HANOI PEDAGOGICAL UNIVERSITY N
o
2
FOREIGN LANGUAGE FACULTY NGUYEN THI KIEU MIEN
COMMON ERRORS IN THE USE OF TO-INFINITIVES
MADE BY THE STUDENTS IN GRADE ELEVEN AT
BAC KIEN XUONG HIGH SCHOOL

(GRADUATION PAPER SUBMITTED IN PARTIAL FULFILLMENT OF
THE DEGREE OF BACHELOR OF ARTS IN ENGLISH) ii
Abstract

It is a fact that to-infinitive is one of the essential parts to form a sentence
in English grammar. As well known, to-infinitives are diversified in many
forms, functions as well as usages. It takes learners quite a long time to
understand to-infinitives deeply.
As a result, students of English often make errors when they use to-
infinitives. Therefore, this research is focused on investigating common errors in
the uses of to-infinitives. Actually, the most important purpose is to show how
to use the to-infinitives and to suggest some solutions to the problem.
Based on material analysis and error analysis, the types of errors and
causes have been found. Solutions to the problems have been suggested.


PART ONE
INTRODUCTION
I. Rationale 1
II. Research presupposition 1
III. Research objectives 2
IV. Research scope 2
V. Research tasks 2
VI. Research methods 2
VII. Research significance 2
VIII. Research design 3
PART TWO
DEVELOPMENT
CHAPTER ONE: THEORETICAL BACGROUND
I.1. Literature review in brief 4
I.2. To infinitive.
I.2.1. Definition 5
I.2.2. Form 5
I.2.3. Characteristics of to infinitive 6
I.2.3.1. Nominal characteristics 6

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I.2.3.2. Adjectival characteristics 7
I.2.3.3. Adverbial characteristics 7
I.2.4. Functions 8
I.2.4.1. As a subject 8
I.2.4.2. As a direct object 8
I.2.4.3. As a subject complement 9
I.2.4.4. As an adverbial modifiers 9
I.2.4.5. As an adjective 9
I.2.4.6. As an adjectival complement 11

II.2.2. Errors in the use of to-infinitive as a direct object 25
II.2.3. Errors in the use of to infinitive as a subject complement 26
II.2.4. Errors in the use of to infinitive as an adverbial modifiers 27
II.2.5. Errors in the use of to infinitive as an adjective 27
II.2.6. Errors in the use of to infinitive after question words 27
II.2.7. Errors in the use of to-infinitive as an adjectival complement 28
II.3. Suggested solutions and suggested exercises
II.3.1. Suggested solutions 28
II.3.2. Suggested exercise 30
PART THREE
CONCLUSION
CONCLUSION 31

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REFERENCES 33
APPENDICIES 35
TEST SURVEY 35
SUGGESTED EXERCISES 41

II. Research presupposition
Some questions are raised:
1. What kinds of errors in the use of to-infinitives are made by the
students in grade 11 at Bac Kien Xuong High School?
2. What are the causes of the errors in the use of to-infinitives by the
students in grade 11 at Bac Kien Xuong High School?
3. What are the effective ways to minimize the errors made by the
students in grade 11 at Bac Kien Xuong High School?

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III. Research objectives
The study is aimed at the following goals:
1. To find out the main errors in the use of to-infinitives made by the
students in grade 11 at Bac Kien Xuong High School
2. To find out the causes of the errors in the use of to-infinitives by the
students in grade 11 at Bac Kien Xuong High School
3. To offer some suggestions to minimize the errors made by the students
in grade 11 at Bac Kien Xuong High School
IV. Research scope
The general research area of this study is grammar. The phenomenon is
focused on the errors in using to-infinitives made by the students in grade 11 at
Bac Kien Xuong High School. The population involved in the study is 90
students.
V. Research tasks
The study involves the following tasks:
1. Studying the definition, formation, characteristics and usage of to-
infinitives in English
2. Studying the grammatical features of to-infinitives in English
3. Conducting a survey to find out error types and causes of the uses of
to-infinitives in English
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PART TWO
DEVELOPMENT
CHAPTER ONE: THEORETICAL BACKGROUND
I.1. Literature review in brief
To-infinitives have been described by many grammarians like Azaz
(1999), Alexander (1990), Andrea Decapua (2008), Huges (2001), John
Eastwood (1994), Kam Chuan Aik and Kam Kai Hui (1999), They each had
their own ways to describe to-infinitives. It is visible that their contributions are
so great. Generally, they often focused on their attention on the definition,
function and the uses of adjectives.
In the book Oxford Guide To English Grammar, John Eastwood (1994)
gave quite understandable picture of the to-infinitive. He referred to infinitive
forms and infinitive clause. Moreover, he paid much attention to functions and
patterns with the to-infinitive and to-infinitive clause.
Adrea Decapua (2008) in the book Grammar For Teachers also referred
to functions of infinitives and infinitive phrases including the most common
position and function infinitives and infinitive phrases. Besides, she gave other
patterns with the to-infinitive and the way how to make infinitive negative and
infinitive passive.
In the book Understanding and Using English, Azaz (1999) studied the
form of to-infinitive, listed some verbs followed by an object and to.
Michael Swan (1984) stated in the book Basic English Usage that in the
reported speech, we can use a to-infinitive after some question words.
Anthony Huges (2001) in the book The Online English Grammar gave

send). To make sure that an expression is an infinitive and not a preposition
phrase, look at the word which follows to. If it is a verb, then the expression is a
to-infinitive.

