Sáng kiến kinh nghiệm THPT: Common errors in the use of inversions

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The study is aimed at the following goals: To find out kinds of errors made by the tenth-grade students of English at Nguyen Viet Xuan High School in the academic year of 2019/2020 in using inversions.To find out the main errors in the use of inversions most often made by the students of English in grade 10 at Nguyen Viet Xuan High School in the academic year of 2019/2020. To find out the causes of the errors in the use of inversions made by the tenth-grade students of English at Nguyen Viet Xuan High School in the academic year of 2019/2020.

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TABLE OF CONTENTS TABLE OF CONTENTS.....................................................................................1 Report on research results from the initiative application................................5 1. Introduction......................................................................................................5 2. The name of the initiative ................................................................................6 3. Author’s information .......................................................................................6 4. Application field ...............................................................................................6 5. The first application date ................................................................................6 6. Description of the initiative .............................................................................6 PART ONE INTRODUCTION IRational..............................................................................................................7 IIResearch presupposition..................................................................................7 IIIResearch objectives.........................................................................................8 IVResearch scope................................................................................................8 VResearch tasks..................................................................................................8 VIResearch methods...........................................................................................8 VIISignificance of the proposed research..........................................................9 VIIIDesign of the research work........................................................................9 PART TWO 1
DEVELOPMENT CHAPTER ONE: THEORETICAL BACKGROUND I.1.Literature review in brief...............................................................................10 I.2.Inversion..........................................................................................................12 I.2.1. Definition.................................................................................................12 I.2.2. Types.......................................................................................................12 I.2.2.1. Full Inversion...................................................................................12 I.2.2.2. Auxiliary Inversion..........................................................................14 I.2.3. Structures.................................................................................................15 I.2.3.1. In structure VS.................................................................................15 I.2.3.2. In structure AVS..............................................................................16 I.2.3.3. In structure CVS..............................................................................17 I.2.3.4. In structure PREDICATION + BE + SUBJECT.............................18 I.2.3.5. In structure OPERATOR + SUBJECT + PREDICATION..............18 I.2.3.6. In structure PROFORM + OPERATOR + SUBJECT....................19 I.2.4. Functions..................................................................................................19 I.2.4.1. Emphasis..........................................................................................19 I.2.4.2. Discourse function...........................................................................21 I.2.5. Uses of inversion.....................................................................................22 I.2.5.1. Inversion after adverbs.....................................................................22 I.2.5.1.1. After negative adverbs........................................................22 I.2.5.1.2. After adverbs of place and direction...................................24 I.2.5.1.3. After adverbs of time.........................................................25 I.2.5.1.4. After adverbs of order........................................................25 I.2.5.2. Inversion in conditional sentences...................................................25 I.2.5.3. Inversion after adjectives.................................................................26 2
