Students’ awareness in using Auxiliary verbs in

English grammar

Chapter 1: Introduction

1.1. Background
In recent times, quite a number of educationists have noted the need to
improve the spoken and written English of students not only in secondary schools,
but also in higher education institution in Lao. The present researcher has
observed that many students tend not to use auxiliary verbs correctly both in
written and spoken English. This might be due to lack of awareness of the rules

guiding their correct usage among other reasons. In our country where English
performs important function as the international language, the need for
proficiency is not only desirable but absolutely necessary. The language is used
not only as a medium of instruction from the upper primary school to the
university level, but it is also taught as a subject at every level of education. It is
not surprising therefore, that English enjoys a prestigious position in Lao’s
educational system. Against this background, it is pertinent that students at the
higher level should attain high proficiency in English, as it will enable them to use
the language correctly and efficiently to impart knowledge in English and other
subjects.

According to the Collins English Dictionary ( 2012) , an auxiliary verb is

defined as “averb used to indicate the tense, voice, mood, etc. , of another verb
where this is not indicated by inflection, such as English will in he will go, was in
he was eating and he was eaten, do in I do like you, etc. ” In other words, an

auxiliary verb modifies the main verb. It is commonly known as a “helping verb.”
While auxiliary verbs alone do not carry much meaning, their use in a sentence
can change the context or meaning of a message.
Imparting knowledge on auxiliaries to the learners has always been a
complicated task for Lao student. Likewise, Lao learners encounter difficulty in

learning and using the auxiliaries appropriately in their written tasks. English
language learners are required to know the perspective and descriptive rules of the
English language in order to be competent and proficient to perform language

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Students’ awareness in using Auxiliary verbs in
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tasks effectively. Language functions and forms need to be clarified for one to be
proficient, and students need different kinds of grammatical knowledge at
different stages in their language development. Learners need to be familiar with

specific grammatical rules in order to perform certain language tasks. it is

inevitable for them to be aware of certain grammatical terms like what constitutes
a sentence, subject-verb agreement, and others, enough to make them comprehend
and able to discuss with the teacher the errors that have been made, and as modal
auxiliary is one aspect of grammar, the rules need to be clarified for learners to be
able to use it well.

1.2. Statement of research problem

In English auxiliary verbs are the verbs that very important for English
spoken and written. I want study about these verbs that how many type of them.

How we use each verbs in each situation. That will improve my English

knowledge.
One of the problems with the use of English in Lao today is that students
speak all kinds of what might be regarded as poor quality and uneducated
English. While this appears to be an inevitable consequence of different speakers’
competences in the language, we are of the opinion that the correct use of the
language is not only desirable but is also possible.

1.3. Research objectives

- To find out how many type of auxiliary verbs that students like to use?
- To summarize the usage of using auxiliary verbs?

1.4. Research question

- How many types of auxiliary verbs?
- What are different between auxiliary verb and modal verb?
- How much do participants know about Auxiliary verb in English language?
- Can we use this research knowledge to improve our English speaking and
writing?
-

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Students’ awareness in using Auxiliary verbs in
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1.5. Limitations of study

The research is focus only students in Lao-Top College. Therefore, the
results of this research could not be generalized to other students who are
studying in other College outside Vientiane Capital.

1.6. Operation terms

Auxiliary verb: a verb that gives grammatical information that is not given by the

main verb of a sentence.

Awareness: knowledge that something exists, or understanding of a situation or

subject at the present time based on information or experience.

Main verb: the verb that contains the meaning, compared with any auxiliary

verbs that go with it.

Modal verb: a verb used with another verb to express an idea such as possibility

that is not expressed by the main verb.

Participants: a person who takes part in or becomes involved in a particular

activity.

Questionnaire: a list of questions that several people are asked so that

information can be collected about something.

Researcher: someone whose job is to study a subject carefully, especially in

order to discover new information or understand the subject better.

