What are the main causes to subject-verb agreement errors made by Non-English majored students at Tay Ninh Teacher Training College?. 1.3 AIMS OF THE STUDY With the situation of teach
INTRODUCTION
Background of the study
English serves as the global language for science, trade, communication, and technology, making it essential for the Vietnamese workforce to develop English language skills to stay competitive in today's world However, learning English poses significant challenges, particularly for adult learners who have already established their native language Consequently, it is common for English as a Foreign Language (EFL) and English as a Second Language (ESL) students, especially those at the beginner and upper-intermediate levels, to encounter difficulties and make errors in their English production.
The introduction of communicative language teaching has transformed the perception of learners' errors, viewing them as integral to language acquisition Errors provide insight into learners' proficiency and highlight gaps in their understanding of the new language Error Analysis is a valuable research technique that examines these mistakes, helping researchers identify linguistic challenges faced by foreign language learners This has spurred extensive research on adult language learning and error analysis, revealing that while first language interference is a significant cause of phonological errors, it also affects syntax, morphology, and lexicon Consequently, linguists and language educators acknowledge the crucial influence of a mother tongue on acquiring a second or foreign language, with errors arising from either the influence of the first language or incomplete mastery of the new language patterns.
Understanding grammar is a crucial aspect of language and literacy education, with knowledge developing in stages throughout a person's language journey Beginners must grasp essential grammatical structures, such as subject-verb agreement (SVA), to effectively construct sentences In contrast, advanced students are expected to have a deeper comprehension of SVA rules and engage in discussions about grammatical issues with their teachers.
Subject-Verb Agreement (SVA) is essential for effective communication in English, both in writing and speaking Despite its challenges, mastering SVA is crucial for learners Many students at Tay Ninh Teacher Training College struggle significantly with this aspect of grammar.
This leads to many problems when the students have to deal with SVA exercises or writing assignments
To address the challenges associated with Subject-Verb Agreement (SVA) in grammar, it is crucial to gather data on the specific issues learners encounter Understanding these problems will inform the necessary actions to enhance teaching and learning in grammar.
In the EFL/ESL context, grammar knowledge is a significant concern within the community, particularly among those focused on the quality of English language education While conveying meaning is essential, accuracy in language use is equally important Consequently, learners must understand the rule system of the target language to become proficient users.
In Tay Ninh province, English proficiency levels in rural schools are significantly lower than in urban schools, despite following the same curriculum At Tay Ninh Teacher Training College, students are required to take and pass English to progress in their studies Mastery of grammar rules, particularly subject-verb agreement (SVA), is essential for all learners The fundamental rule states that a singular subject must be paired with a singular verb, while a plural subject requires a plural verb However, observations indicate that students frequently make errors in both general and specific aspects of SVA in their writing and grammatical tasks.
Examinations reveal a significant issue with students' grammatical competence, particularly in subject-verb agreement (SVA) Many students struggle to write essays free of errors, often producing sentences such as “she like dancing” and “physics are the only subject I feels competent in.” A representative student expressed confusion, stating, “I was not sure whether to use is or are when the subject is everybody, I cannot differentiate singular-plural subject-verb agreement.” This highlights the need for improved understanding and application of grammar in academic writing.
Many students at Tay Ninh Teacher Training College are aware of the challenges in learning Subject-Verb Agreement (SVA) but still neglect to practice it effectively SVA is presented as a minor component among nine units in the textbook, leading to a lack of self-motivation for self-study With only six periods allocated—three for theory and three for practice—SVA is not given the attention it deserves, resulting in limited exercise correction due to time constraints Consequently, both teachers and students seem to overlook the importance of SVA in their learning process.
The author of the thesis aims to investigate the SVA issue to identify common errors made by students and their underlying causes Based on the study's findings, the author intends to propose solutions and teaching strategies to assist students at Tay Ninh Teacher Training College in overcoming these challenges.
This study aims to investigate common subject-verb agreement (SVA) errors made by students at Tay Ninh Teacher Training College and to explore the underlying causes of these errors The findings will assist teachers in revising and developing more effective instructional materials and methods, ultimately enhancing the teaching and learning of SVA Additionally, the study seeks to empower students to correctly apply SVA rules in their English production.
Specifically, the thesis attempts to answer the following research questions:
1 What types of errors of English SVA are commonly made by Non-English majored students at Tay Ninh Teacher Training College?
2 What are the main causes to English SVA errors made by Non-English majored students at Tay Ninh Teacher Training College?
The thesis comprises five main chapters, along with an abstract, table of contents, list of abbreviations, appendices, and references Chapter 1 outlines the practical background, rationale, aims, and objectives of the study Chapter 2 explores various concepts of errors, their sources, the importance of error analysis, SVA errors, and the impact of Vietnamese on SVA acquisition Chapter 3 details the methodology, including research questions, samples, materials, and data collection and analysis methods Chapter 4 discusses and analyzes the findings to address the research questions Finally, Chapter 5 presents teaching implications, concludes the study, highlights limitations, and offers suggestions for future research.
Aims of the study
This study aims to investigate common errors in Subject-Verb Agreement (SVA) made by students at Tay Ninh Teacher Training College and to explore the underlying causes of these errors The findings will assist teachers in revising and developing more effective instructional materials and methods, ultimately enhancing the teaching and learning of SVA Additionally, the research seeks to enable students to correctly apply SVA rules in their English production.
Specifically, the thesis attempts to answer the following research questions:
1 What types of errors of English SVA are commonly made by Non-English majored students at Tay Ninh Teacher Training College?
2 What are the main causes to English SVA errors made by Non-English majored students at Tay Ninh Teacher Training College?
Overview of the study
The thesis comprises an abstract, table of contents, list of abbreviations, appendices, and references, along with five main chapters Chapter 1 outlines the practical background, rationale, aims, and objectives of the study Chapter 2 explores various concepts of errors, their sources, the importance of error analysis, SVA errors, and the impact of Vietnamese on SVA acquisition Chapter 3 details the methodology, including research questions, samples, materials, and data collection and analysis methods Chapter 4 discusses and analyzes the findings to address the research questions Finally, Chapter 5 presents teaching implications, concludes the study, highlights limitations, and offers suggestions for future research.
LITERATURE REVIEW
Error analysis
The field of Error Analysis (EA) in Second Language Acquisition (SLA) was established in the 1970s by Corder and his colleagues, with a comprehensive survey available in Brown (2000) A significant finding of EA is that many learners' errors stem from misunderstandings of the new language's rules EA is a linguistic study that examines the errors learners make by comparing them to the target language (TL) and its internal structures Corder is recognized as the "father" of EA, particularly noted for his influential article, "The significance of learner errors."
In 1967, Corder introduced a transformative perspective on error analysis (EA), arguing that errors made by language learners are significant in their own right He believed that a systematic examination of these errors can identify specific areas that require reinforcement in language teaching.
According to Corder (1967), Error Analysis (EA) has two main objectives: the theoretical object, which focuses on understanding how learners acquire a second language (L2), and the applied object, aimed at enhancing learning efficiency by leveraging the learner's native dialect for educational purposes Additionally, the analysis of errors serves both diagnostic and prognostic functions; it provides insights into a learner's language proficiency at any stage of the learning process and informs teachers on how to adjust instructional materials to address specific learner challenges.
EA research offers an incomplete view of learner language, as it primarily focuses on observable behaviors without considering avoidance strategies in second language acquisition (SLA) This limitation means that learners who steer clear of challenging sentence structures—often due to discrepancies between their native language and the target language—may appear to have no difficulties This issue has been highlighted by scholars such as Brown (1994) and Ellis (1996).
Error analysis in language teaching
Learning a foreign language involves a gradual process where errors are expected and serve as evidence of progress Corder (1967) highlighted that errors offer valuable insights into language acquisition and are essential for language teachers, as they provide feedback on teaching effectiveness Ancker (2000) emphasized that mistakes are a natural part of learning and integral to cognitive development Weireesh (1991) also recognized the significance of learners' errors, viewing them as tools for learning He noted that error analysis (EA) is crucial for identifying challenges faced by learners and for developing effective remedial teaching strategies.
The importance of Error Analysis (EA) should not be overlooked, as it offers valuable insights into language learning Corder (1967) argued that errors are not merely flaws to be eliminated; rather, they are essential for learners, allowing them to test their hypotheses about the language Richard (1971) identified three key purposes of EA: assessing the learner's language proficiency, identifying common challenges in language acquisition, and understanding the processes through which individuals learn a language.
Errors in language learning offer crucial insights into the learners' processes and strategies By analyzing and categorizing these errors, teachers can uncover the methods students employ in their language acquisition This understanding allows educators to identify the root causes of mistakes and develop targeted materials to support learners effectively.
A mistake is defined as a performance error stemming from a random guess or a slip, indicating a failure to correctly apply a known system In contrast, an error reflects the learner's interlanguage competence, where mistakes are linked to performance errors and errors arise from systematic incompetence Specifically, an error results from incomplete knowledge, while a mistake is attributed to factors such as lack of attention, fatigue, or carelessness.
Mistakes in writing can be categorized into global and local errors Global mistakes disrupt the overall structure of a sentence, affecting the relationships among its constituents or clauses In contrast, local mistakes occur within a specific constituent or clause of a complex sentence and do not hinder communication While local errors may be minor, global mistakes can lead to significant miscommunication (Burt and Kiparsky, 1974).
Errors can be categorized into various types, including semantic errors, which involve incorrect word usage or poor word choice, and syntactic errors, which pertain to issues with verb tenses, prepositions, articles, word order, and subject-verb agreement This study specifically focuses on subject-verb agreement errors, a type of grammatical error that is considered a local error.
Language transfer is a significant factor in language learning, defined by Odlin (1997) as the influence stemming from the similarities and differences between the target language and any previously acquired language Brown (1994) elaborates that positive transfer occurs when prior knowledge aids in learning new tasks, while negative transfer, or interference, happens when previously learned material disrupts the learning of new content.
J C Richards, a key figure in the field of English Acquisition (EA), highlighted in his 1971 book, "Perspectives on Second Language Acquisition," that learners often make errors due to their language acquisition strategies, particularly in their second language (L2) He identified that these issues stem from the interference of the target language items, where prior knowledge of the first language (L1) negatively impacts the learning of L2 Richards categorized errors into two types: interlingual errors, which arise from the influence of the mother tongue, and intralingual errors, which occur due to interference within the target language itself.
In early stages, the mother tongue language is the only previous linguistic system that the learner can draw upon, thus the interference is inevitable
When learning a foreign language, individuals often rely on their mother tongue for guidance This transfer can be beneficial if the two languages share similar structures, resulting in positive transfer or facilitation Conversely, if the languages differ significantly, it can lead to negative transfer, where the learner's assumptions hinder their understanding.
Brown (1994) emphasized that second language acquisition (SLA) is significantly affected by the learner's first language, noting that "native language interference is surely the most immediately noticeable source of error among second language learners."
Intralingual errors, as defined by Brown (1980, p 173), arise from the language being learned rather than the learner's native language Richard (1971, p 6) elaborates that these errors reflect generalizations formed from limited exposure to the target language, rather than the structure of the mother tongue Learners often attempt to deduce the underlying rules from the data they encounter, leading to hypotheses that may not align with either their native language or the target language.
A lot of practical researches concerning SVA have been done so far Bhatia
A study conducted at New Delhi University in 1974 revealed that verb forms and tense sequences accounted for 40% of errors in 250-word compositions, while subject-verb agreement (SVA) made up 20% Vongthieres (1974) found that among 30 advanced Thai students at Ohio University, errors in the verb system were the most frequent, with tenses at 44.8% and SVA at 20.8% Additionally, research indicated that Japanese students struggle with the copula "be" and SVA, with 46.83% of their mistakes related to SVA Similarly, Elliot (1983) identified that graduates from Singapore’s Nanyang University faced challenges in verb agreement, particularly with third-person singular subjects, mirroring the difficulties observed in the current study.
Law (2005) studied the acquisition of subject-verb agreement (SVA) among Cantonese speakers, revealing significant influence from their first language The research identified common grammatical errors related to SVA, including plural-singular discrepancies (11.31%), tense usage (31.55%), negation (4.67%), and interrogative forms (4.17%), which collectively accounted for over 50% of the errors Based on these findings, the author asserts that subject-verb agreement poses challenges for learners at all proficiency levels (Celce-Murcia & Larsen-Freeman, 1983, p 37).
Research on Subject-Verb Agreement (SVA) errors has been extensively conducted by various scholars Findings indicate that these errors predominantly arise when the subject of a sentence, such as "the key to the cabinets," contains a head noun.
(e.g the key) and a post-modifying NP (e.g the cabinets) as illustrated in (1) below:
1 The key to the cabinets was/*were lost
The number of the subject head noun and the post-modifying noun significantly influence the correct number agreement on the verb within a sentence This phenomenon, known as error of attraction (Bock, 1991), occurs when the verb aligns with a nearby noun rather than the head noun of the subject noun phrase (NP) The nearby noun, often referred to as a local noun or distractor, plays a crucial role in determining the verb's number (Bock & Miller, 1991).
Source of errors
Language transfer is a significant factor in language learning, defined by Odlin (1997) as the influence stemming from the similarities and differences between the target language and any previously acquired language Brown (1994) elaborates that positive transfer occurs when prior knowledge aids in learning new tasks, while negative transfer, or interference, happens when previously learned material disrupts the learning of new content.
J C Richards, a key figure in the field of English Acquisition (EA), highlighted in his 1971 book, "Perspectives on Second Language Acquisition," that learners often make errors due to their language acquisition strategies, particularly in their second language (L2) He identified that these errors stem from the interference of their first language (L1), which negatively impacts their ability to learn L2 Richards categorized these errors into two types: interlingual errors, which arise from the influence of the mother tongue, and intralingual errors, which occur due to confusion within the target language itself.
In early stages, the mother tongue language is the only previous linguistic system that the learner can draw upon, thus the interference is inevitable
When learning a foreign language, individuals often rely on their mother tongue, attempting to transfer its structures This transfer can be beneficial, resulting in positive transfer or "facilitation" when the languages share similar structures Conversely, it can lead to negative transfer when the languages differ significantly in structure.
Brown (1994) emphasized that second language acquisition (SLA) is significantly affected by the learner's first language, noting that "native language interference is surely the most immediately noticeable source of error among second language learners."
Intralingual errors, as defined by Brown (1980, p 173), arise from the language being learned rather than the learner's native language Richard (1971, p 6) elaborates that these errors reflect the learner's generalizations based on limited exposure to the target language, leading them to formulate rules that may not align with either their mother tongue or the target language.
A lot of practical researches concerning SVA have been done so far Bhatia
A study conducted at New Delhi University in 1974 revealed that verb forms and tense sequences accounted for 40% of errors in 250-word compositions, while subject-verb agreement (SVA) made up 20% Similarly, Vongthieres (1974) analyzed informal essays of 30 advanced Thai students at Ohio University, finding that errors in the verb system were the most frequent, with tenses at 44.8% and SVA at 20.8% Additionally, research cited by Dalrymble indicated that Japanese students struggle with the copula "be" and SVA, with 46.83% of their mistakes related to SVA Elliot (1983) also identified similar issues among science and mathematics graduates at Singapore’s Nanyang University, where difficulties with verb agreement, particularly in the third person singular, were prevalent.
Law (2005) studied the acquisition of subject-verb agreement (SVA) among Cantonese speakers, revealing significant influence from their first language The research identified specific grammar errors related to SVA, including plural-singular errors (11.31%), tense errors (31.55%), negation errors (4.67%), and interrogative errors (4.17%), which collectively accounted for over 50% of the mistakes made Based on these findings, the author asserts that subject-verb agreement poses challenges for learners at all proficiency levels (Celce-Murcia & Larsen-Freeman, 1983, p 37).
Research on Subject-Verb Agreement (SVA) errors has been extensively conducted by various scholars These studies indicate that SVA errors predominantly arise when the subject of a sentence, such as "the key to the cabinets," contains a head noun.
(e.g the key) and a post-modifying NP (e.g the cabinets) as illustrated in (1) below:
1 The key to the cabinets was/*were lost
The number of the subject head noun and the post-modifying noun significantly influence the correct marking of number on the verb in a sentence This phenomenon, known as error of attraction, occurs when the verb agrees with a nearby noun rather than the head noun of the subject noun phrase The nearby noun, often referred to as a local noun or distractor, can mislead the verb's agreement, determining its number instead of the head noun.
Attraction, or proximity concord as defined by Bock (1991), refers to the tendency for a verb to agree with a nearby noun phrase rather than the subject noun phrase This phenomenon occurs when learners struggle to remember the subject noun's number due to the presence of a local noun that separates the subject from the verb In Subject-Verb-Object sentences, maintaining the subject head noun's number is typically straightforward; however, the introduction of an intervening noun can disrupt this memory, leading to increased agreement errors, particularly when the local noun differs in number from the subject head noun This effect is known as number attraction (Solomon & Pearlmutter, 2004).
2 The cost of the improvements *have not been estimated
Here, have agrees with the plural improvements (a local noun) rather than with the singular cost (the head noun)
Research on English number agreement indicates that attractors specified for number significantly influence agreement more than those with a default number Singular nouns, which are unmarked, tend to cause fewer attraction effects compared to plural nouns (Bock, 2001) This phenomenon of agreement attraction often results in incorrect agreement with the local noun In a study by Bock and Miller (1991), participants were presented with complex subject sentence preambles and asked to repeat and complete them The results showed that when there was a mismatch between the head noun and the local noun, plural local nouns resulted in more errors than singular local nouns.
Nouns are categorized based on their number features, leading to distinct classifications: Singular-Singular (SS), Plural-Singular (PS), Singular-Plural (SP), and Plural-Plural (PP).
3 a The key to the cabinet … (SS condition)
3 b The keys to the cabinet … (PS condition)
3 c The key to the cabinets … (SP condition)
3 d The keys to the cabinets … (PP condition)
Preambles like 3b & 3c where the head noun and the local noun differ with regard to number led to more subject-verb agreement error than preambles like 3a &
The "mismatch effect" occurs when there is a discrepancy in number between two nouns, leading to increased errors in verb agreement (Anton-Mendez, Nicol & Garrett, 2002) Specifically, the singular head noun paired with a plural local noun results in learners mistakenly using plural verbs, as observed in the SP condition compared to the PS condition This phenomenon was further explored by Bock and Miller.
In 1991, it was argued that agreement errors arise not merely from proximity concord, where the verb incorrectly aligns with the nearest noun phrase (NP) This phenomenon occurs because singular nouns lack number marking, while plural nouns are marked with specific inflections such as -s or -es When a subject is plural marked, it results in plural agreement Without number information, the verb defaults to singular agreement Consequently, plural marked non-subject nouns can disrupt agreement, whereas singular nouns cannot, as they do not convey any number information.
Research has explored various factors influencing agreement error rates, revealing that only syntactic factors significantly impact this process, while semantic and phonological factors do not Bock and Cutting (2001) demonstrated that the presence of a clause boundary between the subject noun and the local noun decreases the likelihood of agreement errors, as evidenced by a higher error rate following the preamble in example (4) compared to example (5).
4 The editor of the history books…
5 The editor who rejected the books…
The influence of Vietnamese on the acquisition of subject-verb agreement
In second language acquisition, the influence of native language transfer is significant, as learners typically have a strong foundation in their mother tongue before tackling a new language For adult learners, the new language often does not operate in the same manner as their native language, leading to a natural tendency to interpret new language symbols through the lens of their own language Consequently, it is not surprising that English as a Foreign Language (EFL) and English as a Second Language (ESL) students, particularly at the beginner and upper-intermediate levels, frequently apply their prior knowledge and experiences to their ongoing learning process.
The author examines how the mother tongue interferes with the acquisition of English subject-verb agreement (SVA), particularly among Vietnamese learners A significant issue is the incorrect formation of English plurals, stemming from the differences in morphological and syntactic structures between Vietnamese and English Unlike English, Vietnamese has a simpler grammatical system with minimal inflectional morphology, which contributes to these challenges.
English is an inflectional language where prefixes and suffixes are crucial for grammar, posing challenges for many Vietnamese learners A significant hurdle in mastering English subject-verb agreement (SVA) is the number aspect of nouns and verbs, which many Vietnamese students find difficult.
2.6.1 PLURALITY OF NOUN IN VIETNAMESE
The Vietnamese language uniquely lacks inflections for grammatical functions, meaning it does not mark nouns for number Instead, expressing quantity relies on a variety of words According to Le Van Ly (1968), several determiners indicate plural forms, such as "những," "mấy," "nhiều," and "các." These determiners can precede nouns to convey a plural meaning, as illustrated in various examples.
- ngôi nhà những ngôi nhà
- con ngựa một vài con ngựa
- chiếc nón mấy chiếc nón
Also, we can add a cardinal number before a noun to make plural meaning
These two ways of forming plurals is somewhat limited It should be noted that in this regard it is not equivalent to the English plural morpheme –s, - es
2.6.2 PLURALITY OF NOUN IN ENGLISH
English employs various methods to form plural nouns, primarily through the addition of the morphemes -s or -es Plurals can also be created by altering internal vowels, using the same form for both singular and plural, or applying foreign plural rules to English words The addition of -s or -es is the most common method, with -es specifically used for words ending in ch, sh, ss, x, or z, although there are exceptions to this rule.
Table 1: Common rules for plural formation involving -s and -es
Examples Some Exceptions to the
Rules When a noun ends in a consonant + y, change the y to i and add -es factory – factories baby – babies
When y is preceded by a vowel, add only –s guy – guys boy – boys When a noun ends in a consonant + o, add -es potato – potatoes tomato – tomatoes memos, kilos, pianos, photos, solos
In English, certain nouns can have plural forms ending in either -s or -es, such as "zero" which can be pluralized as "zeros" or "zeroes," and "volcano" which can be "volcanos" or "volcanoes." When a noun concludes with a vowel followed by an "o," the plural is typically formed by adding -s, as seen in "zoo" becoming "zoos," "bamboo" turning into "bamboos," and "radio" changing to "radios."
When a noun ends in f, or fe, change the f or fe to v, and add -s wife – wives, shelf- shelves, knife – knives beliefs, roofs, chiefs, roofs
When a noun ends in ch, sh, ss, x, or z, add -es lunch – lunches wish – wishes box – boxes stomachs
Another means of forming plurals involves changing one or more internal vowels Some examples include man-men, mouse-mice, and goose-geese
Some English nouns have identical singular and plural forms, such as deer, sheep, and fish Additionally, due to the influence of other languages, certain English plurals follow different rules, exemplified by criterion–criteria, basis–bases, and stimulus–stimuli Notably, there are significant differences between Vietnamese and English in the formation of plural nouns.
Table 2: The Formation of Plural in Vietnamese and English
The use of a numeral before a noun
The addition of the morpheme -s or –es
The use of a determiner before a noun
The changing of one or more internal vowel(s)
The use of the same form for singular and plural
The application of the rules of foreign plurals to English words
The influence of a mother tongue that lacks person or number marking complicates the mastery of subject-verb agreement (SVA) in English for learners George (1972) noted that the stem + -s/-es forms pose significant challenges in classrooms where students' native languages do not feature verb inflections Many Asian languages, including Vietnamese, utilize stem forms for nouns and verbs across all contexts, rendering English inflections and their underlying concepts as seemingly redundant Despite frequent exposure and excessive drilling, the lack of perceived significance often hinders the integration of third person singular subject associations into long-term memory In Vietnamese, for instance, all subjects, whether singular or plural, use the same verb form, with stem forms applied universally, irrespective of tense or number.
9a Nam đi học ( Nam goes to school)
9b Tôi và Nam đi học ( I and Nam go to school )
9c Chúng tôi đi học (We go to school)
Vietnamese learners often struggle with Subject-Verb Agreement (SVA) in English due to the lack of person differentiation in their native language, which means verbs do not need to agree with subjects In English, particularly in the present tense and with the verb "be," it is crucial for the subject and verb to agree; a singular subject requires a singular verb, while a plural subject takes a plural verb This rule is specific to the Simple Present Tense In contrast, the Simple Past Tense requires careful consideration of the verbs "was" and "were." According to Celce-Murcia & Larsen-Freeman (1983), the verb "be" poses challenges because it has five distinct forms (am, is, are, was, were) that do not resemble the base form and must agree in person, number, and tense with the subject Consequently, many students find its usage confusing due to the various conditions that must be satisfied to select the correct forms.
Copula BE Present tense Past tense sg pl sg pl
1 st person I am we are I was we were
2 nd person you are you are you were you were
3 rd person he, she, it is they are he, she, it was they were
Present tense Past tense sg pl sg pl
1 st person I walk we walk I walked we walked
2 nd person you walk you walk you walked you walked
3 rd person he, she, it walks they walk he, she, it walked they walked
According to Pilleux (2003), learners often make subject-verb agreement (SVA) errors by omitting the -s inflection from third person singular verbs, resulting in phrases like "he make" or "it seem." Conversely, they may also incorrectly add the -s inflection to plural subjects, leading to errors such as "we starts" or "they likes."
The rules for using the third person singular -s/-es inflection are complex, requiring students to understand number distinctions and agreement relationships The subject must align in person and number, while the verb must match in mood and tense Simply stating that the -s/-es inflection applies to verbs following the third person singular can be misleading, as seen in questions like "Does he cry?" where the inflection precedes the subject Additionally, in negative forms such as "He does not cry," the same pattern holds The infinitive form is used after modal auxiliary verbs, as in "He can write." Incorrect explanations or contradictions from teachers can lead to student confusion, especially given the numerous exceptions in English, including those in questions, negatives, and after modal verbs.
English language acquisition is significantly affected by L1 interference, as students often rely on their mother tongue's grammatical rules when learning a second language This reliance can lead to errors in subject-verb agreement (SVA) due to a lack of familiarity with the target language's rules To facilitate a clearer and more accurate understanding of English SVA, it is crucial to highlight the differences between the first language (L1) and the second language (L2).
This chapter outlines the methodology used for data collection and analysis in the study, starting with the research questions and concluding with a comprehensive description of the sampling methods, instruments utilized, and the data collection procedures.
This study has two primary objectives: first, to examine the common subject-verb agreement (SVA) errors made by non-English major students at Tay Ninh Teacher Training College, and second, to identify the underlying causes of these errors while providing teaching implications to assist students in overcoming them.
Specifically, the study attempts to answer the following research questions:
1 What types of errors of SVA are commonly made by the Non-English majored students at Tay Ninh Teacher Training College?
2 What are the main causes to SVA errors made by Non-English majored students at Tay Ninh Teacher Training College?
The study focused on 52 Non-English majors from the 09A and 09B classes at Tay Ninh Teacher Training College The majority of these students had completed a seven-year English curriculum in high school At the time of the survey, they were in their first semester of the second year, attending English classes six times a week.