I.2.5.4. Inversion in comparatives................................................................27 I.2.5.5. Inversion with so, such ...................................................................27 I.2.5.6. Inversion with ingform and edform ..............................................28 I.2.5.7. Inversion with story speech or reporting ........................................28 I.2.5.8. Inversion with so, neither, nor, as ..................................................28 I.2.5.9. Inversion in questions......................................................................29 I.2.5.10. Inversion in exclamations..............................................................29 I.2.5.11. Inversion with may.........................................................................30 CHAPTER TWO: COMMON ERRORS IN THE USE OF INVERSIONS II.1. Survey............................................................................................................31 II.1.1. Purpose of the survey..............................................................................31 II.1.2. Population of the survey..........................................................................31 II.1.3. Type of the survey...................................................................................32 II.1.4. Construction of the survey......................................................................32 II.1.5. Preparation of the survey........................................................................32 II.1.5.1. Test items........................................................................................32 II.1.5.2. Arrangement of the survey.............................................................33 II.1.6. Administration of the tryout...................................................................33 II.1.7. Method of data analysis...........................................................................33 II.1.8. Results of the survey...............................................................................34 II.2. Common errors and causes..........................................................................35 II.2.1. Errors in the use of inversion after adverbs of place and direction .........35 II.2.2. Errors in the use of inversion after negative adverbials..........................35 II.2.3. Errors in the use of inversion after here, there........................................36 II.2.4. Errors in the use of inversion in conditional sentences...........................37 II.2.5. Errors in the use of inversion after some expressions with only.............37 3
II.2.6. Errors in the use of inversion after reporting or story speech.................38 II.2.7. Errors in the use of inversion after ingphrase and edphrase.................38 II.2.8. Errors in the use of inversion with so, such............................................39 II.2.9. Errors in the use of inversion after time expressions..............................39 II.3. Suggested solutions and suggested exercises...............................................40 II.3.1. Suggested solutions.................................................................................40 II.3.2. Suggested exercises................................................................................41 PART THREE CONCLUSION CONCLUSION.....................................................................................................43 APPENDICES.......................................................................................................45 SURVEY QUESTIONNAIRE....................................................................45 SUGGESTED EXERCISES........................................................................49 7. Information security ........................................................................................51 8. The necessary conditions to apply the initiative ............................................51 9. The benefits of applying the initiative ............................................................52 REFERRENCES .................................................................................................53 4
REPORT ON RESEARCH RESULTS FROM THE INITIATIVE APPLICATION 1. Introduction: Language is a very important means of communication in daily human life. Human beings use language, both written and spoken form, to express their ideas. In a wider scope, language functions as a means of international communication by at least two persons. In a smaller group whose members share the same language, for instance, there are likely no difficulties in using the language since the persons involved in the process of communication are used to speaking their own native language. On the other hand, if the people taking part in the conversation speak different languages, they must have difficulties and obstacles in getting along with each other. One of the problems causing the difficulties is the language used. Accordingly, they need a language which is understood by both sides, the speaker and his or her counterpart. This will occur when the speakers are from different backgrounds: nationality, race, and language. In this case, an international language is very badly needed, especially the one that is the most widely spoken in the world. One of the languages is the English language. 5
