Tran Thi Hang

Graduation paper
MINISTRY OF EDUCATION AND TRAINING
HANOI PEDAGOGICAL UNIVERSITY N0.2
FACULTY OF FOREIGN LANGUAGES

TRAN THI HANG

ERRORS IN THE USE OF CONDITIONALS
MADE BY THE ELEVENTH-GRADE STUDENTS
AT CO LOA HIGH SCHOOL, DONG ANH, HANOI
(SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS OF
THE DEGREE OF BACHELOR OF ARTS IN ENGLISH)

SUPERVISOR: TRAN THAI, M.A.

Hanoi, May 2012

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ACKNOWLEDGEMENTS
************

My graduation paper would not be fulfilled if there was no positive contribution

The conditional sentence is one of the most significant categories in the English
language. However, due to complicated and numerous ways to form and use
conditionals, and the fact that its uses have not been fully described in textbooks,
Vietnamese high-school students of English sometimes get confused when using
this sentence type.
Students’ confusion in the use of conditionals causes them to make unexpected
errors. For this reason, an entailed paper on the subject of conditionals was
conducted to investigate high school students’ understanding of conditionals and
their ability to produce different conditional sentence types.
Based on the result of the survey, the errors in use of conditionals and the
detached causes have been found. The students had difficulties distinguishing
conditional types and choosing appropriate elements, namely verb tenses,
conjunctions, etc for each clause of conditional sentences, especially of the two
unfamiliar types: zero conditional and mixed conditionals.
Finally, following an identification of these factors, several suggested solutions
have been proposed with the hope that this type of sentences will be used more
suitably. It is advised that teachers should provide students with the knowledge of
all conditional types including their variations and their usage. For students,
practicing hard is an asset to help them deal with this sentence type and other
categories of the English language as well.

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STATEMENT OF AUTHORSHIP


EFL: English as a Foreign Language
ESL: English as a Second Language
L1: Students’ First Language
L2: Students’ Second Language

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TABLE OF CONTENTS
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ACKNOWLEDGEMENTS ............................................................................ ii
ABSTRACT .................................................................................................... iii
STATEMENT OF AUTHORSHIP ............................................................... iv
ABBREVIATIONS ......................................................................................... v
TABLE OF CONTENTS ............................................................................... vi
PART ONE
INTRODUCTION
1. Rationale ...................................................................................................... 1
2. Research questions ...................................................................................... 2
3. Research aims and objectives ..................................................................... 3
4. Research scope............................................................................................. 3
5. Research methods ........................................................................................ 4
6. Significance of the proposed research ........................................................ 4

1.2.3.3. Conditional type 2.................................................................... 16
1.2.3.3.1. Definition ......................................................................... 16
1.2.3.3.2. Form ................................................................................. 17
1.2.3.3.3. Use ................................................................................... 17
1.2.3.3.4. Variations ......................................................................... 19
1.2.3.4. Conditional type 3.................................................................... 21
1.2.3.4.1. Definition ......................................................................... 21
1.2.3.4.2. Form ................................................................................. 22
1.2.3.4.3. Use ................................................................................... 22
1.2.3.4.4. Variations ......................................................................... 23
1.2.3.5. Mixed conditionals .................................................................. 24
1.2.3.5.1. Definition ......................................................................... 24
1.2.3.5.2. Classification .................................................................... 24
1.2.3.5.2.1. Mixed third-second conditional ................................ 25
1.2.3.5.2.2. Mixed second-third conditional ................................ 26
1.2.4. Implied conditionals ......................................................................... 27
1.2.5. Other conjunctions having similar meanings to “if” .......................... 28
1.2.6. Inversion in conditionals................................................................... 32

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CHAPTER TWO
THE METHODOLOGY AND RESULTS



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Graduation paper
PART THREE
CONCLUSION

1. Summary of the researching process and implications ........................... 62
2. Limitations and suggestions for further research.................................... 63
REFERENCES
APPENDIXES