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The negative of a to-infinitive is formed by adding “not” before the to-
infinitive. For example:
I decided not to go to London.
Other forms of the to-infinitive
The perfect infinitive: to have + past participle
For example:
I would like to have seen the Taj Mahal when I was in India.
The continuous infinitive: to be + present participle
For example:
I‟d really like to be swimming in a nice cool pool right now.
The perfect continuous infinitive: to have been + present participle
For example:
The woman seemed to have been crying.
The passive infinitive: to be + past participle.
For example:
I am expecting to be given a pay-rise next month.
I.2.3. Characteristics of to infinitive
According to Andrea Decapua (2008) in the book Grammar For
Teachers, to-infinitive can function as nouns, adjectives, adverbs, and
complement.
I.2.3.1. Nominal characteristics
When to-infinitives function as nouns, they can be in subject or object
position. They can be subject, direct object, subject complement and adjectival
complement. For example:
To help you is my duty.

Crucial to deciding whether or not a to-infinitive is functioning as an
adverb is to ask question “why?”.
I.2.4. Functions of to-infinitive
I.2.4.1. As a subject
According to Andrea Decapua in the book Grammar For Teachers, we
can use a to-infinitive as subject :
To break your promise would be wrong.
However, placing the to-infinitive at the beginning of the sentence is
considered formal and generally not found in informal spoken or written
English. Therefore, this pattern is not very usual. More often we use “it” as an
“empty subject” referring forward to the infinitive clause. For example:
It takes ages to defrost this fridge.
Would it seem rude to turn down the invitation?
It‟s a great mistake not to take a holiday now and then.
I.2.4.2. As a direct object
In the book Grammar For Teachers, Andrea Decapua (2008) states that
to-infinitives can function as direct objects of verbs.
The most common sentence position of to-infinitive and to-infinitive
phrase is after a main verb. When to-infinitives follow verbs, they are
functioning as objects.
For example:
I expect to be free tomorrow evening.
I don‟t want to see you again.
I decide to build an apartment. 9
I.2.4.3. As a subject complement
In the book Oxford Guide to English Grammar, John Eastwood (1994)
states that a to-infinitive can be a complement after verb “be”. In grammar, the

John Eastwood (1994) said that we can use a to-infinitive clause after
some verbs and adjectives. Also, we can use it after a related noun.
For example:
I need to write a letter.
→ It‟s my need to write a letter.
We are determined to succeed.
→ We shall never lose our determination to succeed.
Some nouns can be followed by the to-infinitives:
Ability
Agreement
Ambition
Anxiety
Arrangement
Attempt
Choice
Demand
Desire
Determination
Eagerness
Failure
Decision
Intention
Need
Offer
Plan
Preparation
Promise
Proposal
Refusal
Reluctance

Ask
Care
Claim
Come
Consent
Decide
Deserve
Determine
Fail
Forget
Happen
Hope
Learn 12
Offer
Prepare
Pretend
Proceed
Profess
Manage
Mean
Prove
Refuse
Resolve
Seem
Struggle
Tend
Threaten

Forget
Know
Learn
Remember
Show someone
Teach someone
Tell someone
Think
Understand
Wonder 13
We can use “have an idea, make up your mind” and the adjectives “clear,
obvious” and “sure”.
We can use this pattern after a preposition.
For example:
I was worried about what to wear.
There is the problem of how much luggage to take.
To report instructions about how something should be done, we use
tell/show someone how to or teach someone how to.
Maureen told me how to turn on the heating. I didn‟t know how to do it.
I.2.5.1.3. After verb “be”
We can use to-infinitive as subject complement after verb “be”. It can
function as a predicate.
My duty is to learn.
To decide is to act.
The house is to let.
I.2.5.1.4. After some adjectives
To-infinitives or infinitive phrases can follow be + certain adjectives.

Relieved
Sad
Shocked
Reluctant
Sorry
Surprised
Upset
Wrong
Many of the –ed participial adjectives in this chart have –ing participial
adjective counterparts that can also be followed by a to-infinitive or an infinitive
phrase. When the –ing participial adjective is used, “it” is used as empty subject.
For example:
It was surprising to see how quickly he recovered after the accident.
I.2.5.2. Misuse of to-infinitives in a place of gerunds
I.2.5.2.1. Some verbs can take either to-infinitives or gerunds with almost
no difference in meaning
Some verbs can take either a to-infinitive or a gerund with little or no
difference in meaning.
These verbs are begin, bother, can‟t bear, cease, commence, continue,
hate, intend, like, love, prefer, propose, start.
For example:
I hate to leave/ leaving every thing to the last minutes.
When the President appeared, the crowd began to cheer/ cheering.
We intend to take/ taking immediate action.
However, with the verbs of liking or hating, sometimes the gerund gives a
sense of the action really happening, while the to-infinitive often points to a
possible action.
I hate doing the same thing all the time. It gets really boring sometimes.
I‟d hate to do the same thing all the time. Luckily, my job is so
interesting.

past.
We remember doing things that we did in the past.
Forget + gerund is used especially in the structure I will never forget…
For example: I will never forget meeting the Queen.
Regret
Regret + to-infinitive = regret to say/ to tell someone, to inform someone
of some bed news.
Regret + gerund = regret something that happened in the past.
We use regret + to-infinitive for a present action, especially when giving
bad news, as in example:
We regret to inform you that your application has been unsuccessful.
The expression I regret to say/tell/announce… means I‟m sorry that I have
to say… It often occurs in formal statements of this kind.
We use a gerund to express regret about the past, as in example:
I regret wasting so much time last year.
Dread
We use dread + to-infinitive mainly in the expression I dread to
think/imagine…
I dread to think what might happen to you all alone in a big city.
We use a gerund for something that causes fear.
I always dreaded being kissed by my aunt.
Try
Try + to-infinitive = make an effort. Try with to this refers to something
attempted, which might fail or succeed.

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Try + gerund = experiment with a new or different approach to see if it
works.
For example:
I‟m trying to learn English.