In Vietnam as well as in other countries, there is a greater and greater need to learn English, from young to old, from male to female. No one can deny the importance of English in Vietnam at present. Therefore, English is being taught at every educational level. However, learning a language is difficult, because each language has its own system which is different from that in the learner’s native language. The differences in the system of language may bring about learning problems for foreign language learners. Hence, it is inevitable that in learning English as a foreign language Vietnamese students usually have problems on account of the differences between Vietnamese and the target language. It is proved that English grammar is complex and often causes embarrassment to students. The inversion is one of the language categories that students at high school have to learn much. Due to its various uses, it is assumed that there are many errors which may be made. In fact, many students confess that the inversion is one of the biggest problems of English grammar and they often make errors in the use of inversions. For example: On the grass did an enormous frog sit. Only two days before the show tourists can buy the tickets. With regard to the errors quoted above, the problem is with grammatical structures. The correct versions could be: On the grass sat an enormous frog. Only two days before the show can tourists buy the tickets. For the reasons above, this study is conducted, which focuses on errors in the use of inversions among the students of English in grade 10 at Nguyen Viet Xuan High School. 2. The name of the initiative: Common errors in the use of inversions 3. Author’s information: Full name: Nguyen Thi Lan Anh Address: Nguyen Viet Xuan High School 6
Phone number: 0974322659 Email: lananhnguyen90@gmail.com 4. Application field: This initiative can be applied in teaching inversions for students to deal with some grammar points in English GCSE and excellent student contests. 5. The first application date: 10/2019 6. Description of the initiative: PART ONE INTRODUCTION I. RATIONAL Inversion is an interesting category of English grammar. It has two main types including full inversion and auxiliary inversion. It appears with various forms of structures and has function of emphasis and discourse function. However, the uses of inversion referred to in some books have not been dealt with in full and sometimes cause confusion to learners of English. As a result, students of English often make errors when they use inversions. Therefore, this research work entails studying the uses of inversions and conducting survey for error analysis. 7
As a teacher of English, I would like to make a contribution to the English teaching in Vietnam. This study is conducted to find out the types of errors and causes in the use of inversions among the students of English in grade 10 at Nguyen Viet Xuan High School and suggest some solutions to the problems based on the results of the survey. II. RESEARCH PRESUPPOSITION Some questions are raised: 1) What kinds of errors are made by the students of English in grade 10 at Nguyen Viet Xuan High School in the academic year of 2019/2020? 2) What kind of error in the use of inversions is the most often made by the tenth grade students of English at Nguyen Viet Xuan High School in the academic year of 2019/2020? 3) What are the causes of the errors in the use of inversions made by the students of English in grade 10 at Nguyen Viet Xuan High School in the academic year of 2019/2020? Based on the questions above, I am eager to learn about the problems and make an error analysis in inversions so that the major errors in the use of inversions may be found. III. RESEARCH OBJECTIVES The study is aimed at the following goals: 1) To find out kinds of errors made by the tenthgrade students of English at Nguyen Viet Xuan High School in the academic year of 2019/2020 in using inversions. 2) To find out the main errors in the use of inversions most often made by the students of English in grade 10 at Nguyen Viet Xuan High School in the academic year of 2019/2020. 3) To find out the causes of the errors in the use of inversions made by the tenth grade students of English at Nguyen Viet Xuan High School in the academic year of 2019/2020. 8
IV. RESEARCH SCOPE. The general research area of this study is grammar. The phenomenon is errors in the use of inversions made by the students of English in grade 10 at Nguyen Viet Xuan High School in the academic year of 2019/2020. Others relating to the inversion are also briefly mentioned. The population involved in the study is seventy six students of English in class 10A1 and 10D4 at Nguyen Viet Xuan High School. V. RESEARCH TASKS The study involves fulfilling the following tasks: 1) To study types and structures of inversions 2) To research into the functions and uses of inversions 3) To conduct a survey to find out error types and causes. On the basis of the findings, possible solutions to the problems are sought to minimize the students’ errors. VI. RESEACH METHODS To achieve the objectives of the study, the following methods have been applied: 1) Collecting documents from books listed in the references 2) Consulting the experienced teachers and friends 3) Synthesizing theoretical documents on English grammar 4) Conducting a survey and analyzing the results VII. SIGNIFICANCE OF THE PROPOSED RESEARCH Errors in any language teaching and learning, particularly in English as a foreign language, are sometimes predictable and sometimes unpredictable. It is, therefore, 9
essential for teachers to have better treatment to anticipate errors. After the research, it is hoped that the result will be helpful to provide: 1) Input for learners of English in order to minimize their errors in the use of inversions. 2) Input for teachers of English with information on error types and solutions to the problems so that they can have good methods of teaching the inversion. This study is also beneficial to anyone who is interested in the inversion in English. VIII. DESIGN OF THE RESEARCH WORK The research work has three main parts, namely: introduction, development, and conclusion. The part “Development” consists two chapters. Chapter one is entitled “Theoretical background”. It consists two sections. Section one reviews literature in brief. The second one deals with things related to the inversion such as definition, types, structures, and uses of the inversions. Chapter two is named “Common errors in the use of inversions”. It has three sections. Section one is devoted to the survey. The second deals with error types and causes. The last one is on solutions to the problems and suggested exercises on the inversions. PART TWO DEVELOPMENT CHAPTER ONE THEORETICAL BACKGROUND 10