Student: the participants who study English at Lao-Top College in year I-III.

1.7. Organization of the thesis

This study consists of 5 chapters such as chapter 1 is introduction, which
explain the background of the study, statement of research problem, research
objectives, research question, limitations of study, operation terms and
organization of the thesis. For chapter 2 discusses review of related literature

which shows the definitions, usages and type of each auxiliary verbs. In chapter 3

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is methodology which describes how to collect and analyzed data. Chapter 4 is
result and finding which show the result from research by giving questionnaire to
participants. And in chapter 5 explains conclusion of the study and gives
suggestion to other students or general people who want to continuous study this
topic.

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Chapter 2: Literature review

Burch ( 2003: 57) states that auxiliary means secondary, functioning

alongside or patterning with the primary verb form. Note, though, that some

words that can function as auxiliary verbs: do ( does, did) , be ( is, am, are, was,

were, be, being, been) and have ( have, has, had, having) . An auxiliary verb is a
verb used to add functional or grammatical meaning to the clause in which it
appears – for example, to express tense, aspect, voice, emphasis, etc.

Auxiliary verbs offer a variety of perspectives on the event, state, etc.

denoted by the main verb in the verb phrase. Traditionally, auxiliary verbs are

divided into two subclasses; primary auxiliary verbs, modal auxiliary verbs. The
division is based partly on meaning and partly on grammatical properties of the
two types.

2.1 Primary Auxiliary Verbs

2.1.1 Definition of Primary Auxiliary Verbs

English has three primary auxiliary verbs: do, be, and have. All three take
part in the formation of various grammatical constructions, but carry very little
meaning themselves. These three verbs can use both in main verb and helping

verb.

For Example: Main verb: I am a student of Lao-Top College.

She does her homework in her bedroom.

You have beautiful eyes.

Helping verb: I am going to school with my friends.

Did you go to party yesterday?
We have studied in Lao-Top College for four

years.

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2.1.2 Types and functions of Primary Auxiliary Verbs

1. Do
The most important use of the primary auxiliary do is to help form negative
and (most) interrogative clauses (questions) when no other auxiliary is present in

the verb phrase. This use of do is referred to as do-insertion ( do-support, do-

periphrasis).
Negating a verb phrase that only consists of a main verb requires the
insertion of a 'dummy' auxiliary, namely do, to conform to the rule for forming
negative clauses in English. Compare the following positive-negative pairs

Example: He went to swimming pool last Monday.

He didn’t go to swimming pool last Monday.

As these Examples show, the role of do is to act as the first auxiliary in the
verb phrase, thus making it possible to place not immediately after it.

The formation of Yes/No-questions (i.e. ones where the expected answer is

either Yes or No) in English also requires the presence of an auxiliary verb in the

verb phrase. Such questions are formed by inverting the order of the grammatical

subject of the clause and the first auxiliary verb of the verb phrase.

Example: They go to Thailand.

Do they go to Thailand?
As the Examples show, the difference between the first sentence and the
second is that the subject, the results, appears in its normal initial position in the
first one, whereas it has switched places with the first auxiliary verb, do, in the
second.

Besides Yes/ No questions, English has another main type of interrogative

clause, namely the so called wh-question. The term reflects the fact that this type
of interrogative is introduced by a word like what, who, where, why, and how, or
by a phrase containing an interrogative word, e. g. in which way, to whom, for

what [Link] interrogatives of this types occur as main clauses (i.e. are not

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part of another clause) the subject inverts with the first auxiliary, in a way similar

to Yes/No questions.

Example: I found my lost phone yesterday.

When did you find your lost phone?
There is another use of do, which follows slightly different rules than the
ones discussed above. This so called emphatic do occurs chiefly in speech, and is

very rare in formal writing. It is mentioned here since non-native writers are not

always familiar with its function and tend to use do where it is not called for. The
following
Examples illustrate the use of do to make a contrast with a negative
utterance or thought in the context.

Example: Mom: Why don’t you take out the garbage?

Me: But I do take out the garbage.

2. Be
The primary auxiliary be takes part in the formation of progressive verb
phrases, as well as the formation of passive verb phrases.
The progressive form consist of the auxiliary be followed by the present
participle ( the ing-form) . In the simplest case, a verb phrase in the progressive

consists of just two verbs.

Example: The government is planning to improve local people’s life.

A second use of the primary auxiliary be is found in the formation of
passive verb phrases. The passive consists of the auxiliary be followed by the past

participle (the second ed-form). In the simplest case, a passive verb phrase consist

of just two verbs.

Example: Pluto was discovered in 1930.

Her fish is eaten by my cat.

We put be before infinitive with to to express duty, planning, arrangement,
request.

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Example: He is to stay here till I come back.
We start sentences with be then use adjective to make imperative and wish
sentences
Example: Be quite! My children are sleeping.

We put be before expression be about to + v1to express the action that will

happen in nearly future.

Example: I am about to play football this evening.

3. Have

The primary auxiliary have is used for the formation of the perfect. The

perfect consist of the auxiliary have followed by the past participle.

Example: We have studied in Lao-Top College for four years.

I have been in Vientiane since 1994.

We use have to to express an action that must or force to be done.

Example: I have to go to school today.

And we can use have got to instead have to because it has the same
meaning, but it is used primarily in spoken
Example: I have got to go now.

We use have better to express an action that ought to do.

Example: she has better not smoke.

2.2 Modal Auxiliary Verbs

2.2.1 Definition of Modal Auxiliary Verbs
Burch (2003:48) states that modals, which express conditions

applying to main verbs, are never used as main verbs, only as auxiliaries.

Modals can help the main verb express these conditions: possibility (can,

could), probability (may, might), obligation (shall, should), necessity (must,

have to), and anticipation (will, would). Example: I can swim in

Mekong River. It means that I have ability to swim in Mekong River.

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Characteristics of modal auxiliaries are (Firsten and Killian, 1994:265):

- Modals never take the infinitive to (*to can/ *to may).

- They never add the –s to the 3rd person singular in the present or general
time (*he mays/ *it shoulds).

- They never take the –ed ending for the past (*we shoulded).

- They never have –ing attacked to them (*oughting to).

- They never use forms of “do” or “be” to make negatives ( * you don’t can/

* he isn’t mighting) ; instead, they use the word “not” after them for the

negative (you cannot/ you might not).

2.2.2 Types and functions of Modal Auxiliary Verbs

1. Will
We use will to help another verb to make future tense.

Example: I will go to visit you tomorrow.

We use will to express requesting someone to do something.

Example: Will you buy me these pair of shoes.

We use will to offer to do something.

Example: That bad looks so heavy, I will help you with it.

We can use will to express probability action.

Example: I won’t go to the party today.

2. Would
Would is the past form of will, it also has the same and different function
with will. We use would to express requesting in polite way with mind or please.

Example: Would you please close the door?

We use would with like, rather and better to express preferences or choices.

Example: I would like to play football with you.

We would better to meet Jimmy today.

Would you like a sandwich?
Would you rather go in the morning or in the afternoon?

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We use would you mind if… to requesting permission in polite and fairly
formal way. It’s always followed by the past tense of second verb.

Example: Would you mind if I paid my bill with a credit card?

3. Shall
We used shall to help another verb to make future tense the same as will
and we can use shall only with the first person I and we. We used shall to offer or

suggestion someone.

Example: Shall I open the door? Meaning that do you want me to open the
door?
4. Should
Should is the past form of shall. But we rarely use should for situation in the

past because we often use would that is the past form of will. We use should

instead of shall in indirect speech.

Example: She said, “My boyfriend shall do this for me”(Direct speech)

She said that her boyfriend should do this for her. ( Indirect

speech)

We use should to give advice or an opinion.

Example: Your car is very old. You should buy a new one.

They shouldn’t play football in the classroom.

We also use shouldwith perfect form for untruth action in the past.

Example: We were worried about you, you should have called us. ( But

you don’t call us)

In the present tense we use should with every pronoun to show the duty,
obligation or advice that means similar to ought to. Especially in spoken language

we use instead of ought to.

Example: You should obey your parents. = You ought to obey your

parents.

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5. Can
Can is an anomalous verb, the verbs that come after have to be infinitive
with out to. We use can to show that something is possible or someone has ability

to do something in the present tense.

Example: My carcan run 80Km in an hour.

He can speak English fluently.

We use can to express requesting and ask for permission in the present
tense.

Example: Can you show me your new phone?

Can I go to toilet, please?
We also use can to express the thing that speaker said maybe truth.

Example: This can be the answer, I think.

Can that person be Ton?
6. Could
Could is past form of can to express someone’s abilities to do something.

Example: My mother could play violin.

Could you play ski?
We use could instead of can in indirect speech.

Example: She said, “I can go there alone” (Direct speech)

She said that she could go there alone. (Indirect speech)

We use could to make polite request. The meaning of could in this function

is in present and future time.

Example: Could I borrow you pen?

We use could with the perfect form to express predication in the past.

Example: She could have passed the test.

We use could to express conditional or suppose.

Example: If I had a lot of money I could fly around the world.

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7. May
May is an anomalous verb, it helps other verb to indicate that something is
possibility.

Example: He may be in his house.

We use may after so that, in other that to express purpose
Example: I work hard so that I may succeed.

We always put may before the sentence to express wishes, hope.

Example: May you long life.

We also use may to indicate permission.

Example: May I come in?

8. Might
Might is the past form of may use to help other verb to express possibility in
the past.

Example: I might go to London.

We use might instead of may in indirect speech.

Example: Thongdy said, “I may pass this examination” (Direct speech)

Thongdy said that he might pass this examination. ( Indirect

speech)

We use might in unreal sentences but not stronger than may.

Example: Your answer might be correct.

We use might to express requesting that politer than may.

Example: Might I use your phone?

9. Must
Must is an anomalous verb, that don’t have infinitive and past participle
form and not add –s although subject is third person singular. We use must to
express Imperative or necessity to do something and to indicate duty and
obligation.

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Example: We must go to bed early tonight.

Every citizen must help in war time.

We use must to expressing present need in affirmative statement and
questions.

Example: There must be a way to find your husband.

We use must to express request and event or behavior that will be happened
that can’t avoid.

Example: You must tell her I feel sorry for her.

All people must die.

We use must to indicate prohibition.

Example: You must not open other people’s letter.

Must has the same meaning with have to. We use must and have to to

indicate necessary to do something, but there is a different usage of them.

We use must when we give our personal feeling
Example: she is a nice girl. You must meet her.

We use have to to force the fact to do something that happen.

Example: You have to do something because of the rule.

10. Ought to
Ought to have the same meaning with should, but the meaning of ought to
stronger than should. They express advisability.

Example: You ought not to smoke a cigarette in a bus.

We use ought to to express the action that we have to do.

Example: He ought to come here tonight.

We use ought to to express predication.

Example: Our team ought to win the match today.

We use ought to to expressing expectation.

Example: It’s worth thinking about. Something ought to be done.

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11. Used to
Used to expressing a habit, activities that existed in the past but which no
longer exist.

Example: I used to play football every day.

But in negative and question form of used to we’ll use didn’t use to, never
used to and did….use to.

Example: She didn’t use to take drug.

I never used to get up late.

Did you use to play golf?
We always see be used to and get used to, we use be used to to mean that
you are familiar with something or with doing a particular thing. And get used to
mean that you become familiar with something or with doing a particular thing,
so it is not a problem any longer.

Example: I was used to living in cold climate.

Jenny gets used to in hot weather in Lao.

12. Need
Need is an anomalous verb that can be main verb and helping verb. If need

is used as main verb. We normally use do help need in negative and question

sentences.

Example: I need a new car.

Do you need some candy?
I don’t need you.

When need used as helping verb, it is express an action must to be done.

Example: you need to study more serious.

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13. Dare
Dare is an anomalous verb that can be main verb and helping verb. Dare
used in main verb is express brave to do something, it is followed by infinitive
with to and put –s when go with third person singular.

Example: He dares to dance in public.

If we used dare as helping verb, it followed by infinitive with out to
Example: I dare fight with the big man.

He daren’t speak in front of many people.

Dare you swim cross the Mekong River?

2.3 Similar expression of modal auxiliary verbs

In English grammar there are some common expressions whose meanings
are similar to some of modal verbs. Such as in following list of them:

Modal verbs Similar expressions

Will, shall, would Be going to
Can, could Be able to
May, must Be allowed to
Need, must Have to
Should, Ought to Be supposed to
Should, Ought to Be expected to
Must Be to
Ought to, should Had better
Used to Past tense

Table 1: List of similar expression of modal verbs.

Here are some example of modal verbs and their similar expressions:

I will study computer on this summer.

I am going to study computer on this summer.

I can speak English with my friends.

I am able to speak English with my friends.

She may play piano.

She is allowed to play piano.

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I need to wash my dirty clothes.

I have to wash my dirty clothes.

You should get off.

You are supposed to get off.

We ought to wash our hands before eating.

We are expected to wash our hands before eating.

He must stay here until we return.

He is to stay here until we return.

They ought to get back to work.

They had better get back to work.

I used to go to Thailand last year.

I went to Thailand last year.

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Chapter 3: Methodology
This chapter explains how to do the research from target “Students’
awareness in using Auxiliary verbs in English grammar” I need to do research to
make it more correctly. All this data that I collected could help me to prove the

information.

3.1. Participants
This study took place at Lao-Top College, which located in Phonp1apao

village, Sysuttanark district, Vientiane capital. The sample of this study consisted

of 100 students, season evening causes, students in years 1, 2, 3in Lao-Top

College. These people can give me more information about their awareness on

Auxiliary verbs.

3.2. Research tools

The research made by multiple-choice and by give the score for the
questions, for answering in all of three parts are the same way to collect the
information. The respondent’s research are deepens on the real understanding of

the participants.

3.3. Data collection

The tool for collecting data is the questionnaire. The questionnaire will

divide into 5 main parts: Demographic data, information on grammar, information

on the attitude, information on the recognition and general information.

3.4. Data analysis

The analysis tools used in the research is a program call SPSS ( Statistical

Package for the Social Sciences) and Microsoft Excel office in order to calculate

and get the result in percentage.

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Chapter 4: Result

This chapter reports the results of the study. The purpose of the study of
students’ awareness in using Auxiliary verbs in English grammar was to find out
the knowledge of participants in using English grammar and the important of
Auxiliary verbs on participants’ opinion.

The data collected was analyzed through the calculating program SPSS and
MS Excel order to complete the questionnaires and the researcher divided the
questionnaires into 3 parts:

Part 1: Personal information.

Part 2: Awareness of participants in using Auxiliary verbs.
Part 3: Exercise.
Part 4: Important of auxiliary verbs in participants’ opinion.

4.1. Personal information

4.1.1 Participants’ gender

Gender Frequency (n) Percentage (%)

Male 54 54
Female 46 46
Total 100 100

Table 2: Gender.

This table shows the percentage of gender who participated in answering

the question. The percentage of gender which male covered 54% , while female

was 46%.

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4.1.2 Participants’ age

Age Frequency (n) Percentage (%)

15-20 38 38

21-25 52 52

26-30 10 10
Total 100 100

Table 3: Age.

The table is about age of participants. Most people were around 15-20 years

old at 38% , followed by students who were 21-25 years old at 52% , and 26-30 at

10%.

4.1.3 Participants’ major

Major Frequency (n) Percentage (%)

General English 78 78
Business Administration 22 22
Total 100 100

Table 4: Major.

This table shows percentage from students responded the questionnaires

100 students were found 78% were General English and 22% were Business

Administration.

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4.1.4 Year of study

Year of
study Frequency (n) Percentage (%)

1 28 28

2 29 29

3 43 43

Total 100 100

Table 5: Year of study.

This table shows the amount of participants in each year of their study in
percentage from 100 of questionnaires. The most are students in year 3 at 43% ,

then students in year 2 at 29% and year 1 at 28%.

4.2. Awareness of participants in using Auxiliary verbs

4.2.1 How many types of auxiliary verbs?

How many types

of Auxiliary verb? Frequency (n) Percentage (%) Remark
1 7 7 Wrong
2 64 64 Correct
3 29 29 Wrong
Total 100 100

Table 6: Percentage of correct answers about types of Auxiliary verb.

For this table shows the percentage of participants who made correct answer
in “How many types of auxiliary verbs” which correct answer was “2” by 64%
which was 1 year students 15 people, 2 year were 23 people and 3 year were 25
people. 36% of participants were wrong which answer were “1” by 7% and “3”

were 29%.

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4.2.2 Which type of auxiliary verb that can be both main verb and helping
verb?

Which type of auxiliary verb

that can be both main verb
T
and helping verb? Frequency (n) Percentage (%) Remark
Primary Auxiliary 39 39 Correct
Modal Auxiliary 61 61 Wrong
Total 100 100
Table 7: Percentage of correct answers about type of auxiliary verb that
can be both main verb and helping verb.

This table explains the percentage of correct answer in “Which type of

auxiliary verb that can be both main verb and helping verb?” which correct
answer were “Primary Auxiliary” by 39% and 61% of participants were wrong

which answer were “Modal Auxiliary”.

4.2.3 Which one is a primary auxiliary verb?

Which one is a primary

auxiliary verb? Frequency (n) Percentage (%) Remark
Be, do, have 52 52 Correct
Can, could, should 38 38 Wrong
Used to, dare 10 10 Wrong
Total 100 100

Table 8: Percentage of correct answers about primary auxiliary verb.

This table is the proportion of participants who made correct answer in

“Which one is a primary auxiliary verb?” which correct answer were “Be, do,
have” by 52% and 48% of participants were wrong which answer were “Can,

could, should” by 38% and “Used to, dare” were 10%.

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4.2.4 How many kinds of Modal auxiliary verb are there?

How many kinds of Modal

auxiliary verb are there? Frequency (n) Percentage (%) Remake
11 12 12 Wrong
12 47 47 Wrong
13 41 41 Correct
Total 100 100

Table 9: Percentage of correct answers about modal auxiliary verb.

This table shows the ratio of correct answer in “How many kinds of Modal
auxiliary verb are there?” which correct answer were “13” by 41% and 59% of

participants were wrong which answer were “11” by 12% and “12” were 47%.

4.2.5 Which auxiliary verb that we use to express possibility or ability?

Which auxiliary verb that we

use to express possibility or
ability Frequency (n) Percentage (%) Remark
Will 38 38 Wrong
Can 51 51 Correct
Should 11 11 Wrong
Total 100 100

Table 10: Percentage of correct answers about auxiliary verb that

express possibility or ability.

For this tabular table shows the percentage of participants who made correct
answer in “Which auxiliary verb that we use to express possibility or ability?”
which correct answer were “Can” by 51% and 49% of participants were wrong

which answer were “Will” by 38% and “Should” were 11%.

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4.2.6 Which verb that has similar expression with Be going to?

Which verb that has

similar expression with Be
going to Frequency (n) Percentage (%) Remark
Can 9 9 Wrong
May 36 36 Wrong
Will 54 54 Correct
Should 1 1 Wrong
Total 100 100

Table 11: Percentage of correct answers about auxiliary verb that

has similar expression with Be going to.

This table list explains the ratio of participants who made correct answer in
“Which verb that has similar expression with Be going to?” which correct answer
were “Will” by 54% and 46% of participants were wrong which answer were

“May” by 36%, “Can” by 9% and “Should” were 1%.

4.2.7 Which verb that has similar expression with Be able to?

Which verb that has similar

expression with Be able to Frequency (n) Percentage (%) Remark
Can 38 38 Correct
Will 46 46 Wrong
Need 14 14 Wrong
Used to 2 2 Wrong
Total 100 100

Table 12: Percentage of correct answers about auxiliary verb that

has similar expression with Be able to.

This table shows the scale of correct answer in “Which verb that has similar
expression with Be able to??” which correct answer were “Can” by 38% and 62%

of participants were wrong which answer were “Will” by 46% , “Need” by 14%

and “Used to” were 2%.

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4.3. Exercises.

4.3.1 Read these sentences and check bold verb is main verb (M) or

auxiliary verb (A).

No. Correct answer Frequency (n) Percentage (%)
5 21 21
4 8 8
3 56 56
2 9 9
1 6 6
Total 100 100

Table 13: Percentage of correct answers’ amount about choosing

main verb or auxiliary verb.

This table shows percentage and amount of correct answers that participants
made in the exercise that let them check bold verbs then choose that those verbs
were main verb or auxiliary verb. For the result were: percent of participants who

made all correct 5 articles were 21% , 4 articles were 8% , 3 articles were 56% , 2

articles were 9% and only 1 articlewas 6% of them.

4.3.2 Choose the correct answer by using auxiliary verb.

No. Correct answer Frequency (n) Percentage (%)

5 36 36
4 40 40
3 36 36
2 4 4
Total 100 100

Table 14: Percentage of correct answers’ amount about choosing

the correct answer by using auxiliary verb.

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This table explains ratio and number of correct answers that participants
made in the exercise that let them choose the correct answer by using auxiliary
verb. For the result were: percent of participants who made all correct 5 sentences

were 36% , 4 sentences were 40% , 3 sentences were 36% and 2 sentences were

4%.

4.3.3 Choose similar expression of each modal verb in each sentence.

No. Correct answer Frequency (n) Percentage (%)

2 31 31
1 17 17
0 52 52

Total 100 100

Table 15: Percentage of correct answers’ amount about choosing

similar expression of each modal verbs in each sentences.

This table chart shows quantity of correct answers that participants made in
the exercise that let them choose similar expression of each modal verb in each
sentence. For the result were: percent of participants who made all correct 2

sentences were 31%, 1 sentence was 17% and not correct any sentence was 52%.

4.4. Important of auxiliary verbs in participants’ opinion.

Important
important

important

important

important

Important of auxiliary
More

Least
Most

Less

verbs in participants’
opinion
Improve writing 11 51 31 7 0
Improve grammar 9 45 39 7 0
Improve speaking 14 29 52 5 0
Help to understand clearly 13 19 55 13 0
Help to study easier 21 20 46 9 4

Table 16: Important of auxiliary verbs in participants’ opinion.

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This table shows participants’ opinion about important of auxiliary verbs for
improve their English writing. 51% of them said that it was more important, 31%

said important, 11% said most important and 7% said less important.

For improve their grammar. 45% of them said that it was more important,

39% said important, 9% said most important and 7% said less important.

For improve their speaking. 52% of them said that it was important, 39%

said more important, 14% said most important and 5% said less important.

For important of auxiliary verbs to help them understand English clearly.

55% of them said that it was important, 19% said more important, 13% said most

important and 13% said less important.

And important of auxiliary verbs help to study English easier. 46% of them

said that it was important, 20% said more important, 21% said most important,

9% said less important and 4% least important.