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PART ONE
INTRODUCTION

1. Rationale
Even if one does not want to, one might recognize that English grammar is really
challenging. On the way to the competence in English, students have to overcome
many obstacles. They are a system of complex categories such as reported
speech, comparatives and superlatives, relative clauses, and many types of
clauses, verbs, etc. Among these issues, conditionals are one of the most
complicated and significant to master. They are used very commonly in both

especially when they are sitting for the entrance examinations into universities.
Hence, it is necessary to research the use of conditionals at high schools.
Having been studying English for several years, variations of conditionals
sometimes cause myself certain confusion, and then interest me. Thus, I have
come to the decision that this sentence type would be chosen as the topic of my
graduation paper with the hope that during my research, I could find out the
answers to the questions I have been asking myself for a long time.
Because of all subjective and objective factors mentioned above, conditionals
have surpassed other possible subjects, becoming the topic of my paper.
Hopefully, it can make certain contribution to the process of teaching and
learning English in Vietnam.
2. Research questions
Many ESL/EFL students find it difficult to solve the errors related to conditional
sentences, so do the eleventh - grade students at Co Loa High School, Dong Anh,
Hanoi. For this issue, there are several questions raised.
1. Which kind of errors do the students in grade 11 at Co Loa High School in
the academic year of 2011 – 2012 make?
2. What are the most common errors made by these students?
3. By what way can we reduce the number of such errors?
These questions have paved the way for my studying the issue.

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Graduation paper



Tran Thi Hang

Graduation paper

the errors made by students in term of this conditional sentence type.
As mentioned, the study will be about the errors made by the eleventh-grade
students at Co Loa High School in the academic year of 2011 – 2012 with sixtytwo students attending as the population.
5. Research methods
To achieve the aims mentioned above, the research uses material collection,
quantitative and qualitative methods. Quantitative method is applied to obtain the
percentage of errors made by the students, while the qualitative one is for
analyzing their errors based on the result of the test.
6. Significance of the proposed research
To many ESL/ EFL teachers and students, it might be unfeasible to avoid making
any mistakes due to the complexity of English grammar. However, in some
specific aspects, if we find out proper solutions, we can be able to help minimize
the errors. For this reason, a graduation paper is worth being conducted with the
following expectation:
1. By synthesizing documents, the paper is hoped to help learners of English
equip quite entailed and appropriate knowledge of conditionals.
2. By pointing out the errors in students’ use of conditional sentences and
elucidating the problems, it is expected that students will avoid making
those errors again.
3. By presenting suggested solutions to the problems, the author wishes that
teachers and students will improve their methods of teaching and learning
English remarkably.

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PART TWO
DEVELOPMENT
CHAPTER ONE
THEORETICAL BACKGROUND

1.1. Literature review in brief
Conditional sentences have been paid regard by many grammarians namely L. G.
Alexander (1988), John Eastwood (1994), George Yule (1998), Michael Swan
(2005), and so on. Each of them conducts their studies on conditionals,
employing different methods. However, they all consider carefully the basic
features of conditionals like a grammatical category such as definition, forms,
classification, and use.
George Yule (1998) in Explaining English Grammar gives a quite
comprehensible overview of conditional sentences: the definition, the forms, the
variations, and the uses. In his opinion, there are two main types of conditionals:
Real conditional which expressing factual or predictive relationship, and unreal
conditional which involves hypothetical and counterfactual relationship.
Furthermore, he assumes that the meanings of conditional structures are closely
pertaining to the contexts. He also pays much attention to uncertainty and
politeness in conditionals expressions.
In the book Practical English Usage, 3rd e.d., Michael Swan (2005) gives a lot of
additional information on the conditional subordinator “if”. He specially regards
the meanings created by the combination of “if” and structures with past tenses
and modals “would”, “will”, the use of if – clause in both academic and spoken English.
L. G. Alexander (1988) in Longman English Grammar focuses his attention on
three types of conditionals, their basic structures, several variations and their use.

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According to George Yule, a structure regarded as a conditional sentence
presents one event which is a condition for the occurrence of another event. The

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previous one is typically in a clause beginning with conjunction “if”, another is
stated in a clause called the main clause. If-clause is sometimes described as the
antecedent and the main clause as the consequent. (Explaining English
Grammar, 1998: 124)
e.g. If he passes the entrance exams, his father will buy him a motorbike.
 Condition: he passes the exams
 Result: his father will buy him a motorbike
Another definition of conditionals is formed by Sydney Greenbaum (1996: 340)
in “The Oxford English Grammar”. Conditionals are made up by two clauses.
The conditional clause (also termed protasis) often conveys a direct condition. Its
fulfillment plays a role as the foundation of the certainty in the host clause
(termed apodosis). Occasionally, protasis may express an indirect condition.
In term of structure, it can be concluded that conditionals consist of two clauses,
if - clause (or protasis, condition clause, subordinate clause, dependent clause)
and the main clause (or apodosis, result clause, independent clause). These
clauses interrelate closely. The main clause expresses an event following another
supposed in if - clause.
1.2.2. Forms of conditionals