I.1. LITERATURE REVIEW IN BRIEF Inversions have been described by many grammarians like Randolph Quirk (1985), Martin Hewings (1999), Michael Swan (2005), John Eastwood (1994), Michael Vince (2003), George Yule (2006), Ron Cowan (2008) and so on. They each have their own way to describe inversion. Generally, they focus their attention on the definition, structure, functions of inversion, types of inversion and their uses. Martin Hewings (1999) in the book Advanced Grammar in Use focuses his attention on types and the uses of inversions. He classifies inversion into specific kinds: Inversions after adverbial phrase of direction and place, inversions after here, there and some adverbs, inversions in conditional sentences, inversions in comparison with as and than, , inversions after negative adverbials and inversions after so, such, neither, nor. He introduces formal and literary styles in some types of inversions and suggests the case of a pronoun as the subject which inversion cannot be used. In the book The Teacher’s Grammar of English, Ron Cowan (2008) identifies three main types of inversions: lexical, stylistic and information packaging inversions. This division can help us understand the uses of inversions. It is shown in the book that lexical inversions are the result from the movement of the adverb to the front. Adverbs in this type are here, there, never, seldom, not only, neither, nor, so, as, and so on. Stylistic inversions are alternative to specific grammatical structures chosen for a specific effect. They are inversions in conditional sentences and inversions with initial prepositional phrases used in poetry. The last type is information packaging inversions, which distribute information in a sentence in a way more appreciate to the discourse context. According to them, this type of inversions are used to avoid the creation of a long subject noun phrase or to emphasize a point related to preceding information, to shift the topic at the start of a paragraph and so on. Randolph Quirk & Sidney Greenbaum (1976) in A University Grammar of English refer to inversion in some structures and types. They just name two types of inversions: 11
subjectverb inversion and subjectoperator inversion. They give the explanation for each. In some other pattern of the book, they also mention some kinds that still tend to two mentioned main types. According to them, some is optional. In the book Oxford Guide to English Grammar, John Eastwood (1994) only mentions inversions with should, were, and had in conditional sentences. He pays less attention to other types of inversions. However, in the book Oxford Learner’s Pocket Grammar (2008), he supplements the use of inversions after negative phrases. He states, “A negative phrase with inversion can sound formal and literary.” George Yule (2006) in the book Oxford Practice Grammar only gives inversions after negative words and phrases. He indicates that inversion is typically used in formal or literary English, but we can also use it in informal replies after neither, nor and no way. In the book First Certificate Language Practice, Michael Vince and Paul Emmersion (2003) focus on the use of inversions after negative adverbs and the function of inversions to emphasize an adverb. However, Michael Vince and Peter Sunderland (2003) in the book Advanced Language Practice add inversions after so, such with that; after as, so, neither, nor; inverted conditional without if. They also give emphasis function of inversion in some cases. Michael Swan (2005) in the book Practical English Usage puts inversion in two types: auxiliary verb before subject and whole verb before subject. The first one concludes several different structures of inversions: in questions; in exclamations; with may; after so, neither, nor; after as, than and so; in conditional clauses; after negative and restrictive expressions. The second is divided into two types: Inversions after adverbial expressions of place and inversions in reporting or direct speech. The difference with other writers is that questions and story speech are considered as forms of inversion. They also emphasize that some types of inversions are most common in formal and literary style, or descriptive writing. In short, much research has been done on inversions but they do not pay attention to point out errors in the use of inversions. In fact, there are many errors that learners of 12
English often make when they use inversions. Therefore, it is essential to have a more comprehensive study of common errors in the use of inversions. I.2. INVERSIONS I.2.1. Definition Inversion, according to Ron Cowan (2008) in the book The Teacher Grammar of English, refers to moving elements into a position of prominence at the beginning of a sentence, as does fronting, and, in addition, it simultaneously moves the subject to follow the verb. For example: In the doorway stood her father. Martin Hewings (1999) in the book Advanced Grammar in Use define: “In statements it is usual for the verb to follow the subject. Sometimes, however, this word order is reversed. We can refer to this as inversion.” For instance: Rarely had he seen such a sunset. Never do I go to school late. I.2.2. Types I. 2.2.1. Full inversion This type of inversion can be called subjectverb inversion according to some linguists. It is mainly found in clauses of types SVA and SVC where a normally post verbal element is so tied to the verb that when that element is “marked” theme the verb is “attracted” into presubject position. (Quirk, 1976). For example: In went the sun, and down came the rain. (AVS, AVS) Her face was stony and even stonier was the tone of her voice. (SVA, AVS) Gone are the days of the “oldfashioned” entertainment. (CVS) Subjectverb inversions occur with simple present and past tense verbs, and with certain verbs (stand, sit, lie, etc) or with very general verbs of motion (come, go, fall, etc). 13
