INTRODUCTION
Rationale for the study
English has established itself as a global language, serving as a vital communication tool, which has led to a surge in English learners In response to this growing demand, significant efforts have been made to enhance the quality of English teaching and learning, including the renovation of textbooks and the application of new teaching methods Recognizing the importance of analyzing students' errors, error analysis has gained traction among researchers, with notable contributions from figures like Corder and Richards, who have significantly advanced this field within applied linguistics.
Vietnamese students often face challenges in learning English due to the significant differences in grammar between the two languages One major difficulty is mastering subject-verb agreement (SVA), which is crucial for constructing accurate sentences Given that SVA is essential in nearly every sentence, it is important to focus on this aspect of grammar to enhance writing skills.
My research is motivated by my experience teaching English at Cat Ngan High School in Nghean Province, where students frequently struggle with subject-verb agreement (SVA) in their writing This persistent issue leads to numerous errors in their paragraphs and essays, posing a significant barrier to their academic success Additionally, there appears to be a lack of emphasis on SVA in teaching materials, particularly at the lower levels.
Subject-verb agreement is a key rule in English grammar that requires the subject and verb of a sentence to match in number This principle is essential for clear and effective communication in writing Unfortunately, many high school students face challenges with subject-verb agreement, resulting in writing errors that can negatively affect their academic and professional achievements.
This study analyzes high school students' errors in subject-verb agreement within their English writing and proposes solutions to address these issues By examining student writing samples, it identifies common mistakes and patterns, while also exploring the linguistic and educational factors that contribute to these errors.
The study aims to offer practical solutions for high school students to address errors in writing and enhance their skills, focusing on the unique challenges they encounter with subject-verb agreement It emphasizes the significance of teaching grammar in context and employing diverse instructional strategies to effectively support student learning.
This study is crucial as it tackles a major challenge in high school English education, offering solutions to enhance students' writing skills for academic and professional success By examining subject-verb agreement errors and suggesting practical remedies, the research aims to foster effective teaching methods that bolster students' language learning and proficiency.
Aims of the study
This study focuses on analyzing the errors high school students make in subject-verb agreement in their English writing, along with proposing effective solutions to address these issues.
✓ To identify the common errors and patterns of mistakes made by high school students in subject-verb agreement in their writing
✓ To explore the underlying reasons for these errors, including linguistic and educational factors
✓ To propose practical solutions to help students overcome these errors and improve their writing skills
✓ To investigate the effectiveness of different instructional approaches in teaching subject-verb agreement in the high school English classroom
✓ To contribute to the development of effective instructional approaches for teaching grammar in context and supporting student learning in English writing
Improving high school students' language proficiency is essential for their academic and professional success By identifying and addressing common errors in subject-verb agreement, this study will assist teachers in developing effective instructional strategies that enhance student learning and help them reach their language learning objectives Ultimately, the research aims to advance language education and empower students to communicate effectively in English.
Subjects of the study
The study focuses on 200 students from Cat Ngan High School in Nghean Province, comprising 100 tenth-grade students and 100 eleventh-grade students All participants have studied English as a compulsory subject and possess the necessary qualifications to undertake the test.
Scope of the study
This study analyzes the errors high school students make in subject-verb agreement in English writing and proposes effective solutions to address these issues.
• The study will focus on high school students' writing in English and will examine their use of subject-verb agreement
• The study will analyze a sample of writing from high school students to identify common errors and patterns of mistakes made in subject-verb agreement
• The study will explore the underlying reasons for these errors, including linguistic and educational factors
This study aims to offer practical solutions for high school students to address common writing errors and enhance their writing skills, emphasizing effective and relevant instructional approaches.
• The study will evaluate the effectiveness of different instructional approaches in teaching subject-verb agreement in the high school English classroom
This study focuses exclusively on high school students' English writing, specifically examining subject-verb agreement, while intentionally excluding other elements of grammar such as punctuation, syntax, and vocabulary Furthermore, it does not compare the writing abilities of high school students with those of different age groups or proficiency levels.
