HONG BANG INTERNATIONAL UNIVERSITY

FACULTY OF GLOBAL LANGUAGES AND CULTURES

DEPARTMENT OF ENGLISH LANGUAGE

PROJECT:

ENGLISH GRAMMAR 1

Student’s name: PHAN NGUYEN THANH THU

Student ID: 2317010085

Class: KN23QĐV-NA1

Submission date: 19/01/2024

Ho Chi Minh City, 31 December 2023

TABLE OF CONTENTS

PART I: INTRODUCTION...........................................................................................................1

PART II: ENGLISH GRAMMAR REVIEW................................................................................2

PART III: PROBLEMS AND SOLUTIONS................................................................................7

PART IV: CONCLUSION..........................................................................................................13

REFERENCES............................................................................................................................15
PART I: INTRODUCTION

Grammar refers to the set of structural rules that govern the composition of sentences,
phrases and words in any given natural language. Proper grammar helps convey intended
meaning clearly and ensures effective communication. Mastering grammar is essential for
developing proficiency in a language.

Vietnamese students often face difficulties with English grammar due to differences
between the two languages. In Vietnamese, word order is more flexible and there are fewer
verb tenses and articles compared to English. This can cause confusion for learners. Pronouns,
prepositions, and the passive voice are also challenging areas. At a basic level, students struggle
with simple things like plurals, subject-verb agreement and auxiliary verbs. They also have
problems with more complex grammar like conditional sentences, gerunds and infinitives.

During my high school and university years studying English, I personally struggled with
inconsistent verb conjugations and irregular past tense forms. Mastering verb tenses, especially
the perfect and continuous aspects, was difficult. I also had issues identifying clauses and
correctly using punctuation between main and subordinate clauses. Remembering subject-verb
pairs and their ordered formations challenged me. Transforming sentences from active to
passive voice took time and practice to grasp.

To improve my English grammar, I plan to devote regular time for self-study and review. I
will revisit basic grammar concepts I was weak in alongside more advanced topics. Doing
written exercises to apply grammar rules in context will reinforce my learning. Engaging with
native English-language media can expose me to correct usage patterns. Taking an online
grammar course may help fill any gaps systematically. Most importantly, I will practice
speaking with fluent English speakers to receive feedback on my grammar. With dedicated
practice and immersion, I aim to strengthen my command of English grammar over time.

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PART II: ENGLISH GRAMMAR REVIEW

This extensive course provided comprehensive instruction covering many vital English
grammar topics essential for developing accuracy and proficiency. Significant focus was
applied to verb tenses, which perform the crucial function of conveying time frames and
actions precisely.

Present and Past Tenses

Units 1-6 delved deeply into present and past tense forms. The present continuous or
progressive tense, denoted as "I am doing", describes an action or situation in progress at the
specific time being referred to or from the perspective of another time. For example, "I'm
studying for my exam right now." or "Next week I'll be studying in the library."

This contrasts with the present simple or indefinite tense, expressed as "I do", which refers
to habitual or repetitive actions, general truths and facts, future arrangements and schedules.
For instance, "I go to the gym three times a week.", "They live in London.", or "The seminar
starts at 2pm."

The past simple or indefinite tense, written as "I did", indicates a completed action, event
or condition in the past without reference to duration. For example, "I woke up at 7am
yesterday.", "Mount Everest was climbed for the first time in 1953." or "She passed her driving
test last month."

Meanwhile, the past continuous or progressive tense, shown as "I was doing", portrays an
action or situation that was ongoing or in progress, either interrupted or prior to another event,
up until a specific point in the past. For instance, "I was studying when the power went out." or
"While we were eating dinner, it started to rain heavily."

These introductions provided extensive grounding for comprehending more specialised

tenses explored in later units. Thorough practice reinforced the key differences and contexts for
employing each form accurately.
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Present Perfect and Past Perfect Tenses

Units 7-15 delved deeper into the multi-faceted present perfect and past perfect tenses. The
present perfect, written as "I have done", emphasises the relevance or consequences of a past
activity up to the present moment rather than when precisely it occurred.

For example, "I have lived in this house for 10 years.", "We have known each other since
childhood.", "How many times have you visited Rome?" or "There have been significant
weather variations over the last decade." Linking a past event or state to present circumstances
is central to this tense.

