources of error occurrence………………………………….5
1.1.4. Types of errors…………………………………………….…9


1
PART A: INTRODUCTION
This part gives rationale, objectives, the research questions, the scope
of the study and the structure of the thesis.
1. Rationale
The English article system has been a challenging area from both
teaching and learning perspectives for ages. Articles include multiple
functions and contain a very complex subsystem. According to many
researchers, article usage can be considered as number one problem in many
writing classrooms. However, articles do not seem to be a great obstacle in
comprehension. The students therefore believe that the article is a small part
of English grammar and they do not pay very much attention to them.
According to Lado (1957), it is interference of the first language that is a
barrier for learning a second language. Learners‟ first language seems to have
an effect on the learning of the English article system. According to Standwell
(1997), non- native English speakers have some problems in using the English
articles correctly irrespective of their native language. Among numerous
languages in the world, Vietnamese as well as Japanese and Russian do not
include any articles while English does.
The students at Quảng Xương 3 High School, from my observation, often
make errors in using articles in writing. As an English language teacher, the
researcher is aware of the importance of the error analysis in using articles
and really keen on finding ways to help the students. This desire has led to my

It is hoped that the findings of the present research would be useful to
Vietnamese teachers of English as well as learners of English. Once the type
and the causes of a particular error are properly found, teachers will have a
better understanding of students‟ problem in using articles in writing and can
develop proper solutions.
6. Structure of the thesis
The thesis is composed of three main parts and references
3
Part A: Introduction
This part gives reasons for choosing the topic, objectives, the research
questions and methods of the study. It also narrows the scope of the study and
briefly presents an overall outline of the research study.
Part B: Development: This part consists of three chapters
Chapter 1: Literature review
This chapter reviews the literature related to the study. Errors and error
analysis in English language learning are discussed. The literature related to
errors is given; it includes the notion of errors in language leaning, the
distinction between errors and mistakes, main causes of errors. The theoretical
background on English articles and a minor comparison between the definite
article and indefinite articles are also provided.
Chapter 2: Methodology
Chapter three describes in detail the research methodology: including
the subjects, instruments of data collection and methods of data analysis.
Chapter 3: Presentation and analysis of data
Chapter four presents the statistical results and the analysis of the
collected data.
Part C: Conclusions and recommendations

patterns in the target language, they cannot avoid committing errors. Errors
are no longer considered as an evil sign of failure, in teaching and learning, to
be eradicated at any cost; rather, they are seen as a necessary part of the 5
language learning process because they are the evidence showing that the
learners are working toward the correct rules.
1.1.2. The distinction between “error” and “mistake”
The distinction between “errors” and “mistakes” has been given by
many linguists though it is impossible to indicate any sharp differentiation.
According to Klassen (1991), the term error is used to refer to a form of
structure that a native speaker deems unacceptable because of the lack of
language competence. Chomsky (1965) initiates the distinction when he
suggests that there are two types of errors: one resulting from verbal
performance factors, the other from inadequate language competence.
Later, Corder (1967) names the former mistakes and the later error.
Mistakes are said to be unsystematic in nature and correctable when attention
is drawn to its producers. Errors, on the other hand, refer to any systematic
deviations from the rules of the target language system.
While Yulianti (2007: 9) differentiates a mistake from an error carefully,
she states:
- A mistake is a slip that a learner can self-correct.
- An error is what a learner cannot self-correct.
It is then suggested that a mistake is just a slip that the learner forgets the
right form while, an error is a deviation which is made by the learner because
he does not know the rule and he/she will make it repetitively.
1.1.3. Sources of error occurrence
There are a number of reasons for how learners make errors; they take
root from both social factors and cognitive factors (Myles, 2002). Basically,

It is believed that there are four major factors that encourage foreign
language learners to use their native language in second language acquisition.
Firstly, it is the performance pressure. When learners are forced to perform 7
tasks they do not want or their linguistic competence fail to meet, they fall
back on the language most familiar to them that is their mother tongue. Under
writing pressure, learners may rely on systematic resources from their native
language for the achievement and synthesis of meaning Windowson (1990).
Secondly, the limited foreign language environment also contributes to errors
in language learning. The lack of natural linguistic inputs with native speakers
results in learners‟ recourse on their language. Moreover, language tasks
assigned for the learners have a significant effect on their verbal production.
Among these tasks, translation is said to “increase the foreign language
learners‟ reliance on the first language structures” (Dulay et al, 1982:110).
Lastly, an important factor associated with the learner‟s use of foreign
language acquisition is the monitor (Dulay et al, 1982:110). Learners tend to
think in the first language and attempt to put the idea in the target language. In
short, the first language interference takes place because of four factors:
performance pressure, limited language environment, manner of eliciting
verbal performance and the monitor use. These four factors are defined as
social factors affecting writing in foreign languages (Myles, 2002).
ii. Causes independent from the first language
The common root of common errors in English does not only lie in
cross-association and instinctive translation of the mother tongue, but also in
the usages of English itself; for these usages provide the only factor which is
common to all regions, all students and all methods (French, 1958:7). Causes
independent from the first language consist of overgeneralization, false
concepts hypothesized, incomplete application of rules, cross association, and