At the end of the garden stood a handsome building of the newest style. From some houses standing apart came the sound of grinding mills and the sweet voices of women singing at their work. Michael Swan (2005) notes that when an adverbial expression of place or direction comes at the beginning of a clause, intransitive verbs are often put before their subjects. This happens especially when a new indefinite subject is being introduced. The structure is most common in literary and descriptive writing. Under the tree was lying one of the biggest man I had ever seen. Directly in front of them stood a great castle. Along the road came a strange procession. This type is often used in ordinary informal speech with here, there, and other short adverbs and adverb particles. (Swan, 2005). For instance: Here is the milkman. There comes my brother. And there at last was the book I’d been looking for. Down came the rain. Up went the flag. Subjectverb inversion with fronted object is chiefly limited to the reporting clause where the object represents direct speech and usually where the subject is not a personal pronoun. The subject often comes after reporting verbs like said, asked, suggested, etc “Please go away!” said one child; “And don’t come back!” pleaded another. “Whatever shall I do now?” wondering Fred, rememberingtoo latethe appointment he had missed. Subjectverb inversion does not usually take place in a clause with a personal pronoun alone as subject; hence we should have Here he is rather than Here is he; Here he comes rather than Here comes he, etc. But with contrast of subject, note: Here am I, ill in bed, and you don’t seem to care. 14
1.2.2.2. Auxiliary inversion Auxiliary inversion can be called subjectoperator inversion in other word. According to Randolph Quirk (1985) in the book A comprehensive Grammar of the English Usage, in addition to inversion in questions, there are four common circumstances in which the operator precedes the subject. Firstly, we have elliptical clause with initial so or the corresponding negatives neither or nor: John saw the accident and so did Mary. John didn’t see the accident and neither/nor did Mary. She was angry and so was I. She won’t go and neither should you. But inversion is less common with certain modal auxiliaries (notably may, might, ought), and alternative substitute expressions with normal order are preferred. She might be ill and he might (be) too. Secondly, we have subjectoperator inversion where a phrase of negative form of meaning is fronted. Least of all is it in our interest to open negotiations now. At no time must this door be left unlocked. Further examples: He refused to apologize. Nor would he offer any explanation. Scarcely had he started speaking when heckling broke out. Only in this way / In this way alone is it possible to explain their actions. As well as with adverbials, we may have inversion also with object phrases of negative form or meaning: Not a single book had he read that month. Only one more point will I make. 15
Thirdly, we have subjectverb operator inversion in comparative clauses when the subject is not a personal pronoun: Oil cost less than would atomic energy. I spend more than do my friends. She looks forward, as does her secretary, to the completion of the building. With as, inversion is possible with a pronoun subject, especially if there is no correlative as: She was as delighted with the suggestion as was he. They go to concerts frequently, as do I. Finally, subjectoperator inversion occurs in subordinate clauses of condition and concession, especially in rather formal usage: Were she alive today, she would grieve at the change. Were we to withdraw our support, they would be justifiably indignant. Had I known, I would have gone to her. Should you change your plans, please let me know. Even had the building been open, we would not have entered. It is to be noted that with negative clauses of this form we do not find contraction: Were she not so handicapped, we would take her to the Alps. I.2.3. Structures I.2.3.1. Inversion in structure VS Swan (2005) states that the subject often comes after reporting verbs like said, asked, suggested, etc when these follow direct speech: “What do you mean?” asked Henry. (or… Henry asked) “I love you,” whispered Jan. If the subject is a pronoun, it is usually comes before the verb: “What do you mean?” he asked. 16
Subjectverb inversion with fronted object is chiefly limited to the reporting clause where the object represents direct speech and usually where the subject is not a personal pronoun. The subject often comes after reporting verbs like said, asked, suggested, etc. (Greenbaum & Quirk, 1990) “Please go away!” said one child; “And don’t come back!” growled another. (…VS,….VS) This is something of a literary convention, and in ordinary speech, VS would usually be replaced by SV. I.2.3.2. Inversion in structure AVS The structure AVS can be seen in subjectverb inversion. It puts subject in final position of the sentence, and indeed it is to achieve and focus on the subject that the fronting is generally undertaken. In the distant grave lies his beloved body. (AVS) A typical illustration of this structure is the sentence beginning with “here” which is used for introduction or announcement: “Here are sandwiches.” He handed me a package. “Here’s a taxidermist’s,” Bill said. “Want to buy anything? Nice stuff dog?” In these instances with here/there+be, indeed, it is not simply a matter of stylistic choice: there is a sharp difference of meaning from existential there, there is in fact a close similarity. In contrast to AVS, the SVA order invites us not merely to put the nuclear focus upon the A but to see these adjuncts as referring to specific places. (Quirk, 1985). Compare: Here is the milkman (AVS) he’s come at last. The milkman is here (SVA) at the door: shall I get two pints? There’s the book I wanted I’ve been looking for it all week. 17
The book is there by the typewriter. Similar to here, the initial position of now in full inversion makes the reader or listener pay attention to a specific event or topic. Now is the hour that we must say goodbye. Now is the time to consider the future of how Britain should be governed. The AVS structure also appears in the sentence which have some certain verbs (stand, sit, lie, live, hang) after position adjunct. This clause describes posture or existing state of what subject gives. At the end of the garden stood a handsome building of the newest style. The place is heavily guarded. Because inside its walls sit the European leaders. On one corner lay a school exercise book, with a stone inkbottle and a pen beside it. In the AVS structure of inversion, the clause having position adjunct followed by be shows the location in space. On the table is a beautiful hat. Up on the top of the mountain we saw the lights of the fort. Below to the left was the river. The road came out from the shadow of the woods into the hot sun. Ahead was a rivervalley. Beyond the river was a steep hill. I.2.3.3. Inversion in structure CVS The structure CVS is specified by “Adjective phrase + Be + Noun Phrase”. It is also one part of subjectverb inversion. For example: Especially remarkable was her oval face. (CVS) Equally inexplicable was his behaviour toward his son. (CVS) The complement in the CVS structure is usually adjectives concluding comparative words such as equally, also, as, more, especially, so on. The complement makes comparative reference to something that has preceded. 18
More important was scores he got in the match last month. As beautiful as angel is my lovely cat. I agree that it is important that the work should be of high standard. Just as/ Equally important, if not more important, is the question of expense. A year ago, two crashes occurred at the corner, and more recently has come the news of a third. I.2.3.4. Inversion in structure Predication + be + subject This structure is the case of full inversion having initial elements such as present participle or past participle. For instance: Coming up to the stage now is this year’s winner of the Oscar. Enclosed is a card for our permanent signature file which we request you to sign and return to us. We can see that these types of sentence lead the reader or listener to particular situation in discourse. The writer/speaker not only mentions the action and state of subject, but also they want the reader/listener to focus on the subject. I.2.3.5. Inversion in structure Operator + subject + predication This structure stands after negative adverbs such as never, nowhere, hardly, seldom, not only, at no time, so on when they are placed in front position for emphasis. Never have I heard such nonsense. Nowhere could they find a bottleopener. Hardly do I meet her nowadays. Not only does she study well, but she also sings well. Little did he realize the danger he faced. No sooner had he stepped outside than it started to rain. 19
Only then did I understand what she meant. Not until later did I realize that her father had died. The same structure is possible after a complete clause beginning not until. Not until he left did I know that he had been very important for me. Not until he received her letter did he fully understand her feelings. In conditional sentences, we can sometimes drop if and use inversion to have the structure operator + subject + predication. For example: Should you need my help again, just give me a ring. Had I known you ill, I would have visited you. The two types of inversion above occur in both the written language and (though less commonly) the spoken. In the sentence with so, so much, many, much, little we can sometimes see subject after operator and before predication: So dangerous did the weather conditions become that all mountain road is closed. So quickly did she leave that we did not even realize was gone. So much did she adore John that she would not give him up. Many books did he read yesterday. Much money have I spent for lunch. Little does she know what surprises we have in store for her. Question can be considered as a special type in this structure. For example: Do you enjoy reading books? Have you finished your homework? Could you tell me how to arrive Oxford University? I.2.3.6. Inversion in structure proform + operator + subject Proform is syntactic device for abbreviating constructions to avoid redundancy. Proform with initial so, neither, nor is a form of subjectoperator inversion. Mary studies hard and so does Tom. 20