The past perfect, expressed as "I had done", denotes an action or condition that was
finished or completed before a certain past time point. For instance, "By the time you called, I
had already eaten dinner.", "We had visited the museum before we went to the park.", or "They
had graduated university when they met."

Detailed comparisons helped establish the subtle but important differences between the
present perfect and simple past tense along with the past perfect and past simple forms.
Multiple engaging exercises reinforced appropriate usage and edge case scenarios for these
tenses.

Future Tenses

Units 19-25 concentrated on English verbs used to refer to or predict future occurrences.
The present continuous can indicate intended or fixed future timing when used with time
expressions signaling futurity, such as "I'm leaving tomorrow morning." or "We're getting
married next Spring."

The simple present tense sometimes refers to future events according to schedules,
timetables or fixed arrangements like "The meeting starts at 10am." or "The plane departs at
8pm sharp."

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 Meanwhile, the "be going to" construction denotes an intention or plan for an imminent
action or event, as in "I'm going to visit my grandparents next weekend." or "Look, a bird is
going to land on that tree branch!"

The modal auxiliary verbs "will" and "shall" are employed to make statements, offers,
promises and suggestions concerning the future, such as "I'll help you with the cleaning.",
"Shall we go to the cinema this Friday?" or "It will rain later today, so take an umbrella."

Perfect and continuous tenses can also portray future meaning when combined with the
above structures. For instance, "I will have finished my assignment by tonight." or "We'll be
going away for a month starting in June." Extensive interactive exercises solidified
comprehension and nuanced usage.

Modal Auxiliaries

Units 26-37 examined modal auxiliary verbs which serve functions beyond simple
predication such as ability, permission, obligation, advice, recommendation and necessity. For
example, "can" indicates ability in the present like "I can speak five languages." while "could"
does so in the past as in "When I was younger, I could run very fast."

"May" and "might" denote varying degrees of permission, possibility or uncertainty

relating to the present and past respectively. "May" implies something is allowed as in "You
may borrow my book." whereas "might" suggests potential but not certainty as with "It might
snow tomorrow."

"Must" signifies necessity, obligation or logical conclusion in the present and past like
"You must take an umbrella." or "She must have been very tired." "Should" recommends or
advises a prudent course of action based on normal expectations similar to "Students should
study each day."

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 "Have to" and "need to" emphasise compulsion or necessity in the present as with "I have
to work late tonight." or "You need to rest after being ill for so long." While "will" can predict
likelihood when other modal verbs are negated such as "I won't be able to attend."

"Would" in conditional sentences portrays habitual or repeated past actions, hypothetical

statements and polite requests as in "I would visit her every Saturday." or "Would you pass the
bread, please?" Extensive contextual practice strengthened mastery.

Voice and Question Types

Additional significant topics across units addressed voice and question structures. Forming
and using the passive voice to emphasise the recipient of an action rather than the performer
was reviewed in depth through Units 42-46.

Various question types were examined thoroughly in Units 49-52 to pose inquiries
competently. Yes/no questions were formed using auxiliary verbs like "do" while wh- questions
began with interrogative words such as "what", "when", "where", "why" and "how". Question
tags were also added for confirmation.

Extensive supplementary exercises across units reinforced accurate identification and

formation of statement, yes/no and wh- question types including variations with modal verbs in
both active and passive voice. Numerous examples established facility asking and answering
questions appropriately.

Articles, Nouns and Pronouns

Articles, determiners, nouns and pronouns anchor much of English grammar and were
methodically taught through Units 69-93. Articles like "a", "an" and "the" were distinguished
for used correctly based on phonetic and semantic criteria.

Rules for noun plurals and countable versus uncountable nouns were cemented. Personal
and possessive pronoun usage along with reflexive, reciprocal and object pronouns were
practised in context. Extensive lexical practice embedded these fundamentals.
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Adjectives and Adverbs

The vital roles of adjectives and adverbs in modifying nouns, verbs, adjectives and other
adverbs respectively were conveyed through Units 98-112. Primary adjectives indicated
attributes like colour and secondary adjectives denoted properties and quantities.

Adjective word order and suffixes like "-er" and "-est" for comparisons between people,
objects and qualities were highlighted. Adverbs of manner, frequency and degree were explored
along with their comparative and superlative forms using more, most, less and least. Sentence-
building honed application.

Particles and Phrasal Verbs

Units 113-136 scrutinised the use of prepositions and phrasal verbs. Context-specific
meanings of over 50 common English prepositions governing nouns, gerunds, verbs and
adjectives were illustrated. Preposition collocations became intuitive through exercises.

The over 1500 phrasal verbs in English entail learning a lexicon of multi-word "super-
verbs" comprising verbs joined to prepositions or adverbs whose idiomatic meaning cannot
always be deduced from constituents. Defining phrasal verbs semantically and through sample
sentences reinforced recognition and production.

Throughout this course, continual practice cemented a robust command of English

morphology and syntax enabling sophisticated self-expression and comprehension. Ongoing
review should maintain facility with these core grammatical principles.

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PART III: PROBLEMS AND SOLUTIONS

Vietnamese students often struggle with English grammar due to differences between the
two languages. Some common mistakes include:

Tense issues - Vietnamese does not have verb tenses like English, so correctly using the
present, past and future tenses can be challenging. For example, mixing up the simple present
and present continuous (I play vs. I am playing). Determining when to use the present perfect
rather than simple past is also difficult.

Pluralization - Forming plurals regularly (add -s) or irregularly is confusing. Doubled

consonants are also problematic, e.g. writing "appeared" as "apeared". Correct use of
singular/plural verbs and pronouns depending on the subject is complex.

Articles - Vietnamese does not use articles like English, so correctly using a/an, the or no
article is a major hurdle. Mistakes include omitting necessary articles or adding unneeded ones.
Students may say "I go to the school" rather than "I go to school".

Prepositions - Choosing the right preposition in each context is difficult since prepositions
do not directly translate from Vietnamese. Common errors involve using at instead of in, on, of,
etc. For example, writing "I live at Hanoi" rather than "I live in Hanoi".

Modal verbs - Expressing ideas like ability, obligation or permission is conveyed

differently in Vietnamese. Forming questions and short answers using modal verbs is
challenging. For instance, students may say "He can to swim" rather than "He can swim".

Pronouns - Pronoun usage depends on context, which is complex for Vietnamese learners.
Subject/object pronouns like I/me and singular/plural pronoun agreement causes confusion.
Pronouns are often dropped accidentally in English but required in Vietnamese.

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 Spelling - English spelling rules are inconsistent while Vietnamese has a very regular
spelling system based on phonics. This results in mistakes like "recieve" instead of "receive".
Homophones, silent letters and irregular past participles compound issues.

Vocabulary - Learners struggle with less common words, phrasal verbs, idiomatic
expressions and words with multiple meanings. They often use the wrong word or don't
recognize words in context.

Word order - Vietnamese allows more flexibility in word ordering than rigid SVO (subject-
verb-object) English structure. Learners may struggle with questions, negative statements, and
inversion in sentences like "Seldom have I seen such amazing scenery."

These persistent difficulties at the grammatical level often lead to communication issues for
Vietnamese students. Rules that are complex even for native English speakers seem
bewildering and demand significant time, effort and practice to master fully.

My Common Grammar Mistakes and Why

When I started learning English, I frequently encountered problems with verb tenses, plural
forms, articles and prepositions due to the lack of such concepts in Vietnamese. Some recurring
mistakes I tended to make included:

Using the present simple incorrectly instead of the present continuous to indicate ongoing
actions. I would say "I play tennis every day" rather than "I am playing tennis every day".

Confusing the present perfect with the simple past. For instance, saying "I go to the beach
last weekend" rather than "I have gone/I went to the beach last weekend".

Forgetting to add -s or -es to verbs for 3rd person singular subjects in the present simple.
So writing "He walk to school" instead of "He walks to school".

Forming plurals incorrectly, like "book" becoming "booked" instead of the correct form
"books". This was due to being unfamiliar with irregular plural rules.
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 Omitting articles when they were needed or using "a" instead of "the" before plural or
specific nouns. For example, "I like a cats" rather than "I like cats".

Choosing the wrong prepositions, such as "I'm sorry for you" instead of "I'm sorry for
you". Prepositions have abstract meanings that were hard to grasp initially.

Dropping object pronouns frequently in sentences. So saying "I help him" rather than "I
help him" due to their optional status in Vietnamese grammar.

Misusing modal verbs in questions and short answers. For example, responding to "Can
you swim?" with "Yes, I can to swim".

