Hanoi pedagogical university no.2
Foreign language faculty

Duong thi thu cuc

Common errors in the use of adjectives made
by the students in grade eleven at hoang
quoc viet high school
(Submitted in partial fulfillment of the requirements of the degree
of bachelor of arts in English)

Supervisor: Phi thi tho, B.A

Hanoi, May 2013


PART ONE Acknowledgement
I would like to take this chance to express my greatest gratitude to Mrs. Phi Thi
Tho, B.A., my supervisor for her invaluable support and careful guidance as well as
encouragement, suggestions and advice throughout the process of writing this thesis.
Besides, I would like to thank to the librarians of Hanoi Pedagogical University
Number 2 who have helped me in the preparation and writing this thesis.
I would like to express my thanks to my all beloved lectures who always
motivated and suggested me to finish my thesis soon. Furthermore, I would like to
thank all my friends who never stop encouraging me to finish my thesis.
In addition, I want to express my special thank to students in class 11 at Hoang
Quoc Viet High School because of their support in the survey.
Last but not least, I own a debt of gratitude to my beloved family, for their
whole – hearted encouragement and endless support.

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Duong Thi Thu Cuc

Phi Thi Tho

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TABLE OF CONTENTS
Acknowledgement. ............................................................................................... i
Abstract ................................................................................................................ ii
Statement of authorship......................................................................................... iii
Table of contents..................................................................................................... iv
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. Significance of the proposed research ......................................................... 3
VIII. Design of the research work ....................................................................... 3

PART TWO
DEVELOPMENT
CHAPTER ONE: THEORETICAL BACGROUND
I.1. Literature review in brief .............................................................................. 4
I.2. Adjectives ....................................................................................................... 5
I.2.1. Definition of adjectives ................................................................................. 5

I.2.4.3.2. Predicative adjectives describing health ................................................ 14
I.2.4.3.3. Predicative adjectives describing fellings .............................................. 14
I.2.4.4. Adjectival participles ending in “-ed” and “-ing ....................................... 14
I.2.4.5. Present participle verbs and past participle verbs used as adjectives......... 15
I.2.4.6. Nouns that behave like adjectives............................................................. 15
I.2.4.7. Adjectives used as nouns.......................................................................... 15
I.2.4.7.1. “The” + adjective .................................................................................. 15
I.2.4.7.2. Adjectives referring to colors ................................................................ 16
I.2.5. The order of adjectives ............................................................................. 16
I.2.5.1. The order of adjectives ............................................................................. 16
I.2.5.2. The use of commas and “and” to separate adjectives................................ 17
I.2.5.2.1. Separating adjectives used attributively................................................. 17
I.2.5.2.2. Separating adjectives used predicatively ............................................... 17
CHAPTER TWO
COMMON ERRORS IN THE USES OF ADJECTIVES
II.1. Survey ......................................................................................................... 18
II.1.1. Purposes of the survey ............................................................................... 18
II.1.2. Population of the survey ............................................................................ 19
II.1.3.Type of the survey ...................................................................................... 19
II.1.4. Construction of the test .............................................................................. 19
II.1.5. Preparation of the survey ........................................................................... 19
II.1.5.1. Test items ............................................................................................... 19
II.1.5.2. Arrangement of the test items ................................................................. 20
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II.1.6. Administration of the try out ...................................................................... 21
II.1.6.1. Preparation of the try out ........................................................................ 21
II.1.6.2. Try out .................................................................................................... 21
II.1.7. Method of data analysis ............................................................................. 21

I. Rationale
English is used as an international language in many countries all over the
world. In Vietnam as well as in other countries, there is a greater and greater need to
learn English. English is used in politics, business dealings, and everyday life. No one
can deny the importance of learning English in Vietnam at present. Therefore,
English is being taught at every educational level.
We know that, studying English nowadays has become an essential demand for
everyone. However, each language has its own origin, characteristics and values
leading to Vietnamese learners have to face many difficulties when they learn this
international language. It is proved that English grammar is complex, so it often
causes embarrassments to learners. Adjective is one of the essential parts to form a
sentence in English grammar that students have to learn too much at schools. English
adjectives are diversified in many forms, meanings as well as usages. Therefore,
using adjectives correctly and effectively is rather complex. Though Vietnamese
learners are trying to study English, the result does not come up to our expectation
due to both subjective and objective causes. Due to its various uses, it is assumed
that there are many errors which may be made.
As a student in the Foreign Language Faculty, this thesis is accomplished with
the hope of making a contribution to the process of teaching English especially in
teaching adjectives for students in high schools. For these reasons above, this study is
conducted with the aim of focusing on error in using English among the students of
English in grade 11 at Hoang Quoc Viet High school.
II. Research presupposition
Some questions are raised:
1. What kinds of errors in the use of adjectives are made by the students in grade
11 at Hoang Quoc Viet?
2. What are the causes of the errors in the use of adjectives by the students in
grade 11 at Hoang Quoc Viet High School?
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This study is hoped provide the following:
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1. Input for learners of English in order to have better understanding about
adjectives in English, specially at high school level
2. Input for learners in order to minimize their errors in using adjectives.
VIII. Research design
The research work has three main parts: Introduction, Development and
Conclusion. The part Development has two chapters.
Chapter one Theoretical Background consists of two sections. Section one
presents literature review in brief and section two deals with adjectives in English in
definition, classification, position, usage, and order.
Chapter two is Common errors in the use of adjectives. It describes the research
method. It is composed of three sections. Section one is devoted to the survey. The
second deals with error types and causes.
The last one is solutions to the problems and suggested exercises on adjectives

