An error analysis of the future perfect tense usage: a case...

Ref. code: 25595821040457NSD

AN ERROR ANALYSIS OF THE FUTURE PERFECT

TENSE USAGE. A CASE STUDY OF YEAR 3 COLLEGE

STUDENTS.

BY

MISS THANYAPORN THIENKAO

AN INDEPENDENT STUDY PAPER SUBMITTED IN PARTIAL

FULFILLMENT OF

THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS IN CAREER ENGLISH FOR

INTERNATIONAL COMMUNICATION

LANGUAGE INSTITUTE, THAMMASAT UNIVERSITY

ACADEMIC YEAR 2016

COPYRIGHT OF THAMMASAT UNIVERSITY

Ref. code: 25595821040457NSD

AN ERROR ANALYSIS OF THE FUTURE PERFECT

TENSE USAGE. A CASE STUDY OF YEAR 3 COLLEGE

STUDENTS.

BY

MISS THANYAPORN THIENKAO

AN INDEPENDENT STUDY PAPER SUBMITTED IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE

OF MASTER OF ARTS IN CAREER ENGLISH FOR

INTERNATIONAL COMMUNICATION

LANGUAGE INSTITUTE, THAMMASAT UNIVERSITY

ACADEMIC YEAR 2016

COPYRIGHT OF THAMMASAT UNIVERSITY

Ref. code: 25595821040457NSD

(1)

Independent Study Paper Title AN ERROR ANALYSIS OF THE FUTURE

PERFECT TENSE USAGE. A CASE STUDY

OF YEAR 3 COLLEGE STUDENTS.

Author Miss Thanyaporn Thienkao

Degree Master of Arts

Major Field/Faculty/University Career English for International Communication

Language Institute

Thammasat University

Independent Study Paper Advisor Assistant Professor Ketvalee Porkaew, Ph.D.

Academic Years 2016

ABSTRACT

The purpose of this study was to investigate dominant errors of the future

perfect tense and the kinds of grammatical errors made by 30 year three college

students.

The results of the study found that there were three main errors made by

these students: use of tense errors, errors of verb form and errors of omission. The

researcher found that the sources of error were overgeneralization, ignorance of rule

restrictions, incomplete application of rule and false concepts hypothesized.

The findings of this study can be useful for teachers who teach the future

perfect tense in English grammar courses at every level. Moreover, the students can

become more aware of using the future perfect tense in writing and speaking.

Therefore, both learners and educators will be able to improve their future perfect

tense usage which could improve Thai education to be more successful.

Keywords: future perfect tense, errors

Ref. code: 25595821040457NSD

(2)

ACKNOWLEDGEMENTS

I would like to express my gratitude to everyone who supported me

throughout this research study.

First of all, I would like to express my grateful appreciation to my

advisor, Assistant Professor Ketvalee Porkaew, Ph.D. for her valuable time and effort

to help me on my study. Besides my advisor, I would like to thank my editor, Aj.Mark

Zent for helping me on grammar checking. I would like to thank all my friends

especially Thinattaya Thaisukho and Wuthinan Imamee who supported me in every

way. My sincere thanks also go to my mother who encouraged me and told me to

never give up. Without her precious support it would not be possible to conduct this

research. Lastly, I wish to thank all teachers, staff of the Language Institute and

especially all students from Chitralada College for helping me. Without these people,

I would not have accomplished my paper.

I am thankful for their time, guidance, comments and kind advice. I am

grateful to them for sharing their sincere and exemplary views on a number of issues

related to the study.

Miss Thanyaporn Thienkao

Ref. code: 25595821040457NSD

(3)

TABLE OF CONTENTS

Page

ABSTRACT (1)

ACKNOWLEDGEMENTS (2)

LIST OF TABLES (6)

CHAPTER 1 INTRODUCTION 1

1.1 Background 1

1.2 Justification of Research Topic 2

1.3 Statement of Problem 2

1.4 Research Questions 2

1.5 Significance of the Study 3

1.6 Objectives of the Study 3

1.7 Definitions of Terms 3

1.8 Limitaions of the Study 4

CHAPTER 2 REVIEW OF LITERATURE 5

2.1 Concept of Error Analysis 5

2.1.1 Definition of Error Analysis 5

2.1.2 The Difference Between Mistakes and Errors 6

2.1.2.1 Mistakes 6

2.1.2.2 Errors 6

2.1.3 Sources or Causes of Errors 6

2.2 Concept of the Future Perfect Tense 7

Ref. code: 25595821040457NSD

(4)

2.2.1 Definition of Tense 7

2.2.2 Definition of Future Perfect Tense 8

2.2.3 Form of the Future Perfect Tense 8

2.2.3.1 Future Perfect Tense in Question Words 8

(1) Yes/No Questions in the Future Perfect Tense 8

(2) Wh- Quetions in the Future Perfect Tense 9

(3) Tag Quetions in the Future Perfect Tense 9

2.2.3.2 Negative Sentences in the Future Perfect Tense 9

2.2.3.3 Positive Sentences in the Future Perfect Tense 9

2.3 The Research Studies on Error Analysis 10

2.3.1 Error Analysis Studies in the Use of Tenses in Thailand 10

2.3.2 Error Analysis Studies in the Use of Tenses in Other Countries 12

CHAPTER 3 RESEARCH METHODOLOGY 15

3.1 Subjects 15

3.2 Instrument 15

3.2.1 The Types of Research Tests 15

3.2.2 Test Construction 15

3.3 Collecting the Data 16

3.4 Scoring the Test 16

3.5 Data Analysis 16

CHAPTER 4 RESULTS AND DISCUSSION 17

4.1 Data Presentation 17

4.2 Analysis 19

4.3 Discussion 19

Ref. code: 25595821040457NSD

(5)

4.3.1 Multiple-choice Item 19

4.3.2 Fill in the Blank Item 20

4.3.3 Sources of Error 21

4.3.3.1 The Errors Caused by Ignorance of Rule Restrictions 21

4.3.3.2 The Errors Caused by Overgeneralization 22

4.3.3.3 The Errors Caused by Incomplete Application of Rule 22

4.3.3.4 The Errors Caused by False Concepts Hypothesized 22

CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS 24

5.1 Conclusion 24

5.1.1 Kinds of Errors on the Use of Future Perfect Tense 24

5.1.2 Dominant Errors 24

5.2 Suggestion 25

5.3 Recommendations for Future Research 26

REFERENCES 27

APPENDICES

APPENDIX A 31

APPENDIX B 36

APPENDIX C 37

BIOGRAPHY 67

Ref. code: 25595821040457NSD

(6)

LIST OF TABLES

Tables Page

4.1 Calssifications of Students Scores 17

4.2 Students' Score and Mark 17

4.3 The Frequency of Students' Score 19

4.4 The Quantification of Errors 20

Ref. code: 25595821040457NSD

1

CHAPTER 1

INTRODUCTION

1.1 Background

There are many reasons why non-native speakers should learn English.

First of all, as one of the popular language of communication, English is a

compulsory subject in Thailand. Everyone knows that English is the first

foreign language that should be learnt and it is taught from secondary up to

university level. Even though English has been taught from an early age, the

reality of learning a foreign language such as English is not an easy matter.

Most students have learnt English grammar from their elementary school, yet

they still find it difficult to differentiate the use of each grammar function.

Therefore, many efforts are needed in the English teaching and learning

process.