when one clause is quite long.
e.g. If you promise to keep secret, (then) I will tell you the truth.
If I had known you were waiting for me, (then) I wouldn’t have chatted
with Ha so long.
However, there is no need for a comma in structure 2.
e.g. Every one would admire me if I bought a car like this.
I could ring her up if I knew her number.
The if- clause, in very limited cases, can be put at the middle of the sentence.
e.g. It may be possible, if both parties desire it, to reduce the time scale.
(Folley, M. & Hall, D. 2003: 120)
In spoken language, we often use conditionals that contain only one clause.
Sometimes, if - clause is omitted, for example:
e.g. Actually, it would be pretty difficult. (If we did as you asked)
And vice versa: e.g.:Let’s go house-riding! – O.K., if you want. (We’ll do that.)

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1.2.3. Types of conditionals
Grammarians have classified conditionals sentences in different ways and have
had innumerable explanations for their viewpoints. The paper, finally, follows the
way of classification given by Eastwood (1994) since it seems to be the most
obvious to deal with. According to him, conditionals are divided into 4 types:
conditional type 0, type 1, type 2, type 3. Furthermore, mixed conditionals

Graduation paper

e.g. Wood cannot burn if it is put in fastidious environment.
If Dung encounters a difficult exercise, she often bites her nails.
1.3.1.3. Use
Conditional type 0 is often seen in academic writing to talk about scientific facts
that always have the same results.
e.g. The circle is called the unit circle if the radius is 1. (Mathematics)
If you expose phosphor to the air, it burns. (Chemistry)
If people don’t eat, they get hungry. (Biology)
Additionally, this type is used for possible future situation:
e.g. If she wins the contest this evening, she becomes the Miss.
In daily language, speakers use type 0 to mention habitual activities or rules.
e.g. If the kids have homework, they do it right after school.
The result clause can also be in a form of an imperative to give general
instruction.
e.g. If you want to operate the machine, just press the button “START”.
Sometimes, to make suggestion or permission, we use the zero conditional. Some
modals are acceptable in both clauses, particularly “can”, “may”.
e.g. If you feel tired, you can take a sleep here.
If you need somewhere to live, there’s still an empty room in our house.
(or, you can live in our house).

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structured for expressing prediction about a specific event in present or in the
future. The connection between the event and another possible one is considered
likely. (Yule, 2006: 185)
e.g. If he accepts to marry her, her parents will let him run the company.
If you buy this for her, she will be very happy.
1.2.3.2.2. Form
In the first conditional, the future simple tense is used in the main clause, with the most
common modal “will” and contraction “’ll”, whereas future time in the if-clause is
described in present simple tense.

If - clause

Main clause

Present simple tense

Future simple tense

e.g. I will buy a new cell phone if I receive my salary next month.
If you spend 30 minutes speaking English each day, your speaking
skill will be considerably improved.
1.2.3.2.3. Use
As mentioned, the first conditional sentence expresses the possibility of a
situation when a certain event occurs in present or in the future.
e.g. If I have time, I will go there.
Conditional type 1 is frequently used in spoken language. It can function as:
 An warning

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Don’t try to stay up late if you feel unpleased.
1.2.3.2.4.2. Changes in modals
Modals such as “can, could, may, might, ought to, should, had better, must”,
additionally, can appear in one of the clauses or either two clauses. We use them
when we are not sure enough to use “will” or when we need to express necessity,
etc. (Alexander, 1988: 275).
e.g. If you finish your homework, you can go out.
If she cannot walk herself, you should help her.
“Should” (not “would”) used in the if-clause reduces the degree of the reality and
make the speech more polite.
e.g. If you should need to buy a car, contact us.
Although “happen to” is not a modal, the structures “if…should” and “if…happen
to”, have similar meaning. Sometimes, they can be combined.
e.g. If someone should happen to come this way, it will bring to a blind
alley.
Notice that these structures are typically used in the first conditional, not usually
in other types of conditionals.
Another modal that should be paid attention to is “will”. It is often considered
incorrect if we use “will” in if-clause to refer to future time. However, if-clause
can contain “will” to express willingness and “won’t” for refusal.
e.g. If you will come this way, I’ll show you your room. (Swan, 2005: 237)

e.g. If I become the President, I will not raise taxes. (A candidate’s
statement)
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