Methodology of the study
The research methodology for analyzing errors in subject-verb agreement among high school students in English writing will include several key steps.
▪ Sample selection: The study will select a sample of high school students' writing in English, from a range of different schools and regions to ensure diversity in the sample
The study will gather data by examining chosen writing samples for subject-verb agreement errors Both qualitative and quantitative methods will be employed to analyze the data, aiming to uncover common errors and patterns of mistakes made by high school students.
▪ Analysis of results: The study will analyze the results of the data collected, to identify the most common errors and patterns of mistakes made by high
6 school students The analysis will also explore the underlying reasons for these errors, including linguistic and educational factors
The study aims to propose effective solutions to assist high school students in overcoming errors related to subject-verb agreement and enhancing their writing skills These solutions will be informed by data analysis results and will address the unique challenges that students encounter in mastering these grammatical rules.
This study aims to assess the effectiveness of various instructional methods for teaching subject-verb agreement in high school English classrooms It will evaluate how these approaches influence students' writing skills and overall language proficiency.
The research methodology will employ a mixed-methods approach, integrating both qualitative and quantitative techniques for a thorough data analysis Qualitative methods, including content analysis, will help uncover patterns and themes, while quantitative methods, such as statistical analysis, will assess the frequency and distribution of errors Additionally, the study will reference relevant literature and prior research to guide the development of solutions and evaluate their effectiveness.
Organization of the study
This study analyzes the errors high school students make in subject-verb agreement in English writing and proposes effective solutions The findings will be structured into distinct sections for clarity and coherence.
- Introduction: This section will provide an overview of the study's aims, scope, and methodology, as well as the importance of the topic
- Literature Review: This section will review relevant literature on subject- verb agreement in English writing, including previous studies, theoretical frameworks, and instructional approaches
- Methodology: This section will describe the research methodology used in the study, including the sample selection, data collection, and analysis methods
The results of the data analysis reveal common errors and patterns in subject-verb agreement among high school students, highlighting the underlying reasons for these mistakes.
This section will present effective strategies aimed at assisting students in overcoming challenges related to subject-verb agreement, thereby enhancing their writing skills The proposed solutions will be informed by data analysis results and will specifically address the unique difficulties high school students encounter when learning and applying subject-verb agreement rules.
This section assesses the effectiveness of various instructional methods for teaching subject-verb agreement in high school English classrooms The evaluation focuses on measuring the impact of these approaches on students' writing skills and overall language proficiency.
- Conclusion: This section will summarize the main findings of the study, the practical implications for teaching subject-verb agreement in English writing, and directions for future research
The study is structured to ensure a logical progression, starting with the introduction and advancing through the literature review, methodology, results, solutions, evaluation, and conclusion Each section will enhance the understanding of high school students' errors in subject-verb agreement in English writing, ultimately offering practical solutions to address these challenges.
CONTENT OF THE STUDY
Literature review
2.1.1 The overview of subject-verb agreement (SVA) in English grammar
Subject-verb agreement (SVA) is a fundamental concept in English grammar that refers to the proper matching of the subject and verb in a sentence
In English grammar, verbs must match their subjects in number; a singular subject requires a singular verb, while a plural subject necessitates a plural verb For instance, the sentence "He walks to school" illustrates this rule with a singular subject and verb, whereas "They walk to school" demonstrates the agreement with a plural subject and verb.
The fundamental principle of subject-verb agreement (SVA) states that a singular subject requires a singular verb, while a plural subject necessitates a plural verb Nonetheless, this rule has various exceptions and specific cases, such as when dealing with compound subjects, collective nouns, and indefinite pronouns.
Proper subject-verb agreement (SVA) is crucial for clear and grammatically correct English writing and communication Mistakes in SVA can lead to confusion, making the intended message hard to comprehend.
A solid grasp of Subject-Verb Agreement (SVA) is essential for effective communication and successful writing in English By mastering the rules and exceptions of SVA, writers can construct clear and impactful sentences that convey their messages accurately.
