THE USE OF ARTICLES IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

VIETNAM NATIONAL UNIVERSITY, HANOI
HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST GRADUATE STUDIES

THE USE OF ARTICLES IN LEARNING ENGLISH AS A FOREIGN LANGUAGE AMONG SECOND YEAR STUDENTS AT FELTE, ULIS, VNU

Student: Mai Như Quỳnh Class: K19C Lecturer: Dr. Ha Cam Tam

Hanoi, June – 2011

TABLE OF CONTENTS
TABLE OF CONTENTS PAGE List of figures, tables, and abbreviations 3

CHAPTER 1: INTRODUCTION
1.1. Rationale for the study 4
1.2. Aims of the study 4
1.3. Method of the study 5
1.4. Organization of the study 5

CHAPTER 2: LITERATURE REVIEW
2.1. Articles in English 6
2.1.1. Specification due to anaphoric reference 6
2.1.2. Specification due to immediate surrounding 6
2.1.3. Specification due to cataphoric reference 6
2.2 Classification of errors 7
2.3. Significance of errors 7

CHAPTER 3: METHODOLOGY
3.1. Participants 9
3.2. Data collection instruments 9
3.3. Data collection procedure 9
3.4. Data analysis procedure 9

CHAPTER 4: RESULTS AND DISCUSSION
1. Does the increase in the length of exposure have any significant impact on the ability to use articles correctly? 10
2. Some recommendations 12

CHAPTER 5: CONCLUSION 15 REFERENCES 16

LIST OF TABLES
Table 1: Percentage of correctly inserting the definite articles (Anaphoric reference) 10
Table 2: Percentage of correctly inserting the definite article (Cataphoric reference) 11

CHAPTER 1: INTRODUCTION
1.1 Rationale for the study
Second language (L2) learners notoriously have trouble using articles in their target languages, even if their native

References: • predominantly omit articles (White 2003 or Robertson 2000), • tend to overuse the (Huebner 1983, Master 1987, Parrish 1987), or • tend to overuse a (Leung 2001). Wren and Martin (1998) subdivide the definite article into three categories: 2.1.1 2.2 Classification of errors Corder (1981: 36) classified errors into the following four categories, formulated in terms of cognitive learning strategies: