Error Analysis of English Passive Voice Use among Ninth-grade Vietnamese Students

This research was conducted to scrutinise common errors of 9th graders in the use of English passive voice (EPV), which is a challenging aspect of learning English for most EFLL/ ESL learners. The participants were those who were learning at a secondary school in a Vietnamese rural region. The resea...

Full description

Saved in:
Bibliographic Details
Published in:Journal of language teaching, linguistics, and literature linguistics, and literature, 2024-01, Vol.30 (2), p.179-201
Main Authors: Van Ha, Hy Thuy, My Duong, Tham
Format: Article
Language:English
Subjects:
Adult learning
Adult students
Auxiliary verbs
Elementary school students
English as a second language learning
English language
Error analysis
Grammar
Linguistics
Participles
Passive voice
Researchers
Rural areas
Second language writing
Secondary school students
Secondary schools
Teachers
Teaching
Vietnamese language
Writing
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This research was conducted to scrutinise common errors of 9th graders in the use of English passive voice (EPV), which is a challenging aspect of learning English for most EFLL/ ESL learners. The participants were those who were learning at a secondary school in a Vietnamese rural region. The research analysed the EPV errors in 162 student tests, which include all EPV structures, namely simple passives with 'be', simple passives with 'get', complex passives with 'be', pseudo passives with 'get' or 'have', and stative passives. To better analyse the participants' performance, the test is divided into two main sections: 18 closed-ended test items and one open-ended writing task. The research results showed that these learners made the most misformation errors in both sections of the test. On the other hand, all the other types of errors accounted for the same fraction in the open-ended task, while misorder errors were the least common category in the closed-ended test items. Specifically, omission and addition errors are mainly caused by the participants being careless with the auxiliary verb 'be'. In contrast, the misformation subcategories are much more diverse, with using completely wrong passive structures and wrong past participles being the predominant faults in closed-ended and open-ended sections, respectively.
ISSN:0128-5157
2550-2247
0128-5157
DOI:10.17576/3L-2024-3002-12