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Students’ awareness in using Auxiliary verbs in
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Chapter 5: Conclusion and recommendations.

5.1. Conclusion
The research about “Students’ awareness in using Auxiliary verbs in
English grammar” targeted to study and find out awareness of students with
English grammar. It is significant for those who want to plan to develop their
English grammar knowledge and improve students to know how to use each
auxiliary verbs in each situation in the nearly future.
The tool that was used in this research is the questionnaires and interviews,
which are distributed to 100 students in Lao-Top College. That include: students’
Business Administration and General English Department and chosen randomly
between 15-30 years old. Then all data was calculated in SPSS & Microsoft

Excel. The questionnaires include 4 sections: ( 1) Personal information, ( 2)

Awareness of participants in using Auxiliary verbs, ( 3) Exercise, and ( 4)

Important of auxiliary verbs in participants’ opinion.

5.1.1 General information of population

Most participants in this survey are male 54% and female 46%. The ages of

participants are 38% for the age 15-20 years old, 52% for the age 21-25 years old,

10% for the age 26-30 years old. Which 78% of them are studying in General

English department and 22% are Business Administration, almost half of

participants were year 3 students at 43%, year 2 students were 29% and year 1

students were 28%.

5.1.2 Finding
How many types of auxiliary verbs?
This article is showing participants’ awareness for Auxiliary verbs in
English grammar by choosing correct answer in each questions. For the first

question as “How many types of auxiliary verbs?” there were 62% of participants

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that made correct, in “Which type of auxiliary verb that can be both main verb
and helping verb?” there were only 39% that made correct.

In “Which one is a primary auxiliary verb?” there were 52% of participants

could make it correct, and in last question there were only 38% that made correct
in “Which verb that has similar expression with Be able to?”
In this section showed that only less than half of participants that known
about how to used auxiliary verbs in English grammar.
In conclusion, the information and percent from above to get participants
answer questionnaire. So that, it is summarized that were awareness in using

Auxiliary verbs in English grammar of Lao-Top College students for first year to

third year students in General English and Business Administration department.

5.2. Discussion
In this research, most student in year I-III can understand the meaning of

Auxiliary verb and they know to use auxiliary verb in the sentence. There are
some students can tell the usage of both primary and modal auxiliaries and they
understand the similar expression of modal verbs and other verbs.

5.3. Recommendation
This thesis intended to survey the students’ awareness in using Auxiliary
verbs in English grammar. After making research there were some comments

from participants to the questionnaire. Some participants don’t have much

knowledge about auxiliary verbs like in following comments:

“I think Auxiliary verbs and helping verbs are the same” and some
participants said that:
“I don’t understand about using Auxiliary verbs”
This thesis will be knowledge and database for the students of next
generation who want to write final report by this topic, this thesis will have you
for information and steps of writing. For new teacher who teaching English

grammar this will have you to prepare before going to teach in classroom.

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Students’ awareness in using Auxiliary verbs in
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5.4. Further research

This study was use only questionnaire for research and the sample students
in year I-III 100 people from Lao-top College. The further research should

observe more than 100 persons to get and various and reliable. Furthermore, there
variety of research instruments that should be used for next study such both
quantitative and qualitative methods: observation and interview.

5.5. Summary
The research about “Students’ awareness in using Auxiliary verbs in
English grammar” targeted to study and find out awareness of students with
English grammar. Most participants in this survey are male 54% and female

46%. Which 78% of them are studying in General English department and 22%

are Business Administration. This thesis intended to survey the students’

awareness in using Auxiliary verbs in English grammar. After making research

there were some comments from participants to the questionnaire. Some

participants don’t have much knowledge about auxiliary verbs. This thesis will be
knowledge and database for the students of next generation who want to write
final report by this topic, this thesis will have you for information and steps of
writing. For new teacher who teaching English grammar this will have you to

prepare before going to teach in classroom.

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