Confusing homophones like "their/there/they're", "its/it's" due to spelling them identically

in Vietnamese.

Misspellings caused by unfamiliarity with irregular verbs, silent letters and exceptions in
English spelling patterns.

Slowly with extensive reading, speaking practice and feedback from native speakers, my
grasp of these areas has improved greatly over the years. However, perfection takes ongoing
vigilance and review.

Methods for Learning English Grammar Effectively

To avoid common grammar errors, it is essential to supplement book learning with varied
methods incorporating all language skills. Some effective techniques include:

Note-taking during Lessons - Writing down key grammar concepts, examples and
explanations aids retention beyond the classroom. Color-coding similar topics enhances
organization.

Usage Tracking - Keeping a grammar journal prompts regular review by logging newly
introduced rules. Marking examples from daily interactions captures usage in natural contexts.
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 Memorization with Mnemonics - Associating rules with memorable visuals, acronyms or
stories anchors them in long-term memory more durably than repetition alone. For example,
treating irregular verbs as pictures.

Drills and Exercises - Completing different exercise types like fill-in-the-blanks,

transformation drills, matching and questions reinforces understanding from multiple angles.
Immediate feedback highlights weaknesses.

Contextual Sentence Building - Crafting original sentences applying grammar structures

encourages creative problem-solving and demonstrates mastery relative to examples. Partners
can check each other.

Immersion through Reading - Reading gradually more complex texts and noting patterns
develops intuitions. Looking up unfamiliar terms and rules enrich vocabulary and grammar
exposure simultaneously.

Listening and Shadowing - Mimicking native speakers’ intonation, rhythm and stress
during conversations, interviews or podcasts improves fluency and ears for proper
pronunciation supportive of grammar rules.

Keeping a Grammar Resource Book - One notebook collects all learned rules, charts, tables
and example sentences as an ongoing portable reference. Reinforcing summaries promotes
retention.

Using Apps and Games - Digital learning tools geared toward grammar scan enrich
independent study and encourage playful practice outside the classroom. Gamification boosts
motivation.

Self-Editing and Peer Review - Critiquing one’s spoken and written output with a checklist
of common errors and getting feedback from language partners strengthens analytical skills and
self-awareness.

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 Transferring Knowledge - Relating new concepts to previous grammar, translating
Vietnamese sayings into English equivalents or teaching others enhances mastery by
encouraging synthesis.

It is rarely enough to rely solely on conventional lessons. Combining various dynamic,

interactive methods optimizes comprehension and long-term grammar improvement.

Solutions for Avoiding Grammar Mistakes

With conscious effort, Vietnamese students can minimize frequent errors by taking these
proactive steps:

Understand Language Differences - Comparing Vietnamese and English structures

illustrates why certain rules are unintuitive. Approaching new concepts without assumptions
speeds adaptation.

Study Systematically - Maintain a schedule with consistent review of topics in a logical

sequence to fully internalize foundations before progressing. Sporadic study leads to gaps.

Focus on High-Frequency Forms - Prioritize mastering basics like tenses, articles and
modal verbs heavily relied on rather than rarer rules that can wait. Repetition reinforces
fluency.

Use Mnemonics Creatively - Imagery, songs, poems and stories personalize rules through
emotional engagement and pattern recognition beyond rote memorization.

Analyze Examples Closely - Dissect model sentences deeply to derive underlying patterns
rather than passively accepting solutions. Teach concepts to others.

Build Sentences Daily - Practice applying multiple grammar points together in spoken and
written practice to assimilate disparate parts into an organic whole.

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 Keep a Notebook - Documenting tricks, common errors, questions and self-corrections
facilitates organized independent study for reviewing anywhere, anytime.

Study Systematically - Maintain a schedule with consistent review of topics in a logical

sequence to fully internalize foundations before progressing. Sporadic study leads to gaps.

Get Feedback Repeatedly - Don't hesitate to ask teachers, native friends or online
communities to comment on production. Immediate correction prevents fossilization of
mistakes.

Immerse in the Language - Watch shows, chat online, take classes abroad, join language
exchange meetups and volunteer - exposure accelerates natural acquisition beyond textbooks.

Stay Motivated with Goals - Celebrate successes and set measurable targets like exams,
proficiency benchmarks or conversational abilities to keep effort directed and progress feeling
tangible.

