Speaker
Description
As first language (L1) transfer remains a significant factor in second language acquisition, this study investigates how first language (L1) transfer contributes to common grammatical errors among Vietnamese learners of English. It examines written and spoken data from lower-intermediate and intermediate learners based on foundational theories such as Contrastive Analysis (Lado, 1957) and Error Analysis (Richards, 1971). The findings reveal recurring issues, including the omission of the verb to be, incorrect tense usage, and subject-verb agreement errors—patterns closely tied to the structural features of Vietnamese, an isolating language without inflectional markers. These features often lead learners to transfer L1 structures into English, resulting in persistent, fossilized errors. The session will present authentic learner data, offer linguistic explanations for the observed patterns, and introduce practical, evidence-based teaching strategies. This work contributes to the broader conversation on L1 influence in second language development and provides timely insights for English teachers working with Vietnamese learners. It aligns with the strand Language Teaching and Learning and the sub-theme Learner Differences and Needs.
Keywords: First Language (L1) Transfer, Grammatical Errors, Vietnamese Learners of English, Contrastive Analysis, Error Analysis
Biography
I am an ESL teacher with six years of teaching experience. My main goal is to help students overcome challenges they encounter while learning English, particularly in areas such as grammar, pronunciation, and fluency. I aim to create a positive and supportive learning environment where my students can feel confident and motivated to improve their language skills.
I hold an Aptis certification and am TESOL certified. Additionally, I have completed the TOEIC exam and received a certificate from VietTESOL for attending the Teaching English: Spark Your Ideas course. One of the projects I contributed to is Debate Using the Six Thinking Hats Framework, which focuses on developing students' critical thinking and discussion skills.
Throughout my academic journey, I have been fortunate to receive some recognition, including placing in the top 5 in a school-wide translator contest and maintaining 5 years of merit student status. I was also honored to be ranked in the top 5 excellent students in the English department from 2018 to 2020.
Over the past six years, I have taught at language centers, provided private lessons at home, and assisted in interpreting between Vietnamese and English in various lectures. I have also received recognition for my school-level scientific research, having won two third prizes for my projects.