2.1.2 Definition of subject-verb agreement
Subject-verb agreement is a crucial grammatical rule in English that requires the subject and verb in a sentence to match in number, meaning they must both be singular or plural This rule is applicable across nearly all verb tenses in English Proper understanding and application of subject-verb agreement are essential for achieving clarity and grammatical accuracy in both writing and speaking.
2.1.3 Types of subject-verb agreement and their principles
There are several types of subject-verb agreement in English, and each type follows a specific principle or rule The main types of subject-verb agreement and their principles are:
In basic subject-verb agreement (SVA), the verb must match the subject in number For instance, a singular subject takes a singular verb, as in "He walks to the park," while a plural subject requires a plural verb, demonstrated by "They walk to the park."
Subject-verb agreement (SVA) is essential when dealing with compound subjects, which consist of multiple subjects connected by a conjunction In such cases, the verb must align with the number of the compound subject For instance, in the sentence "John and Mary play football," both the subject and verb are plural Conversely, in "The dog or the cat chases the mouse," the singular subject is matched with a singular verb.
✓ SVA with collective nouns: Collective nouns are words that refer to a group of people or things as a single entity, such as "team", "family", or
In subject-verb agreement (SVA) with collective nouns, the verb must align with the context of the noun For instance, when referring to a collective noun as a single unit, such as in "The team is practicing for the game," a singular verb is used Conversely, when emphasizing the individual actions of members within the group, as in "The team are arguing with each other," a plural verb is appropriate.
✓ SVA with indefinite pronouns: Indefinite pronouns, such as "everyone",
"Someone" and "anyone" are singular pronouns that necessitate a singular verb Conversely, when these terms are interpreted in a plural context, they call for a plural verb For instance, the sentence "Everyone is here" uses a singular verb, while "Some of the people are leaving" employs a plural verb.
In complex sentence structures, including subject-verb inversion, questions, or clauses, the verb must agree with the subject, regardless of its placement For instance, in the sentence "In the garden, the flowers bloom," the singular subject aligns with the verb, while in "What are the children doing?" the plural subject corresponds with the verb.
Understanding the principles of each type of SVA is essential for proper English grammar usage and effective communication By applying the correct rules of
SVA, speakers and writers can avoid common mistakes and create clear and grammatically correct sentences.
Practical situation of the problem
2.2.1 In terms of teachers at Cat Ngan High School a Advantages:
At Cat Ngan High School, English teachers have the unique opportunity to engage with a diverse student body from various backgrounds, allowing them to gain insights into different cultures and customs.
The school offers English teachers an extensive array of teaching resources, including textbooks, workbooks, videos, and various teaching aids, enhancing the effectiveness and engagement of their instruction.
At Cat Ngan High School, teachers benefit from a supportive work environment characterized by a collaborative team of colleagues, a caring administration, and motivated students However, there are also some disadvantages to consider.
Large class sizes present a significant challenge for English teachers at Cat Ngan High School, hindering their ability to provide individual attention to each student and ensuring active engagement and participation in lessons.
The school offers some teaching resources for English language instruction; however, these resources are often limited in scope and may not adequately cover all aspects of the language As a result, teachers frequently find it necessary to supplement their materials or improvise to ensure comprehensive learning.
Limited access to technology in schools can hinder the variety of teaching methods and resources available to educators Insufficient availability of computers, projectors, and internet connectivity restricts the ability to enhance learning experiences and engage students effectively.
11 can be a significant disadvantage in teaching a subject like English which requires multimedia aids
2.2.2 In terms of students at Cat Ngan High School a Advantages:
➢ Supportive learning environment: The school provides a supportive learning environment, with teachers who are willing to help students and provide guidance, and classmates who can offer peer support and collaboration
At Cat Ngan High School, English teachers employ diverse teaching methods and materials, catering to various learning styles and enhancing student engagement with the subject However, there are also disadvantages to consider.
Limited opportunities for English practice outside the classroom can hinder students' language learning progress, as they may not engage in speaking or listening activities in real-world contexts.
Limited access to technology in schools, including computers, projectors, and the internet, restricts the range of teaching methods and resources available to educators This lack of technological resources ultimately hinders students' learning opportunities.
Limited resources in schools, such as insufficient textbooks, workbooks, and multimedia aids, can hinder students' ability to learn and engage with English This scarcity often results in decreased motivation and interest in the subject, ultimately affecting their educational experience.
Errors and their causes
High school students frequently struggle with subject-verb agreement (SVA) in their English writing, leading to sentences that are unclear and grammatically incorrect Common SVA errors among these students can significantly impact the clarity of their writing.
12 a Using the wrong verb form
High school students often struggle with subject-verb agreement (SVA) rules, leading to the incorrect use of verb forms This can result in singular verbs being paired with plural subjects or the opposite, which can hinder their writing clarity and accuracy.
- Incorrect: Yesterday, I seen a movie Correct: Yesterday, I saw a movie
- Incorrect: She have been working all day Correct: She has been working all day
- Incorrect: He done his homework Correct: He did his homework
- Incorrect: They was late for the meeting Correct: They were late for the meeting
- Incorrect: I have went to that restaurant before Correct: I have gone to that restaurant before
- Incorrect: She don't like to exercise Correct: She doesn't like to exercise
- Incorrect: He speaked three languages fluently Correct: He spoke three languages fluently
- Incorrect: We was planning to go on vacation next week Correct: We were planning to go on vacation next week
- Incorrect: The book have many interesting characters Correct: The book has many interesting characters
- Incorrect: They seen the accident on their way to work Correct: They saw the accident on their way to work b Failing to identify the subject:
High school students often struggle to recognize the subject of a sentence, leading to errors in verb agreement A common mistake is using a singular verb with a compound subject, which actually necessitates a plural verb.
The car collided with a tree while speeding down the street, leaving uncertainty about the identity of the runner.
- Eating my breakfast, the doorbell rang It's not clear who was eating breakfast Correction: While I was eating my breakfast, the doorbell rang
- With the storm coming, the windows were boarded up It's not clear who boarded up the windows Correction: With the storm coming, we boarded up the windows
- On the way to the airport, the flight was canceled It's not clear whose flight was canceled Correction: On the way to the airport, my flight was canceled
While I was on the phone, my cat accidentally knocked over the vase.
While we were playing in the park, the ball was kicked over the fence.
- At the party, the cake was eaten by everyone It's not clear who ate the cake Correction: At the party, everyone ate the cake
- In the morning, the breakfast was cooked It's not clear who cooked the breakfast Correction: In the morning, I cooked breakfast c Misusing collective nouns
High school students may misuse collective nouns, such as "team" or "family", by using a singular verb instead of a plural verb or vice versa
- Incorrect: The team is playing their best Correct: The team are playing their best
- Incorrect: The family were arguing about the trip Correct: The family was arguing about the trip
- Incorrect: The audience were clapping their hands Correct: The audience was clapping its hands
- Incorrect: The committee have decided to approve the proposal Correct: The committee has decided to approve the proposal
- Incorrect: The staff are attending a meeting Correct: The staff is attending a meeting
- Incorrect: The company is celebrating their anniversary Correct: The company is celebrating its anniversary
- Incorrect: The herd of cows are grazing in the field Correct: The herd of cows is grazing in the field
In these examples, the use of collective nouns often leads to confusion regarding verb agreement, as they may require a singular verb when a plural verb is expected, or the opposite It is crucial to consider the context and the number associated with the collective noun to select the appropriate verb form Additionally, the incorrect application of indefinite pronouns can further complicate this issue.
High school students may incorrectly use indefinite pronouns, such as
"everyone" or "someone", which require a singular verb, with a plural verb
- Incorrect: Everyone were talking at the same time Correct: Everyone was talking at the same time
- Incorrect: Somebody have left their bag in the classroom Correct: Somebody has left their bag in the classroom
- Incorrect: Neither of the boys were interested in the movie Correct: Neither of the boys was interested in the movie
- Incorrect: Each of the students have their own opinions Correct: Each of the students has their own opinions
- Incorrect: Somebody are knocking on the door Correct: Somebody is knocking on the door
- Incorrect: Anybody can come to the party if they want Correct: Anybody can come to the party if he or she wants
- Incorrect: Nobody have completed their homework yet Correct: Nobody has completed their homework yet
In each of these examples, the indefinite pronoun is being used with a plural verb when it should have a singular verb It's important to remember that indefinite
15 pronouns require a singular verb even when they refer to multiple people or things
There are several causes of errors in subject-verb agreement, including:
- Lack of understanding: Sometimes, students may not fully understand the rules of subject-verb agreement, leading to errors in their writing
- Confusion with compound subjects: When a sentence has a compound subject (i.e., two or more subjects joined by "and"), students may be unsure whether to use a singular or plural verb
Students often make errors in subject-verb agreement by incorrectly using indefinite pronouns like "everyone" or "someone" with plural verbs.
The distance between the subject and verb can lead to confusion, causing students to overlook the subject and select an incorrect verb form.
- Agreement with the closest noun: Sometimes, students may incorrectly choose a verb that agrees with the closest noun, rather than the subject of the sentence
- Nonstandard English: In some cases, students may use nonstandard English dialects that do not follow the same rules of subject-verb agreement as standards English
- Typos and mistakes: Errors in subject-verb agreement can also occur due to typos or simple mistakes made during the writing process
To prevent mistakes, students should dedicate time to studying and practicing subject-verb agreement rules, meticulously proofread their writing for errors, and actively seek feedback from teachers or classmates.
Suggestion for teaching SVA in English writing
First of all, teachers should provide students with comprehensive knowledge of SVA and activities which can be used to consolidate their knowledge of SVA
They should teach students all the rules that the writers need to follow in order to make subjects and verbs agree in English According to Agee and Kline
(1985), there are 10 situations with detailed rules as follows:
1 Subjects joined by "and" are plural However, singular subjects followed by as well as, together with, along with and so on do not become plural
2 Subjects joined by or and nor are considered separately The subject closer to the verb determines whether the verb should be singular or plural
3 Prepositional phrases after the subject do not change the subject
4 Here and there are not subjects These words signal a delayed subject with which the verb must agree
5 These subject pronouns are always singular
6 These subject pronouns may be either singular or plural, depending on what is being discussed
7 These subject pronouns are always plural
8 Some subjects may appear plural, but they are considered singular in most cases
Collective nouns like team, audience, group, etc… take plural verbs if they indicate individual members, and require singular verbs if they denote a singular unit
9 Patterns (a number of, the number of) follow the rules below
- A number of + plural noun + plural verb
- The number of + plural noun + singular verb
10 Nouns such as scissors, trousers and so on are always plural They need plural verbs
Clear explanations of sentence structures by teachers can significantly reduce errors and confusion among learners Utilizing structure tables to illustrate Subject-Verb Agreement (SVA) is particularly beneficial.
In addition, the teacher should also underline the important parts of the structures to keep students' attention and make students understand the lesson clearly
E.g: Neither my father nor I am happy with that present
Teachers can create diverse contexts to expose students to different uses of Subject-Verb Agreement (SVA), enhancing their understanding and retention of these structures For instance, to teach the pattern "not only + S1," educators can implement engaging examples that illustrate its application effectively.
+but also+ S2+V (S2)", the teacher can create the situation as follows: " Today is
Phuong's birthday party is an important event for me as her friend It is essential for students to have the opportunity to work with writing models, as these models significantly enhance their writing skills A model includes key vocabulary related to the topic and serves as a reminder of the typical features and structures of the text type being written Notably, models demonstrate various patterns of subject-verb agreement (SVA), highlighting that nearly all sentences in an essay adhere to this rule Furthermore, these models are highly contextualized, allowing students to not only learn SVA rules but also to apply them effectively in real writing scenarios.
The teacher should begin by compiling sentences of the same type of Subject-Verb-Agreement (SVA) from the model Next, they should write several representative examples on the board and clarify the formation and usage of these structures.
Here is an example of a model extracted from unit 4 "Special education" of the English textbook of 10 th form (new edition) by Hoàng Văn Vân et al.(2006, p.44)
Phạm Thu Thủy is passionate about her teaching role, but her class stands out as it consists of twenty-five disabled children learning to read and write Among them are students who are deaf, mute, or have intellectual disabilities Many of these children come from large, impoverished families, which hinders their access to quality education.
The model presented outlines key structures of English Subject-Verb Agreement (SVA) that educators should impart to their students It highlights grammatical concord in the first and third sentences, notional concord in the second sentence, and special agreement in the final two sentences.
Mother tongue interference significantly impacts students' writing skills To mitigate this issue, teachers should regularly highlight the grammatical differences between English and Vietnamese This approach will enhance students' understanding of both languages and help them avoid interlingual errors.
The teacher can categorize sentences into two groups: one in Vietnamese and the other in English By contrasting these groups on the blackboard, students can better understand the differences between Subject-Verb Agreement (SVA) in English and Vietnamese.
Mẹ tôi thường dậy sớm My mother often gets up early
Chúng tôi thường dậy sớm We often get up early
This method is intended to remind students of the fact that English verbs have conjugation while Vietnamese verbs do not
To enhance students' understanding of subject-verb agreement (SVA), incorporating practice exercises is essential This section will propose various types of SVA exercises aimed at helping students gain a solid grasp of the concept and address common challenges in using English SVA effectively.
The aim of this type of exercise is to consolidate the students' knowledge of the English SVA
Exercise1: Choose the correct form of the verb in parentheses:
1 Physics, as well as chemistry, (is/ are) taught at this school
2 Everybody (know/ knows) what they have to do
3 "War and Peace" (is/ are) a fascinating novel
4 He (has/ have) a new bicycle
5 Time and money (is/ are) needed to complete the project
6 Neither I nor he (is/ are/ am) happy to meet them
7 Ten miles (is/are) too far to walk
8 Dominoes (is/ are) my favourite game
9 Our family (haven't been/ hasn't been) poor any more
10 Either Julia or her friends (are/ is) bound to come
Exercise 2: Put the verb in parentheses into the correct tense: simple present, present perfect or present continuous
1 A large number of Chinese toys (export) to Japan recently
2 Not only Peter but also other children (be) hungry now
3 Nothing (be) more precious than independence and freedom
4 Bad news (hear) over the radio at the moment
5 Half of the meeting (devote) to questions until now
6 Half of the members (be) present now
7 The committee (discuss) nuclear problems at the moment
8 John, along with twenty friends, (plan) a party now
9 Economics (be) a difficult subject for many people
10 The staff just (write) a full report on the issue
Exercise 3: Circle the correct answer:
1 Everyone often about losing money
2 The jury trying to reach a decision now
4 The rich to live in cities
5 Not John but his colleagues happy with that prize today
Type 2: Translation from Vietnamese into English
The aim of this type of exercise is to help the students avoid interlingual errors
Exercise 1: Translate the following sentences into English
1 Số sinh viên học tiếng Anh ngày càng gia tăng
2 Ann cùng hai người bạn nữa đang nói chuyện về bóng đá
3 Một ít sữa có màu vàng
4 Cả chiếc vali và đôi giày đều không thích hợp cho chuyến đi dã ngoại
5 Ba tháng là khoảng thời gian dài
6 Cậu bé đang đá bóng ở trong vườn
7 Mọi người đang tiến vào quảng trường
8 Quần của tôi trông còn rất mới
9 Có 3 cuốn sách ở trên bàn
10 Hoặc John hoặc những người bạn của anh ta sẽ trở về nhà hôm nay
Teachers should be aware of the importance of the production stage At this stage, students apply the theory learnt into the communicative process It is advisable
Students should be given more opportunities to use Subject-Verb Agreement (SVA) naturally, as this enhances their communicative skills and demonstrates their mastery of language rules To achieve this, teachers must create real-life situations for practice in both spoken and written forms This study focuses on improving students' SVA usage in English writing, with suggested writing topics to facilitate this development.