Deploy Multisensory Learning - Incorporate visual, auditory, writing and speaking modes
suited to different learning styles to optimize information processing and retention. Variety
prevents boredom.

With diligent, well-rounded practice tailored to their needs, Vietnamese students can expect
steady improvement and increased confidence in English grammar over time through managing
weaknesses systematically. Perseverance truly pays off.

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PART IV: CONCLUSION

The study of grammar is undeniably important for students learning English as a new
language. Mastering the rules and structures that govern a language's morphology and syntax
lays the foundation for effective communication. While grammar tends to be among the drier
aspects of language learning, it deserves diligent effort for numerous reasons.

To begin, strong grammar skills are necessary to express oneself coherently and precisely
in both spoken and written English. Without understanding concepts like verbs, nouns, tenses
and word order, producing clear messages is nearly impossible. Grammar provides the
frameworks needed to convey meaning, ask questions and engage with others. For Vietnamese
learners accustomed to morphological and syntactical differences in their native language,
gaining a sufficient grasp of English grammar rules is particularly vital.

In addition, grammar underpins higher-level skills like reading comprehension, vocabulary

acquisition and test taking. Being able to recognize verb forms, plural endings, subject-verb
agreement and linguistic modifications is key to deducing meanings from context clues and
retaining information optimally when studying. Furthermore, standardized proficiency
assessments place heavy emphasis on grammatical accuracy, so students must demonstrate
control over core structures to succeed. Solid fundamentals constitute the bedrock for continued
language growth.

As summarized, some persistent challenges Vietnamese students face relate to English verb
tenses, articles, pronouns, pluralization, modal usage, spelling and prepositions due to
significant typological contrasts from their L1. Mistakes originating from these differences can
impede fluency if left unaddressed. Recognizing common pitfalls is half the battle towards
resolution.

Reviewing effective learning techniques, frequent errors were seen across memorization,
practice, feedback, systematic sequencing and immersion. While traditional lessons provide
introductions, grammar requires dynamic reinforcement through various sensory modalities,

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self-study, production-focused drills and contextual application. Consistent repetition with
comprehension checks prevents fossilization of incorrect assumptions.

Several solutions were suggested, including contrastive analysis, high-frequency

prioritization, mnemonic devices, close example examination, daily sentence-building, logging
questions/self-corrections, teacher guidance, goal-setting and multisensory deployment. With
perseverance applying these proactive methods and a regimen of balanced activities
incorporating all language modalities, learners can expect gradual yet measurable progress
managing weaknesses. Motivation also stems from celebrating smaller accomplishments.

In closing, diligent grammar study, though a long-term endeavor, establishes the language
processing skills essential for subsequent development in English. Gaining mastery involves
identifying one’s specific needs, strategizing to address them systematically and finding
diverse, engaging ways to optimally retain rules. With a well-rounded approach custom-tailored
to their learning preferences and incorporating regular feedback, Vietnamese students are
capable of surmounting typical obstacles to achieve clear self-expression. Perseverance and
multimedia practice truly yield results over time for those committed to lifelong language
growth.

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REFERENCES

Eastwood, J. (1994). Oxford guide to English grammar. Oxford University Press.

Harmer, J. (2001). The practice of English language teaching. Pearson Education Limited.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.

Nguyen, P. M., Warren, M., & Fehring, H. (2019). The state of English language education in
Asia: Policy, research and practice. Routledge.

Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.

Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An

anthology of current practice. Cambridge University Press.

Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied
linguistics (4th ed.). Pearson Education.

Truscott, J., & Hsu, A. Y. P. (2008). Error correction, revision, and learning. Journal of Second
Language Writing, 17(4), 292–305. https://doi.org/10.1016/j.jslw.2008.05.003

Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge University Press.

Viet, C. C. (2008). Language policy and English language teaching in Vietnam. In C. C. Ching
(Ed.), ASEAN and English: Impact and future directions (pp. 64–72). Eastern Universities
Press.

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 CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM

Độc lập – Tự do – Hạnh phúc

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NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN

Họ và tên sinh viên :..............................................................................................

MSSV :..............................................................................................

Lớp :..............................................................................................

Nhận xét chung

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Điểm toàn tiểu luận (Điểm số và điểm chữ, thang điểm 10)

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Tp.HCM, ngày ..... tháng ...... năm 2023

Giảng viên hướng dẫn

(Ký, ghi rõ họ tên)

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