neither being inhibited, but one or both being affected by the other” (George,
1972:153). 9
Fossilization: “Fossilization is referred as a phenomenon that takes place as a
learner internalizes an incorrect form” (Brown et al., 1987: 186). This is
believed to exist in adolescents and adults‟ pronunciation, and also manifests
in some syntactic structures or vocabulary a learner uses. Three factors
contribute to this phenomenon: mother tongue influence, communication
needs, and teachers‟ feedback.
To sum up, the five causes above can explain for language learners‟
error committing. However, it is difficult to decide exactly which process is
applied in a certain error, and many processes might operate simultaneously
and reinforce each other in causing the learners to produce errors.
1.1.4. Types of errors
The achievement of language learning and teaching may not be
flawless as thought. The imperfection derives from the difference between the
expected output of the language learning and the real result of such process.
While the teacher often requires and expects learners to make as few errors as
possible, learners in fact commit errors of different extent and levels. Due to
the variety of errors, it is necessary to classify errors in specific groups. The
categorization of errors is based on various criteria and aspects.
Richards et al (1974) believes that both children learning the first
language, and children and adults learning foreign languages are likely to
produce errors of following types:
i) The omission of grammatical morphemes
ii) The double marking of a given semantic feature
iii) The over generalized application of irregular rules
iv) The use of one form of several required

the errors, such as: 11
(a) A device which the learner uses in order to learn (Selinker, 1992:
150)
(b).To fully grasp and understand the nature of the errors made, and
(c). Instead of just being able to explain the rules and correct the errors
(Mei Lin Ho, 2003: 1).
1.1.6. Error analysis
Writing is a complex process even in the first language. Undoubtedly, it
is more complicated to write in a foreign language. Consequently, lots of
researchers have intended to identify the common errors EFL students make
in writing the second language. Of course, a better understanding of the error
and the origin of such error in the process of EFL writing will help teachers
know how students‟ difficulties in learning that language. Moreover, it will
aid in the adaptation of appropriate teaching strategies to help EFL students
learn better.
Therefore, EA can be considered as a fundamental tool in language
teaching in order to reorganize teacher‟s point of view and readdress his/her
methodology for fixing and fulfilling the students‟ gaps (Vasquez, 2007). In
other words, as Corder (1967) defines, EA is a procedure used by both
researchers and teachers which involves collecting samples of learner
language, identifying the errors in the sample, describing these errors,
classifying them according to their nature and causes, and evaluating their
seriousness. The purpose of error analysis is, in fact, to find “what the learner
knows and does not know” and to “ultimately enable the teacher to supply
him not just with the information that his hypothesis is wrong, but also,
importantly, with the right sort of information or data for him to form a more
adequate concept of a rule in the target language” (Corder, 1974: 170).
13
Ex: The pupil in uniform The boy with the red hat
The woman that I knew The house where he lived
-When the object or group of objects is unique or considered to be unique:
Ex: the earth the sea the sky the equator the
stars
-Before superlative and first, second… used as adjectives or pronouns, and
only:
Ex: The first week the best day the only way
-Before a noun which by reason of locality can represent only one particular
thing:
Ex: Ann is in the garden (the garden of this house).
Please pass the wine, please. (the wine on the table).
-The + singular noun can represent a class of animals or things:
Ex: The whale is in danger of becoming extinct.
The can be used before a member of a certain group of people:
Ex: The small shopkeeper is finding life increasingly difficult.
-The + adjective represents a class of persons.
Ex: The old = old people in general.
-The is used before certain proper names of seas, rivers, group of islands,
chains of mountains, plural names of countries, deserts, regions:
Ex: The Atlantic The Netherlands The Thames
The Sahara The Azores The Alps
The Strand The Sudan …
-The is used before other proper names consisting of adjective + noun or
noun + of + noun
Ex: The National gallery The Tower of London



15
Ex: a man a hat a university a European a one-
way street
An is used before words beginning with a vowel (a, e, i, o, u) or words
beginning with a mute h
Ex: an apple an island an uncle an egg an hour
an onion
Or individual letters spoken with a vowel sound:
Ex: an MP an SOS an X
A / An is the same for all genders:
Ex: a man a woman an actor an actress a table
…
b. Use of A / An
- Before a singular noun which is countable (i.e., of which there is more
than one) when it is mentioned for the first time and represents no
particular person or thing.
Ex: They live in a flat. He bought an ice-cream.
- Before a singular countable noun which is used as an example of a
class of things:
Ex: A car must be insured. (= All cars /Any car must be insured.)
- With a noun complement. This includes names of professions:
Ex: She‟ll be a dancer.
- In certain expressions of quantity:
Ex: a lot of a great many a great deal of a
couple a dozen
-With certain numbers:
Ex: a hundred a thousand a half kilo of…
- In expressions of price, speed, ratio…


The tiger
(some)
tigers

GENERIC
REFERENCE
The tiger
A tiger
Tigers

Ink

With definite specific reference, the definite article is used for all noun
classes: 17
Ex: Where is the pen I bought?
Where are the pens I bought?
Where is the ink I bought?
With indefinite specific reference, singular count nouns take the indefinite
article a(n), while non-count and plural count nouns take zero article or
unstressed some (any) in non- assertive contexts.
Ex: I want a pen / some pens / some ink.
I don‟t want a pen / any pens / any ink.
2. Previous studies on similar theme
Much research has been conducted with a focus on analysis of error in
writing. Bataineh (2005: 56) claims “unlike earlier error analyses, native
language transfer is found to play a role which is at best minimal”. Of course,
his study exclusively aims at identifying the kinds of errors Jordanian first,