In addition, a language without grammar would be awful and it may

also cause misunderstanding. For this reason, it is certainly an essential thing

for students to understand the grammatical rules of the language in order to

create sentences or use tenses in communication correctly. At any rate, the

problem of determining students’ errors is difficult and involves study and

analysis of their causes.

Among the twelve tenses, this study will focus on analyzing the future

perfect tense usage. The students may have difficulties not only in choosing

tenses pattern correctly or adding the modal auxiliary but also in changing verb

I to verb II and verb III in sentences.

The findings of this study can be useful for teachers who teach the

future perfect tense in English grammar courses at every level. Moreover, the

students can become more aware of using the future perfect tense in writing

and speaking. Therefore, both of learners and educators will be able to

Ref. code: 25595821040457NSD

2

improve their future perfect tense usage which could make Thai education

more successful.

And the main reason why a researcher decides to focus on the future

perfect tense is that this tense does not exist in Thai language; thus, this tense

would be considered more if Thai students were able to understand what is not

related to their mother tongue.

Based on the explanation above, the researcher chose 30 year three

college students as the subjects. The researcher wanted to analyze the errors

made by the students and hopes that the results will have some pedagogical

implications for English teaching and learning.

1.2 Justification of Research Topic

The perfect tense is one of the most complicated tenses for Thai

students because we do not have this kind of tense in Thai language. As

Petchtae (2011) has done research on error analysis of the present perfect

tense, the researcher decided to conduct an investigation of error analysis of

the future perfect tense.

1.3 Statement of Problem

Most Thai students are unable to correctly use grammar because they

are not native speakers, especially with the future perfect tense. Therefore,

investigating the error analysis of this tense will enable teachers to better

understand students’ misunderstanding in order to fix this problem.

1.4 Research Questions

1. What kinds of future perfect tense errors are made by year three

college students?

2. What are the dominant errors of future perfect tense made by year

three college students?

Ref. code: 25595821040457NSD

3

1.5 Significance of the Study

This research analyzed the errors in the future perfect tense reflected in

three kinds of tests. The first one was a multiple-choice test. The second was a

fill-in-the-blanks test and the last one was a creating sentences test. The

research findings are expected to provide useful information on students’

errors, which can help teachers to correct students’ mistakes. It will also

improve teachers’ teaching methods because they will know the weaknesses of

their students. On top of that, it will help Thai students to have a better

understanding of basic future perfect tense rules in order to apply this

knowledge correctly to their writing, speaking, or even reading.

1.6 Objectives of the Study

1. To know what kinds of future perfect tense errors are made by year

three college students.

2. To determine the dominant errors of the future perfect tense made

by year three college students.

1.7 Definitions of terms

1. Errors are systematic deviations caused by a lack of knowledge of

the correct rule (Corder, 1983, p. 7), “a noticeable deviation from

the adult grammar of native speaker, reflecting the interlanguage

competence of the second-language learner” (Brown, 1994, p. 205)

and cannot be self-corrected. However, they will be able to correct

their errors, once learners obtain additional knowledge and the

more errors the learners correct, the more conscious they will

become.

2. The future perfect tense implies an action or event that will have

been completed at some time in the future. This tense is formed

with the first auxiliary “will” followed by the second auxiliary

“have” plus the past participle of the verb.

3. Modal auxiliaries relates to the auxiliary “will” and “have” only.

Ref. code: 25595821040457NSD

4

1.8 Limitation of the Study

1. The total samples size was only 30 year three college students

2. The researcher focused only on the future perfect tense.

Ref. code: 25595821040457NSD

5

CHAPTER 2

REVIEW OF LITERATURE

2.1 Concept of Error Analysis

2.1.1 Definition of Error Analysis

Error analysis is a process to expose errors found in writing and

speaking. According to Corder (1967), error Analysis is defined as a method

used by teachers and researchers with five steps: collecting a sample of learner

language, identifying errors, describing errors, explaining errors and evaluating

errors. Richards et al. (1985) states that error analysis is the investigation

of errors made by L2 learners. Error analysis may be conducted in order to

find out how well someone understands a language, to discover how a

learner learns a language, and to acquire information on common difficulties

in L2 learning, as an assistant in teaching or in preparing teaching methods.

Dulay, Burt and Krashen, (1982) and Ellis, (2002) define error

analysis as the study of the language acquisition process which indentifies the

strategies used by L2 learners. Therefore, errors can be used to test the

learners’ language performance.

Corder (1981) explains the benefits of error analysis for students,

teachers and researchers. Firstly, it can be a language learning instruments for

learners. Secondly, it shows what types of errors students make or what skills

students have obtained and what else they should learn to the teachers. Thirdly,

as well as for researchers, the error analysis provides proof of how learners

obtain the language and what strategies learners manipulate to accomplish the

learning goal. It is obvious that error analysis is an essential part of language

teaching and learning.

Ref. code: 25595821040457NSD

6

2.1.2 The Difference Between Mistakes and Errors

In linguistics, it is considered important to distinguish errors from

mistakes because most people wrongly believe they are the same. Some

definitions of mistakes and errors are as follows:

2.1.2.1 Mistakes

Brown (2007; 257) defined mistakes as performance errors, which

both native speakers and second language learners make frequently. These

mistakes are not caused by a lack of competence but by some temporary

disturbances or imperfection in the language production process. However,

native speakers can correct themselves quickly. These mistakes also include

slips of the tongue and random ungrammatical formations.

2.1.2.2 Errors

On the other hand, errors are systematic in that they occur

repeatedly and are not recognized by the learner. They are a part of the

learner's interlanguage, and the learner does not generally consider them as

errors. In other words, errors reflect a gap in a learner’s knowledge that arises

because the learner does not know what is correct (Ellis, 1997). They are errors

only from the perspective of teachers and others who are aware that the learner

has deviated from a grammatical norm. That is, errors cannot be self-corrected

but mistakes can be self-corrected with or without being mentioned to the

speaker.

2.1.3 Sources or Causes of Errors

Regarding errors in language learning, there are the sources and

levels of errors as follows:

A. Brown (1980:173-181) classified sources of error as below:

1) Interlingua transfer; the negative influence of the mother

tongue of the learner.

Ref. code: 25595821040457NSD

7

2) Intralingua transfer; the negative transfer of items within the

target language

3) Context of learning which relates to both of interlingua

transfer and intralingua transfer.

4) Communication strategies.

B. Richards (1974) classified the sources of errors as follows:

1) Interlingua errors: Mother-tongue interference is the cause

of this type of error. A learner uses his or her first language

to learn and create the target language.

2) Intralingua errors: this kind of error occurs during the

learning process of the L2 language. False analogy,

misanalysis, incomplete rule application, exploiting

redundancy, overgeneralization in the target language,

hypercorrection and overlooking co-occurrence restrictions

are the causes of errors.

C. Norrish (1983:21-26) classified the causes of error into three

types;

1) Carelessness: lack of attention

2) First language interference: happens when the structure of

the two different languages is different.

3) Translation: happens when learners try to translate word by

word from their mother tongue to the second language. It is

likely to happen during conversation because learners focus

more on meaning rather than the structure itself.

2.2 Concept of the Future Perfect Tense

2.2.1 Definition of Tense

According to the New Grolier Webster International Dictionary of

the English Language (1972:1013) tense has been defined as the form of a verb

that shows the time of its action indicating a particular time. In other words,

tense is the inflected form in the declension of verb that indicates the time such

as past, present, or future.