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PART TWO
DEVELOPMENT
CHAPTER ONE: THEORETICAL Background

I.1. Literature review in brief
Adjectives have been described by many grammarians like Sinclair (1990),
Thomson and Martinet (1989), Alexander (1988), Kam Chuan Aik and Kam Kai Hui
(1999). They each have their own ways to describe adjectives. It is visible that their
contributions are so great. Generally, they often focus their attention on the

According to Alexander (1988) in the book Longman English Grammar, an
adjective describes the person, thing, idea which a noun refers to. We use adjectives
to say what the person, thing, idea is like or seems like. For example, adjectives can
give us information about:
Quality:

a beautiful dress; a nice day
(Alexander, 1988)

Size:

a big car; a tall man
(Alexander, 1988)

Age:

a young man; a new handbag
(Alexander, 1988)

Temperature: a cool evening; a hot day
(Alexander, 1988)
Shape:

a round table; a square box
(Alexander, 1988)

Colour:

blue eyes; a white horse
(Alexander, 1988)


- It is difficult/ fast/ slow.
(Alexander, 1988)

I.2.2. Classification of adjectives
I.2.2.1. Descriptive adjectives
Descriptive adjective describes a quality of the person, thing or idea it
describes. It tells us what kind of person, thing or idea is referred to.
For examples:
An angry person (what kind of person? Angry person)
(Aik and Hui, 1999)
A silly argument (what kind of argument? Silly argument)
(Aik and Hui, 1999)
A rusty handle (what kind of handle? Rusty handle)
(Aik and Hui, 1999)
Many descriptive adjectives have no special ending, for examples, old, young,
large, short, long, safe, white, hard, soft, dad, rich, hot, cold.
However, other descriptive adjectives have endings that show that the words are
adjectives. Here are the main endings:
-able

: changeable, comparable

-ible

: visible, possible

-ful

: plentiful, eventful


-ish

: yellowish, bluish

-ive

: interactive, passive

-y

: sunny, smoky

-en

: golden, wooden

I.2.2.2. Limiting adjectives
I.2.2.2.1. Demonstrative adjectives
Demonstrative adjectives point out the things, persons or ideas they are referred
to. It answer the question “Which?”
Definite Demonstrative Adjectives
I want this car, not that car.
(Aik and Hui, 1999)
These books are mine, and those books are yousr
(Aik and Hui, 1999)
You should not say such things.
(Aik and Hui, 1999)
On yonder hill was an old fort.
(Aik and Hui, 1999)

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1
3

Fraction: one third ( ), one fifth ( )
Indefinite Quantitative Adjectives
All - whole
Have you done all your exercises?

(Murphy, 2000)

Tell me the whole story.
(Murphy, 2000)
Half
I invited 2o, but only half showed up
(Murphy, 2000)

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Much - many
He has much money.
(Murphy, 2000)
I have many friends.
Serveral
I have read it several times.
(Murphy, 2000)
Some – any
There are some apples on the table.

The Victorian Era in England lasted from 1837 to 1991.
(Alexander, 1988)
I.2.3. Position of adjectives
I.2.3.1. Adjectives before the nouns
Adjectives are placed before the nouns they modify:
An old ticket
(Alexander, 1988)
A young shop-assistant
(Alexander, 1988)
He is an old man
(Alexander, 1988)
As the above examples show the adjectives are normally placed immediately
before the relevant noun.
I.2.3.2. Adjectives after the nouns
I.2.3.2.1. Adjectives after the nouns of measurement
When adjectives are used to show measurements, they may be put after the noun
of measurements:
Twenty kilometers deep
(Aik and Hui, 1999)
Fifty kilometers long
(Aik and Hui, 1999)
Five years old
(Aik and Hui, 1999)

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I.2.3.2.2. Adjectivs are placed after the nouns in certain set phrases
In certain set phrases, the adjectives is always placed after the noun: Heir
Apparent, Time Immemorial, God Almighty, Body Politic, Governor General,