Ref. code: 25595821040457NSD

8

Regarding the tenses, the English language has twelve different

tenses. These tenses are different from one another. The differences relate to

the forms of the verbs used and the time the action or event takes places.

However, this study focused on the future perfect tense as one of the forms of

the twelve tenses.

2.2.2 Definition of Future Perfect Tense

To use the future perfect tense correctly is very important because

it can make the receivers understand senders easily and allow a person to

understand the messages conveyed even without looking at the expression of

the person who speaking or writing the message. According to Pardiyono

(2007:121), the future perfect tense refers to an action or event that will be

completed sometime in the future before another action or event takes places.

For Example:

I will have finished my MA by this time next year.

In this sentence, the act of operating (“will have finished”) takes

place in the future by this time of next year.

2.2.3 Form of the Future Perfect Tense

According to Cowan (2008:371) the future perfect consisted of the

first auxiliary “will” followed by the second auxiliary “have” and the past

participle of the main verb.

2.2.3.1 Future Perfect Tense in Question Words

(1) Yes/No Questions in the Future Perfect Tense

Will + Subject + have + 3rd form of verb

+Object?

Ref. code: 25595821040457NSD

9

To make this kind of question, just put the first

auxiliary “will” before the subject and then followed by

the second auxiliary verb have plus the past participle

verb and object.

(2) Wh- Questions in the Future Perfect Tense

Where/why/when/what + had + Subject + 3rd

form of verb +Object?

Start the question with wh- word, then add

auxiliary “will” before subject, and then followed by

second Auxiliary verb “have”, the past participle verb and

object.

(3) Tag Questions in the Future Perfect Tense

Tag questions are those questions that are

answered at the end of the sentence. They can be simply

made by adding auxiliary verbs.

2.2.3.2 Negative Sentences in the Future Perfect Tense

Subject+ will + not +have + 3rd form of verb +Object

When we create negative sentences, we just normally put

“not” in between auxiliary verbs “will” and “have”.

2.2.3.3 Positive Sentence in the Future Perfect Tense

Subject+ will +have + 3rd form of verb +Object

In positive sentences, we simply create the sentences

according to the future perfect tense rules.

Ref. code: 25595821040457NSD

10

2.3 Research Studies on Error Analysis

2.3.1 Error Analysis Studies on the Use of Tenses in Thailand

Angwatanakul (1975) studied two main kinds of errors, which are

grammatical errors and lexical errors. The results showed that incorrect usage

of verbs happened most, while incorrect usage of tense, article, nouns, and

preposition happened occasionally. Meanwhile, Torut (1991) found that the

most common mistakes were grammatical ones.

Muttavankul (2003) conducted error analysis of tenses usage in

English writing made by 20 paralegals at the ATDS & B law office. The errors

of present simple tense, past simple tense and future simple tense usage were

analyzed and classified. The results revealed that there were two dominant

errors, misuse of auxiliary verbs in interrogative and negative sentences and

misuse of the present simple tense instead of the past tense. The causes of the

errors were also found as follows:

a. Most of Thai people do not understand English tenses since

there is no tense in Thai language.

b. Because there are no tense markers in Thai language. For

examples, in negative sentences of the present tense and past tense,

there are no tense marker for verbs or auxiliary verbs in Thai language.

Tawilapakul (2001) also investigated English tense usage by Thai

University students. Total 75 of first-year students who studied in the

Southeast Asian Studies program were subjects. The significant of this

research was to observe if the impact of the time markers usage in Thai give

any impact on the English tense usage by Thai university students, causes of

errors in English tense usage, and factors of personal differences. A translation

test was an instrument test which needed to be finished within 60 minutes. The

results of this study were as follows:

a. The use of time markers in Thai mostly resulted from negative

transfer to the use of English tense by Thai students.

Ref. code: 25595821040457NSD

11

b. After analyzing all the errors that occurred in the translation

test, the sources of errors were: overgeneralization, transfer, ignorance

of rule restrictions, incomplete application of rules, and false concepts

hypothesized.

c. Personal differences also impacted the use of English tense by

the students.

Suwangard (2014) examined grammatical error types. Total 30

first-year English -major students studying in a grammar course for 15 weeks

at Uttaradit Rajabhat University in Thailand were subjects. This research

analyzed 1,800 sentences, and the errors which were found in the exercises

were compared to those in the follow-up tests. This research used percentage,

means, and standard deviations. The results indicated the most grammatical

errors were errors in verb tense; other errors included errors in determiners,

nouns, prepositions, sentence structure, adverbs, and adjectives.

Moreover, Bunjantr and Boonoon (2016) studied the analysis of

errors in written English essays. The purpose of this study was to identify the

errors in written English essays of 22 final-year undergraduate English -major

students at Kasetsart University Chalermphrakiat, Sakonnakhon Province

campus. These students were non-native English speakers and from similar

backgrounds with poor English writing skills. Error analysis consisted of: a

collection of learners’ writing, identification of errors, description of errors,

explanation of errors, and evaluation of errors. In this study, the students were

divided randomly into four groups. They were asked to write an essay using

specific grammatical features. The errors that occurred were analyzed and

classified as grammatical, syntactic, and lexical errors. It was found that the

errors that occurred in students’ essays involved: article usage, preposition

usage, subject-verb agreement, word order, verb tense, singular and plural

forms, fragments, and the use of irregular verbs.

Finally, Bosuwon (2013) investigated non-native EFL teachers’

awareness and tolerance of Thai undergraduates’ syntactic writing errors. The

instrument for collecting data in the study was a twenty-page English-version

Ref. code: 25595821040457NSD

12

questionnaire based on 19 types of the written errors by Thai students’ directly

experienced by the researcher and revealed by other research. Excluding

miscellaneous errors, the results show that 16 errors were moderately found

(41-60%) followed by two other errors, i.e., article and verb tense (61-80%).

The top-five frequently found errors included article, verb tense, run-on

sentence, fragment, and subject-verb agreement respectively. Five errors with

percentages of L1 interference close to 50% or higher were word order,

fragment, run-on sentence, over-marking of conjunctions, and singular or

plural forms. Among all given intralingua causes, incomplete application of

rules and ignorance of rule restrictions received higher percentages than others.

Regarding teachers’ tolerance of the 19 errors, all except one error

(preposition) were to be corrected immediately, or as soon as possible. There

was no correlation between error frequency and error tolerance except from

article (insertion) and subject-object pronoun. There was also no correlation

between error type (global or local) and error tolerance except for verb tense

(sequence) and modal verb.

2.3.2 Error Analysis Studies on the Use of Tenses in Other

Countries

Firstly, Muftah & Rafik-Galea (2013) examined error analysis of

present simple tense in the interlanguage of adult Arab English language

learners. The subjects were undergraduate adult Arabic speakers who learned

English as a second language. The study obtained data from two kinds of

instruments which were a grammaticality judgment task and an elicited written

production task. These instruments were designed to examine the learners’

underlying knowledge of present simple tense morphology in the

Interlanguage (ILG) of adult Arab English language learners. The research

suggested that adult Arab English language learners were likely to have

difficulty mastering the use of the 3sg –s due to first language (L1)

interference. The most common error types found are omission, phonological

similarity, incorrect suffixation and substitution.

Secondly, Heckler and Edward (1983) investigated the acquisition

Ref. code: 25595821040457NSD

13

of the auxiliary verbs by ESL learners. Total 36 adult learners of English as a

second language at three levels were subjects. Their mother-tongue were

Japanese, Arabic, or Spanish. Three kinds of tests were given to subjects,

which consisted of oral production, written production and written reception.

Nineteen verb structures were examine. The results revealed that the more

advanced the students’ English level, the better their performance in this study.

The subjects could not perform productive tasks as well as receptive tasks.

Little variation in performance was found between real and nonsense verbs.

Thomas (2014) did error analysis of English tense usage by first -

year engineering students from Tamil medium schools. This study analyzed

the English language efficiency of the first year engineering students who had

their school education in regional medium. The research discussed the types of

errors, causes of errors in tenses usage and remedial suggestions to improve

their ability in English. The results reveal that errors are caused by lack of

sufficient exposure and practice in studying English.

Koo and Koh (1994) investigated the present perfect tense usage.

the subjects of this study. The subjects were seventeen students in Singapore

and the instrument was to write an essay. It was found that the most

problematic errors were in the area of verbs and tenses. The results showed

that the major cause of errors was interference from their mother tongue.

Lian (1998), studied the past tense usage by Chinese students from

Singapore and Hong Kong. Data were retrieved from a corpus of compositions

written by both countries students. The paper looked at L1 transfer from

Chinese, how learners establish and maintain contextual temporality in their

written discourse, and difference between the two groups of learners. It was

found that such difference was systematic, even though there was a constant

change of tense. Factors influencing past tense making were discussed in the

light of findings, which focused on semantic categories of verbs, contextual

frames and lexical-aspectual marking.

Ratnah (2013) aimed to find out types, sources and causes of errors

Ref. code: 25595821040457NSD

14

on using tenses in translating from Indonesian into English which made by the

first semester students of Tour and Travel department, academic year

2012/2013. The results revealed that types of error students made in using

tenses were error of omission, error of addition, and error of selection

particularly in using verb, time markers and auxiliary verb usage. The sources

of errors were intralingual error and interlanguage errors. And the causes of

error were interference, overgeneralization, ignorance of rule restriction, and

false concept hypothesized.

Ref. code: 25595821040457NSD

15

CHAPTER 3

RESEARCH METHODOLOGY

This chapter describes the procedure and design used to conduct this

study. It contains information about subjects, the instrument of study,

collecting data, scoring process and data analysis.

3.1 Subjects

The subjects of this study were 30 year three college students between

21 to 23 years old. The subjects were both male and female students who

studied in marketing, food and beverage, and business computer major. They

were randomly chosen for this study.

3.2 Instrument

3.2.1 The Types of Research Tests

The instrument used in this study consisted of two types of

proficiency tests that the researcher adapted from Astuti (2014) as follows:

1. Part one was demographic data of subjects (see Appendix A).

2. Part two was a multiple-choice test consisting of 30 items (see

Appendix A).

3. Part three was fill in the blank test consisting of 15 items with

15 blanks. In this part, 10 items of the future perfect tense were

mixed with 5 items of other tenses in order to see if students

actually understand the concept of Future Perfect tense (see

Appendix B).

3.2.2 Test Construction

The instruments chosen were a multiple-choice test and a fill-in-

the-blanks test. Multiple-choice tests have the obvious advantage of objectivity

as well as ease of administration and scoring. Fill-in-the-blank tests are also a

Ref. code: 25595821040457NSD

16

highly reliable method of measuring the level of ability of future perfect tense

usage. (Oller, 1979)

3.3 Collecting the Data

The multiple-choice test and fill-in-the-blank test were distributed

randomly by hand to 30 year three college students. They were given 60

minutes to complete the test.

3.4 Scoring the Test

The answer sheets of the multiple-choice test and fill-in-the-blanks test

were checked manually. A correct answer was worth one point only.

3.5 Data Analysis

Percentage was used for data analysis to organize and categorize the

data when the multiple-choice test and fill-in-the-blanks test were collected

and the result will be presented as follows:

1. Multiple-choice test (see Appendix A)

a. Summary of number of correct and incorrect answers found

in multiple-choice test

b. Summary score that students obtained

c. Summary of the answers (each chosen multiple choice

A,B,C,D)

2. Fill in the blank test (see Appendix B)

a. Summary of total correct answers found in fill in the blank

test

b. Summary of total score from each student in percentage

c. Summary of total students that answered each question

correctly

Ref. code: 25595821040457NSD

17

CHAPTER 4

RESULTS AND DISCUSSION

This chapter presents data analysis and discussion. It is divided

into three parts; Data presentation, Analysis, and Discussion.

4.1 Data Presentation

As previously stated in chapter I, the first objective of this research

was to determine what kinds of future perfect tense errors were made by year

three college student. Table 4.1 shows classification of the scores made by

students and Table 4.2 presents the result of students’ score as follows:

Table 4.1: Classifications of Students Scores

No Score Mark Mark Description

1 96-100 A Excellent

2 90-95 A- Very Good

3 80-89 B Good

4 70-79 B- Good Enough

5 60-69 C Enough

6 50-59 D Bad

7 Below 49 E Very Bad

Table 4.2: Students’ Score and Mark

No. Score Grade Mark of

description

The Most Dominant

Errors students made

1 13.33 E Very Bad Use of tense errors



4 30 E Very Bad Use of tense errors

Ref. code: 25595821040457NSD

18





9 73.33 B- Good Enough Use of tense errors













22 56.67 D Bad Use of tense errors









Total scores= 773.34 Average score = 25.78

Ref. code: 25595821040457NSD

19

4.2 Analysis

Table 4.3: The Frequency of Students’ Score

No. Mark Mark Description Total

Mark Percentage

1 A Excellent 0 0%

2 A- Very Good 0 0%

3 B Good 0 0%

4 B- Good Enough 1 2.50%

5 C Enough 0 0%

6 D Bad 1 2.50%

7 E Very Bad 38 95%

Total 40 100%

From the result of score above, the average score of the students was

25.78. Based on the table, it can be concluded that no students got a score of

“excellent”, “very good”, or “good”. Meanwhile, a “good enough” score was

obtained by only one student, which was No.9. An “enough” score was also

achieved by no one. Only one student got a “bad” score which was No.22.

A total of 38 students obtained a “very bad” score which indicated that

these college students could not master the concept of future perfect tense.

4.3 Discussion

4.3.1 Multiple-choice test

Regarding the multiple-choice tests, it was found that the most

dominant errors were the use of tense errors. Students did not understand the

concept of the future perfect tense due to lack of sufficient exposure and

practice in the case of L2 learning. The results of test reveals that out of 900

items, students gave the correct answer only for 231 items or 26%, while 669

items or 74 % were incorrect answers.

Ref. code: 25595821040457NSD

20

It is obvious that in this case the students seemed to lacked of

knowledge of tenses patterns. The point of the test in this item was to measure

students’ capability in understanding the use of tenses on specifically the

future perfect tense pattern.

4.3.2 Fill-in-the-Blank test

After collecting and analyzing the data, three hundred and forty

seven errors (347) were found.

The errors students made can be classified as follows:

- Use of tense errors: students used the wrong pattern /

structure (E.1).

- Verb form errors: student made errors in the use of verb

(E.2)

- Omission: students omitted one or several elements of

the pattern of a sentence (E.3)

Various kinds of students’ errors are demonstrated in Appendix C

and the result of the quantification of students’ errors can be tabulated as

follows:

Table 4.4: The Quantification of Errors

No. Kind of Error Total of Error Percentage

1. Use of tense errors 322 93%

2. Verb form errors 14 4%

3. Omission 10 3%

Total 346 100%

From the table, it can be seen that the most dominant error made by the

students in the use of future perfect tense was misformation, at 322 or 93% of

students. The second most dominant error was verb form, at 14 or 4%. The

third most dominant error was omission, at 10 or 3% of students.

Ref. code: 25595821040457NSD

21

4.3.3 Sources of Error

Intralingual errors may have been caused by ignorance of rule

restrictions, false concepts hypothesized, overgeneralization and

incomplete application of rules.

4.3.3.1 The Errors Caused by Ignorance of Rule Restrictions

- Will you come to my house for dinner? By seven

tonight, I‘ll finished the dinner..

- By this time next week, we will bought all the Christmas

presents.

- By this time next week, we will buy all the Christmas

presents.

- Go ahead and leave this city for your vacation. By the

time you come back, I will take care of everything.

- Go ahead and leave this city for your vacation. By the

time you come back, I will taking care of everything.

- It’s not too far. It doesn’t take a long time just get to the

beach. I believe that before noon, we will getting there.

- Margaret has lived here since here since she was born.

Now, she plans to move into the country. By the end of this year,

she will lives in her new house in the country



she will live in her new house in the country

- Everyone is getting very tired after the vacation. I’m

sure that by nine tonight, everyone in that family will fall asleep.

- By the time he graduates, Tom will has taken all the

necessary classes.

- I am sure within a week; he will got a good used car.

The students ignored the rule in future perfect tense that “will”

must be followed by “have” and verb III. The learners applied rules to

different contexts.

Ref. code: 25595821040457NSD

22

4.3.3.2 The Errors Caused by Overgeneralization

- They will have sell out the tickets before you arrive at

the cinema tomorrow night.

- All the fruits will have rip completely before the

merchant sell them tomorrow.

The students failed to make a distinction of verb III with respect to

differences in regular and irregular verbs. They assumed verb I and verb III for

these verbs were the same and did not add –ed or change the form. For

example, verb III for the word “put” is “put”, so the students generalized that

the form of the third verb must stay the same as verb I.

4.3.3.3 The Errors Caused by Incomplete Application of Rule

- Will you come to my house for dinner? By seven

tonight, I ‘ll finished the dinner.

- By this time tomorrow, we will put all the furniture in

the basement

- By next month, I will read this book in my aunt’s

house.

The students failed to fully develop the structure and omitted a

part of the sentence, i.e., “have” or “will”.

4.3.3.4 The errors caused by false concepts hypothesized

- The local government needs so many funds to budget

the development. I’m afraid that by the end of this month, taxes

will increase.



she will live in her new house in the country



she is living in her new house in the country

Ref. code: 25595821040457NSD

23

- They arrive by dinner time.

- It’s not too far. It doesn’t take a long time just to get to

the beach. I believe that before noon, we are getting there.

- By this time tomorrow, the teacher is speaking to her

about her grades.

The students’ answers should have been in the form of the future

perfect tense, but they failed to identify and comprehend the future perfect

tense pattern. As a result, they used another tense pattern.

Ref. code: 25595821040457NSD

24

CHAPTER 5

CONCLUSIONS AND RECOMMENDATIONS

After conducting the research, doing the analysis, and presenting the

results, the conclusion and suggestions of this study are presented in this last

chapter.

5.1 Conclusion

In light of the data analysis, some conclusions concerning the

grammatical errors found in the usage of future perfect tense can be made.

The results of the study showed that the dominant errors with regard to

future perfect tense usage were as follows:

5.1.1 Kinds of errors in the use of future perfect tense

1) Use of tense errors: students used the wrong pattern / structure.

2) Verb form errors: student made errors in the use of verb.

3) Omission: students omitted one or several elements pattern of a

sentence.

5.1.2 Dominant Errors:

In the multiple-choice test, the most dominant errors were the use

of tense errors. This may have been because students do not understand

the concept of the future perfect tense, possibly due to a lack of

adequate practice in L2 learning. The results of test revealed that out of

900 items, students gave correct answers for only for 231 items or

26%, while 669 items or 74% received incorrect answers.

The test sought to determine students’ capability of understanding

the use of tenses, specifically the future perfect tense pattern. If they

really understood the concept of this tense, they would have answered

correctly.

Ref. code: 25595821040457NSD

25

For the fill-in-the-blanks test, the most dominant errors were

misformation errors or use of tense errors, at 322 or 93% of students.

The second most dominant errors were verb form errors, at reveal 14 or

4%. The third most dominant errors were omission, at 10 or 3% of

students.

These errors may have been due to intralingual errors caused by

ignorance of rule restrictions, overgeneralization, false concepts

hypothesized and incomplete application of rules.

5.2 Suggestion

After analyzing the results of the research, the following suggestions

can be made for English teachers and L2 students, mainly with regard to

teaching and learning the future perfect tense as below:

1) High frequency and generality errors should be

corrected more often than less frequent errors. For example, the

misformation errors or verb form.

2) Teachers should give clearer explanation and emphasize

the concept of the future perfect tense.

3) Teachers should explain more about the different pattern

on the use of the future perfect tense compared to other tenses

patterns and give exercises more frequently in English class.

4) Teachers should understand the ability or errors of their

students with regard to the future perfect tense so that they can

teach students properly. Teachers should motivate students and

recommend some useful method which can help students to

understand better.

5) Teachers should understand the ability or errors of their

students on future perfect, so that they can teach students properly.

6) Students must be encouraged to list and memorize the

verb forms.

7) Students must consider the future perfect tense as

important as other tenses.

Ref. code: 25595821040457NSD

26

8) Sometimes studying from textbooks might be boring, so

teachers should try new methods or equipment that are more

interesting and exciting in order to draw more attention from the

students and give a clearer picture of the situations in which the

future perfect tense should be used.

9) In English class, students should communicate in

English.

10) Students must work harder to learn English, especially

the future perfect tense.

5.3 Recommendations for Future Research

Based on the findings and conclusions of this study, the following

recommendations are made for future research:

1. As the subjects in this study were limited to only 30 of

year 3 college students, further study may increase the number of

samples and investigate the students from different levels.

2. This study investigated only the error of future perfect

tense usage. It may be more useful if further research investigates

other kind of tenses.

Ref. code: 25595821040457NSD

27

REFERENCES

Banlomchon J. (2006). An Error Analysis of Free Compositions in Written

English by

Thai High School Students. Retrieved December 5, 2016.

Brown, R. (1973). A first language: The early stage. Massachusetts: Harvard

University Press.

Corder, S. Pit Error Analysis and Interlanguage, Oxford University Press.

Britain.

1981

Future Perfect Tense. (n.d.). Retrieved December 5, 2016, from

http://grammar.ccc.commnet.edu/GRAMMAr/tenses/future_perfect.ht

ml

Future Perfect and Perfect Continuous Tenses Exercise. (n.d.). Retrieved

December

10, 2016, from http://www.grammarbank.com/future-perfect-

exercise.html

Henry, A. (2007). Language errors in the genre-based writing of advances

academic

ESL students. Regional Language Centre Journal 38(2)

Hinnon, A. (2014). Common Errors in English Writing and Suggested

Solutions of

Thai University Students. Retrieved December 4, 2016, from

https://www.tci-

thaijo.org/index.php/HUSO/article/viewFile/32281/27570.

Kanokarn Junpui. (2007). English in Thai society. Nation Junior, Nation

Publishing.

Mahaboonpati, M. S. (2013). An Error Analysisof the use of Past Simple and

Past

Continuous Tense of Second Year Students at Assumtion Commercial

College. Retrieved December 5, 2016, from

http://www.acc.ac.th/pdf/12_55.pdf

Ref. code: 25595821040457NSD

28

Petchtae, K. (2011). An Error Analysis of Present Perfect Tense: A Case Study

of

Grade 11 Students at Satri Wat Rakang School in the Academic Year

2010. Retrieved December 5, 2016, from

http://digi.library.tu.ac.th/thesis/lg/0610/title-appendix.pdf

R. (n.d.). Error Analysis on Tenses Usage Made by Indonesian Students.

Retrieved

December5,2016, from

http://www.iiste.org/Journals/index.php/JEP/article/viewFile/4990/507

7

Ravipim Itiravivong (2002). An error analysis of present and past simple tense:

Case study of employees at Procter and Gamble Manufacturing

(Thailand).

Unpublished master’s research paper, Thammasat University,

Language Center, Teaching English as a Foreign Language.

Suwangard, P. N. (2014). Grammatical Error Correction and Retention in EFL

Students: A Case Study of EFL Students in Thailand. IOSR Journal of

Humanities and Social Science, 19(12), 51-58. Doi: 10.9790/0837-

191245158

Sumitra Angwatanakul. (1975). Linguistic Link, Chulalongkorn University

Book Center.

Thomas, J. (2014). Case study of error analysis of the usage of tense in English

by I year engineering students from Tamil Medium schools. IMPACT

JOURNAL, 2(3).

Upsorn Tawilpakul. (2001). The use of English tense by Thai university

students. Thammasat University.

What is Future Perfect Tense, rules and uses with examples? (n.d.). Retrieved

December 9, 2016, from http://careersplay.com/what-is-future-perfect-

tense-rules-and-uses-with-examples/

Astuti, W. R. (2014). Error Analysis on the Use of Future Perfect Tense Made

by Students Joining Structure Class in First Semester STAIN Salatiga

in Academic Year of 2013/2014 (Master's thesis, 2014). Ministry of

Religious Affairs State Institute of Islam

Ref. code: 25595821040457NSD

29

Yuttasak Arakkkitsakul. (2008). An error analysis of present perfect tense case

study of freshman students at Nakhon Si Thammarat Rajabhat

University: Academic year 2008. Thammasat University, Bangkok.

Ref. code: 25595821040457NSD

30

APPENDICES

Ref. code: 25595821040457NSD

31

APPENDIX A

DEMOGRAPHIC DATA AND MULTIPLE CHOICE TEST

Name: ___________________________________

Major: ___________________________________

Year: ___________

Multiple-choice Test

1. The bus driver…. The bus when it leaves the garage.

a) have checked

b) will have checked

c) are checking

d) will have been checking

2. By next month I…. this book in my aunt’s house.

a) will read

b) is reading

c) shall have read

d) will have reading

3. We’re late. I guess the movie….already….by the time we get to the

theater.

a) would, had started

b) will, had started

c) is, starting

d) will, have started

4. The boys are supposed to have finished their homework when we come

home. This means: we expect that….by the time we come home.

a) The boys will have finished their homework.

b) The boys are going to finish their homework

c) The boys will be finishing their homework.

d) The boys were finishing their homework.

5. I can lend you my car next week because by that time I….using it.

a) will be finishing

b) will have finished

c) have finished

d) am finishing

Ref. code: 25595821040457NSD

32

6. We’d better wait till 14 December. David….his exam by then, so he’ll be

able to enjoy himself.

a) would had

b) is hiding

c) will have had

d) will have

7. The committee….hard when the horse-race is over.

a) will have worked

b) will working

c) are working

d) have worked

8. Robert….his work by the end of this week.

a) have done

b) will have done

c) is doing

d) will be done

9. They….out the tickets before you arrive at the cinema tomorrow night.

a) will has sold

b) will have sell

c) will has sell

d) will have sold

10. They….locked up the doors when we reach the hotel.

a) will has

b) will had

c) would have

d) will have

11. By the end of week, he….600 horses/climbed 50 mountains.

a) would trained

b) will have trained

c) is training

d) will has trained

12. Garry: I save Rp 50 a week and I stated in December.

Lucas: So by the end of the year, you…..Rp 2400.

a) shall have saved

b) will saving

Ref. code: 25595821040457NSD

33

c) have been saving

d) will has trained

13. Andri….this book to her friend before I ask for it at the end of this week.

a) has returned

b) will have returned

c) was returned

d) is returning

14. James: It is cloudy now.

Catherine: I am sure that it….before we leave the office at three o’clock

this afternoon.

a) was rained

b) will raining

c) has rained

d) will have rained

15. All the fruits….completely before the merchant sell them tomorrow.

a) are ripping

b) will have rip

c) has ripped

d) will have ripped

16. We know that Richard is in love with Helen. Perhaps, he….her before

Helen forces him to at end of this coming December.

a) will marrying

b) is marrying

c) will have married

d) would have married

17. The bankers….their jobs before the government officials have to take

further actions.

a) will completing

b) is completing

c) will have completed

d) would have completed

18. Mr. Boy….from his M.M degree within 3 years.

a) will have graduated

b) will have been graduating

c) is graduating

d) would have completed

Ref. code: 25595821040457NSD

34

19. Some new facilities for intern communication….before this coming

Saturday.

a) was installed

b) are installing

c) will installing

d) will have installed

20. Before the end of this month, all students….their semester test.

a) were finished

b) will finishing

c) has finished

d) will have finished

21. I am sure that before the age 27, Rani will….

a) have married

b) got married

c) get married

d) has married

22. Sandra: Look! The sky is so dark.

Kevin: I think that it….by three o’clock this afternoon.

a) has rained

b) will raining

c) will have rained

d) would had rained

23. If the rain doesn’t stop till tomorrow. I think that the water ......

everything from the farming areas.

a) has swept

b) will sweeping

c) will have swept

d) would had swept

24. If the government doesn’t close some of the gambling centers in this city,

a lot of people….within this month.

a) would lost their possessions

b) will have lost their possessions

c) will losing their possessions

d) would lose their possessions

Ref. code: 25595821040457NSD

35

25. I think most workers….working for the royal company if by the end of

this month the director of the company doesn’t want to compromise with

them.

a) will stopping

b) would stopped

c) will have stopped

d) would has stopped

26. If you don’t come to ask her for an engagement by the end of this year,

I’m sure that someone else will…..apply for her.

a) have come

b) has come

c) have coming

d) has coming

27. By this time tomorrow, we….all the furniture in the basement.

a) are putting

b) will have put

c) has put

d) will has put

28. I am sure within a week, he….a good used car.

a) is got

b) will got

c) will have got

d) has got

29. When Sarah arrives at 10:00 tonight, Anita….

a) was get to bed

b) will gone to bed

c) is getting to bed

d) will have gone to bed

30. By the time he graduates, Tom….all the necessary classes.

a) was taken

b) will has taken

c) will have taken

d) is taken

Ref. code: 25595821040457NSD

36

APPENDIX B

FILL IN THE BLANK TEST

Fill in the Blank Test

1. By this time next week, we__________ (buy) all the Christmas presents.

2. By this time tomorrow, the teacher________ (speak) to her about her grades.

3. They______ (arrive) by dinner time.

4. Go ahead and leave this city for your vacation. By the time you come back,

I________ (take care) of everything.

5. He ________ (see) that film last year.

6. Margaret has lived here since she was born. Now, she plans to move into the

country. By the end of this year, she________ (live) in her new house in the

country.

7. It’s not too far. It doesn’t take a long time just get to the beach. I believe that

before noon, we_______ (get) there.

8. Will you come to my house for dinner? By seven tonight, I______ (finish)

the dinner.

9. Everyone is getting very tired after the vacation. I’m sure that by nine tonight,

everyone in that family______ (fall) asleep.

10. I ________ (not/see) the sea before.

11. The local government needs so many funds to budget the development. I’m

afraid that by the end of this month, taxes________ (increase).

12. She _______ (live) in London since 1994.

13. By this time tomorrow, we______ (put) all the furniture in the basement.

14. Last night I ________ (lose) my keys – I had to call my flatmate to let me in.

15. We _______ (see) Julie last night.

Ref. code: 25595821040457NSD

37

APPENDIX C

VARIOUS KINDS OF STUDENTS' ERRORS

NO.

Answer Error

Code Students' Error Answer Correct Answer

Correct Incorrect

1 0 10

E.1 By this time next week, we

bought all the Christmas presents.

By this time next week, we will have

boughtall the Christmas presents.

E.1

By this time tomorrow, the

teacher spoken to her about her

grades.

By this time tomorrow, the teacher

will have spoken to her about her

grades.

E.1 They arrived by dinner time. They will have arrived by dinner

time.

E.1

Go ahead and leave this city for

your vacation. By the time you

come back, I took care of

everything.

Go ahead and leave this city for your

vacation. By the time you come back,

I will have taken care of everything.

E.1

Margaret has lived here since she

was born. Now, she plans to move

into the country. By the end of

this year, she lived in her new

house in the country.



into the country. By the end of this

year, she will have lived in her new


E.1

It’s not too far. It doesn’t take a

long time just get to the beach. I

believe that before noon, we

gotten there.

It’s not too far. It doesn’t take a long

time just get to the beach. I believe

that before noon, we will have

gotthere.

E.1

Will you come to my house for

dinner? By seven tonight, I

finished the dinner.


dinner? By seven tonight, I will have


E.1

Everyone is getting very tired

after the vacation. I’m sure that

by nine tonight, everyone in that

family fell asleep.

Everyone is getting very tired after

the vacation. I’m sure that by nine

tonight, everyone in that family will

have fallen asleep.

Ref. code: 25595821040457NSD

38

E.1

The local government needs so

many funds to budget the

development. I’m afraid that by

the end of this month, taxes

increased.



development. I’m afraid that by the

end of this month, taxes will have

increased.

E.1 By this time tomorrow, we put all

the furniture in the basement.

By this time tomorrow, we will have

putall the furniture in the basement.

2 2 8

E.1


teacher will speak to her about her

grades.



grades.

E.1 They will arrive by dinner time. They will have arrived by dinner

time.

E.1



come back, I will take care of

everything.




E.1




this year, she would have lived in

her new house in the country.






E.1



believe that before noon, we have

got there.



that before noon, we will have got

there.

E.1


dinner? By seven tonight, I will

finish the dinner.




E.1




family fell asleep.




have fallen asleep.

E.1

By this time tomorrow, we will

put all the furniture in the

basement.


put all the furniture in the basement.

Ref. code: 25595821040457NSD

39

3 0 10

E.1 By this time next week, we buys

all the Christmas presents.



E.1


teacher is going to speak to her

about her grades.



grades.

E.1 They arrives by dinner time. They will have arrived by dinner

time.

E.1



come back, I is take care of

everything.




E.1




this year, she lives in her new







E.1




getting there.




there.

E.1







E.1




family falls asleep.




have fallen asleep.

E.1





increased.





increased.

E.1

By this time tomorrow, we

putting all the furniture in the

basement.



Ref. code: 25595821040457NSD

40

4 0 10





E.1


teacher spoke to her about her

grades.



grades.


time.

E.1

&

E.2



come back, I take cared of

everything.




E.1

&

E.2




this year, she be alive in her new







E.1



believe that before noon, we got

there.




there.

E.1



finishing the dinner.




E.1




family fell asleep.




have fallen asleep.

E.1





increased.





increased.





Ref. code: 25595821040457NSD

41

5 0 10

E.1 By this time next week, we buy




E.1


teacher speak to her about her

grades.



grades.

E.1 They arrive by dinner time. They will have arrived by dinner

time.

E.1



come back, I take care of

everything.




E.1




this year, she live in her new







E.1




there.




there.

E.1


dinner? By seven tonight, I finish

the dinner.




E.1




family fall asleep.




have fallen asleep.

E.1





increase.





increased.





Ref. code: 25595821040457NSD

42

6 0 10





E.1

&

E.2


teacher speaked to her about her

grades.



grades.


time.

E.1




everything.




E.1











E.1




there.




there.

E.1







E.1




family fall asleep.




have fallen asleep.

E.1





increased.





increased.

Ref. code: 25595821040457NSD

43

E.1

&

E.2

By this time tomorrow, we putted

all the furniture in the basement.



7 0 10





E.1



grades.



grades.


time.

E.1




everything.




E.1











E.1




there.




there.

E.1







E.1




family fall asleep.




have fallen asleep.

E.1



development.I’m afraid that by the

end of this month,taxes increased.

The local government needs so many

funds to budget the development. I’m

afraid that by the end of this month,

taxes will have increased.

Ref. code: 25595821040457NSD

44





8 0 10

E.1 By this time next week, we 're

buying all the Christmas presents.



E.1

&

E.2



grades.



grades.


time.

E.1



come back, I'll take care of

everything.




E.1











E.1




there.




there.

E.1

&

E.2


dinner? By seven tonight, I done

the dinner.




E.1




family fell asleep.




have fallen asleep.

E.1





increase.





increased.

Ref. code: 25595821040457NSD

45

E.1 By this time tomorrow, we be put




9 0 10

E.1

&

E.2

By this time next week, we bongh




E.1

&

E.2



grades.



grades.


time.

E.1



come back, I taken care of

everything.




E.1











E.1




there.




there.

E.1







E.1



by nine tonight, everyoe in that

family fell asleep.




have fallen asleep.

E.1




end of this month, taxes increased.





Ref. code: 25595821040457NSD

46





10 0 10





E.1


teacher speaking to her about her

grades.



grades.

E.1 They arriving by dinner time. They will have arrived by dinner

time.

E.1



come back, I taking care of

everything.




E.1




this year, she living in her new







E.1



believe that before noon, we get

there.




there.

E.1



finishing the dinner.




E.1




family fell asleep.




have fallen asleep.

E.1





increased.





increased.

Ref. code: 25595821040457NSD

47





11 0 10

E.1

&

E.3

By this time next week, we will




E.1


teacher 'll speak to her about her

grades.



grades.

E.1 They 'll arrive by dinner time. They will have arrived by dinner

time.

E.1



come back, I 'll take care of

everything.




E.1











E.1



believe that before noon, we 'll

get there.




there.

E.1


dinner? By seven tonight, I 'll

finish the dinner.




E.1




family 'll fall asleep.




have fallen asleep.

E.1




end of this month, taxes'll increase.





Ref. code: 25595821040457NSD

48

E.1 By this time tomorrow, we 'll put




12 0 10

E.1 By this time next week, we 're




E.1


teacher speaking to her about her

grades.



grades.

E.1 They 're arrived by dinner time. They will have arrived by dinner

time.

E.1



come back, I 'm take care of

everything.




E.1











E.1



believe that before noon, we 're

get there.




there.

E.1







E.1




family fall asleep.




have fallen asleep.

E.1





increase.





Ref. code: 25595821040457NSD

49





13 0 10

E.1 By this time next week, we will

buy all the Christmas presents.



E.1


teacher would speak to her about

her grades.



grades.

E.1 They 'll arrive by dinner time. They will have arrived by dinner

time.

E.1




everything.




E.1




this year, she 'll lives in her new







E.1



believe that before noon, we will

get there.




there.

E.1

&

E.3







E.1




family will fall asleep.




have fallen asleep.

E.1




the end of this month, taxes will

increase.





increased.

Ref. code: 25595821040457NSD

50

E.1 By this time tomorrow, we 'll put




14 0 10

E.1

&

E.3

By this time next week, we

(BLANK) all the Christmas

presents.



E.1


teacher speaks to her about her

grades.



grades.

E.1

&

E.3

They (BLANK) by dinner time. They will have arrived by dinner

time.

E.1

&

E.3



come back, I (BLANK) of

everything.




E.1











E.1




there.




there.

E.1

&

E.3



(BLANK)the dinner.




E.1




family fall asleep.




have fallen asleep.

E.1

&

E.3




end of this month, taxes (BLANK).





Ref. code: 25595821040457NSD

51

E.1

&

E.3

By this time tomorrow, we

(BLANK) all the furniture in the

basement.



15 0 10





E.1



grades.



grades.


time.

E.1




everything.




E.1











E.1




there.




there.

E.1



the dinner.




E.1




family fall asleep.




have fallen asleep.

E.1




end of this month, taxes increase.





Ref. code: 25595821040457NSD

52





16 0 10





E.1


teacher spook to her about her

grades.



grades.


time.

E.1




everything.




E.1











E.1




there.




there.

E.1



the dinner.




E.1




family fall asleep.




have fallen asleep.

E.1





increase.





increased.

Ref. code: 25595821040457NSD

53





17 0 10

E.1 By this time next week, we buies




E.1

&

E.2



grades.



grades.


time.

E.1



come back, I 'm take care of

everything.




E.1




this year, she 's live in her new







E.1



believe that before noon, we 're

get there.




there.

E.1



the dinner.




E.1




family fall asleep.




have fallen asleep.

E.1





increase.





increased.

Ref. code: 25595821040457NSD

54





18 0 10





E.1

&

E.2



grades.



grades.


time.

E.1




everything.




E.1











E.1




there.




there.

E.1



the dinner.




E.1




family fall asleep.




have fallen asleep.

E.1





increase.





increased.

Ref. code: 25595821040457NSD

55





19 1 9


buyall the Christmas presents.



E.1


teacher is speaking to her about

her grades.



grades.

E.1 They are arriving by dinner time. They will have arrived by dinner

time.

E.1




everything.




E.1




this year, she is living in her new







E.1




getting there.




there.

E.1







E.1




family fallen asleep.




have fallen asleep.

E.1





increase.





increased.

Ref. code: 25595821040457NSD

56

20 1 9





E.1


teacher will be speaking to her

about her grades.



grades.

E.1 They will arrives by dinner time. They will have arrived by dinner

time.

E.1




everything.




E.1




this year, she will live in her new







E.1




get there.




there.

E.1







E.1








have fallen asleep.

E.1





be increase.





increased.

21 0 10 E.1 By this time next week, we 're




Ref. code: 25595821040457NSD

57

E.1



grades.



grades.

E.1 They 're arrive by dinner time.

They will have arrived by dinner

time.

E.1




everything.




E.1











E.1




there.




there.

E.1



the dinner.




E.1




family 're falls asleep.




have fallen asleep.

E.1





increase.





increased.





Ref. code: 25595821040457NSD

58

22 2 8

E.1


teacher will speak to her about her

grades.



grades.

E.1 They will arrive by dinner time. They will have arrived by dinner

time.

E.1



come back, I will take care of

everything.




E.1

Margaret has lived here since she was

born. Now, she plans to move into

the country. By the end of this year,

she will live in her new house in the

country.






E.1




get there.




there.

E.1








have fallen asleep.

E.1





increase.





increased.

E.1



basement.



23 1 9





E.1


teacher would speak to her about

her grades.



grades.

Ref. code: 25595821040457NSD

59

E.1 They 've arrived by dinner time. They will have arrived by dinner

time.

E.1




everything.




E.1




this year, she 'll be live in her new







E.1

&

E.3




got there.




there.

E.1

&

E.2




family has falled asleep.




have fallen asleep.

E.1




the end of this month, taxes 'll

increase.





increased.

E.1



basement.



24 0 10





E.1



grades.



grades.


time.

Ref. code: 25595821040457NSD

60

E.1




everything.




E.1











E.1




there.




there.

E.1







E.1




family fall asleep.




have fallen asleep.

E.1





increase.





increased.





25 0 10





E.1

&

E.2


teacher spoak to her about her

grades.



grades.


time.

Ref. code: 25595821040457NSD

61

E.1




everything.




E.1











E.1

&

E.2



believe that before noon, we geted

there.




there.

E.1



the dinner.




E.1




family fall asleep.




have fallen asleep.

E.1





increased.





increased.





26 0 10





E.1



grades.



grades.

E.1 They arrives by dinner time. They will have arrived by dinner

time.

Ref. code: 25595821040457NSD

62

E.1




everything.




E.1











E.1




there.




there.

E.1



the dinner.




E.1




family fall asleep.




have fallen asleep.

E.1





increase.





increased.





27 0 10

E.1

&

E.3

By this time next week, we will




E.1


teacher is going to speak to her

about her grades.



grades.


time.

Ref. code: 25595821040457NSD

63

E.1




everything.




E.1











E.1




there.




there.

E.1







E.1




family fell asleep.




have fallen asleep.

E.1





increase.





increased.





28 0 10





E.1



grades.



grades.


time.

Ref. code: 25595821040457NSD

64

E.1



come back, I taken care of

everything.




E.1











E.1

&

E.2




gotten there.




there.

E.1







E.1




family fallen asleep.




have fallen asleep.

E.1





increased.





increased.





29 0 10





E.1



grades.



grades.

Ref. code: 25595821040457NSD

65


time.

E.1




everything.




E.1











E.1




there.




there.

E.1







E.1




family fall asleep.




have fallen asleep.

E.1





increases.





increased.





30 0 10





E.1



grades.



grades.

Ref. code: 25595821040457NSD

66


time.

E.1




everything.




E.1











E.1




there.




there.

E.1



the dinner.




E.1




family fall asleep.




have fallen asleep.

E.1





increase.





increased.





Ref. code: 25595821040457NSD

67

BIOGRAPHY

Name Miss Thanyaporn Thienkao

Date of Birth September23, 1990

Educational Attainment 2013: Bachelor of Arts

Work Position Assistant Purchase Manager

G.L.&R. Taps And Tiles Co., Ltd.

Work Experiences 2015-Present: Assistant Purchase Manager

G.L.&R. Taps And Tiles Co., Ltd.

2013-2015: Guest Relation Officer

Grand Mercure Bangkok Fortune hotel

An error analysis of the future perfect tense usage: a case...

Documents

Transcript of An error analysis of the future perfect tense usage: a case...