I.2.3.4. Adjectives are placed after to be and linking verbs
Linking verbs are a type of intransitive verb. Their function is to link a subject to
a complement. In grammar, the word “complement” is often used to mean subject
complement. A subject complement is a word or group of words which is used after
linking verbs (such as is, was, were, become, seem, sound, taste, look, smell, fell,
keep).Adjectives may be used as subject complements. In other word, they are placed
after linking verbs to describe the subject of the sentence.
For example:
John is handsome. (handsome modifies John)
(Aik and Hui, 1999)
Mai looks healthy. ( healthy modifies Mai)
(Aik and Hui, 1999)
I.2.3.5. Adjectives are placed after the objects (used as object complement)
An object adjective complement completes the meaning of a sentence by telling
us something about the object of its transitive verb.
Adjectives may be used as object complements. In other words, they are used to
complete the meaning of a sentence by revealing something about the object. Such
adjectives are placed after the
For example:
They made me happy.
(Aik and Hui, 1999)
We painted the wall red.
(Aik and Hui, 1999)
I.2.3.6. Adjectives are placed after indefinite pronouns
Adjectives used with someone, something, everyone, everything, anyone,
anything, no one, and nothing are placed after these words.
For example:
I want something good.
(Aik and Hui, 1999)
There is nothing new under the sun.

For example:
The main road…(correct) / The road is main…(wrong).
(Aik and Hui, 1999)
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My former classmate…(correct)/ My classmate is former…(wrong).
(Aik and Hui, 1999)
I.2.4.3. Adjectives used only predicatively
I.2.4.3.1. Predicative adjectives beginning with “a”
Adjectives like the following are used only predicatively like afloat, afraid,
alight, alike, alone, ashamed, asleep, awake and a few others.
For example:
The children were asleep at 7, but now they are awake
(Alexander, 1988)
Is your grandfather still alive?
(Alexander, 1988)
I.2.4.3.2. Predicative adjectives describing health
The following are used predicatively in connection with health like faint ill,
poorly, unwell, and well.
(“well”, meaning “in good health”, is an adjective and should not be confused
with “well”, the adverbial counterpart of “good”.)
For example:
What is the matter with him? He is ill/ unwell.
He feels faint.
(Alexander, 1988)
I.2.4.3.3. Predicative adjectives describing feelings
Some adjectives describe feelings, for examples, content, glad, pleased, sorry,
upset, and a few others are normally used only predicatively.
For example:

I.2.4.7.1. “The” + adjective
Adjectives like the following are used after “the” to represent a group as a whole,
for examples. the blind; the deaf; the living/ the dead; the rich/ the poor; the young/
the old; the unemployed. So “the deaf” means a group of people who are all deaf.
For example:
Andrew was sent to a special school for the deaf.
(Alexander, 1988)
These adjectives are used with plural verbs
For example:
You can always judge a society by the way the old are cared.
(Alexander, 1988)
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We can never use these adjectives on their own to refer to single individuals. If
we wish to refer to single individual, we must use adjective + noun.
For example:
He is a young man with a lot of success.
(Alexander, 1988)
I.2.4.7.2. Adjectives referring to colors
All adjectives that refer to colors can be used as nouns.
For example:
The woman in red is very beautiful.
(Aik and Hui, 1999)
There are patches of blue and yellow all over the tabletop.
(Aik and Hui, 1999)
I.2.5. The order of adjectives
I.2.5.1. The order of adjectives
When both limiting and descriptive adjectives are used together, the limiting
adjective should be placed before the descriptive adjective.


Noun
origin

Material

New green

house

pink
old

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brown

silk
French

dress
cupboard


I.2.5.2. The use of commas and “and” to separate adjectives
I.2.5.2.1. Separating adjectives used attributively
When we have two or more adjectives in front of a noun we only need commas
to separate those, which are equally important (where the order of the first two could
easily be reversed).
For example:

to find out prospective and feasible solutions. Due to the framework of the thesis, this
study is focus on the errors related to the use of adjective without comparison of
adjective. This chapter has three sections. Section II.1 deals with the survey
questionnaire, which was designed to map out some common errors made by the
students at grade 11 in Hoang Quoc Viet High School. Section II.2 points out
common errors and causes. Section II.3 provides students and teachers with some
suggested solutions to minimize such errors.
II.1. Survey
As mentioned above, the study does help students of English to have a deep
insight into the use of adjectives in English. In the process of providing students with
knowledge of adjectives, the thesis has identified common errors made by
Vietnamese students. Making errors in the use of English adjectives is unavoidable.
However, due to the framework of the study, it is impossible to map out errors made
by learnersof English at all educational levels. Therefore, the thesis only focuses on
common errors in the use of adjectives made by the students at grade 11 in Hoang
Quoc Viet High School. A survey was conducted to serve the purpose.
II.1.1. Purpose of the survey
The survey questionnaire was designed to test the student’s understanding of the
use of adjectives and to find out common errors made by the students at grade 11 in
Hoang Quoc Viet High School. Then, it will be background for introducing possible
solutions to these mistakes.

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