- Write about your favourite sports, using different types of SVA (with collective nouns, indefinite pronouns and so on)
- Write about your future career
This type of exercise aims to improve the students' independent use of English SVA.
The effectiveness of the study
Analyzing and addressing errors in English writing significantly enhances students' writing skills By pinpointing common mistakes, educators can create targeted interventions that effectively improve students' writing proficiency.
To evaluate the impact of the intervention, the teacher administered pre- and post-tests to assess students' performance in classes 10A and 10B These tests focused on grammar, syntax, and the overall quality of writing, providing a comprehensive comparison of students' skills before and after the intervention.
Table 1 - Test results before applying the techniques
Table 2 - Results obtained after the stage 2 of the study
Table 1 presents the test results prior to implementing techniques aimed at enhancing students' English writing skills In Class 10A, only 6 out of 40 students (15%) achieved a credit or good grade, while 25 students (60%) demonstrated weak performance Likewise, in Class 10B, merely 2 out of 75 students (5.7%) earned a credit or good grade, with 25 students (71.4%) exhibiting weak performance.
The results from the second stage of the study, as shown in Table 2, indicate a significant improvement in students' English writing skills In Class 10A, the number of students achieving a credit or good grade rose from 6 (15%) to 12 (30%), with passing rates increasing from 25% to 42.5% and weak performers decreasing from 60% to 27.5% Similarly, in Class 10B, the number of students receiving a credit or good grade improved from 2 (5.7%) to 6 (17%), while passing rates increased from 22.8% to 34% and weak performers dropped from 71.4% to 49% These findings suggest that the applied techniques positively impacted student performance, leading to more students achieving higher grades and fewer underperforming However, further analysis is necessary to assess the specific effectiveness of the techniques and identify areas for improvement.
CONCLUSION AND SUGGESTIONS
Conclusion
In conclusion, the analysis of errors in subject-verb agreement (SVA) among high school students underscores the significance of SVA in English grammar The study reveals that students frequently struggle with SVA due to insufficient understanding of the rules, interference from their first language, carelessness, and a lack of practice Proposed solutions aim to address these common errors and enhance students' writing skills.
The study presents effective strategies to tackle subject-verb agreement (SVA) errors in high school students, highlighting the use of targeted exercises, clear explanations of SVA rules, and constructive feedback on mistakes These approaches are crucial for enhancing students' writing abilities and overall language acquisition By identifying common SVA errors, the research contributes significantly to English language teaching, offering practical solutions that can guide curriculum development, teacher training, and instructional resources Ultimately, these findings aim to boost writing skills and language proficiency among high school learners.
Suggestions
To enhance the study on high school students' errors in subject-verb agreement in English writing, consider implementing targeted instructional strategies, utilizing technology for practice, and providing personalized feedback Additionally, incorporating peer review sessions can foster collaborative learning and reinforce understanding of grammatical rules Regular assessments and workshops focused on common pitfalls will further support students in mastering subject-verb agreement.
To enhance the study's validity, it is essential to increase the sample size by incorporating a diverse group of high school students from various regions and language backgrounds This approach will ensure that the findings are more representative and applicable to a broader population.
Use a mixed-methods approach: The study could benefit from using a mixed- methods approach, combining qualitative and quantitative data This would
24 provide a more comprehensive understanding of the errors made by high school students in SVA and the factors that contribute to these errors
A longitudinal study tracking high school students over time can offer essential insights into the effectiveness of various strategies for addressing SVA errors in writing, as well as the factors that contribute to their improvement.
The study will investigate how technology influences subject-verb agreement (SVA) errors in writing, especially with the growing integration of technology in education It will focus on the effectiveness of grammar-checking software and other digital tools in correcting SVA mistakes.
Expanding the study to encompass additional grammar areas, such as verb tense and pronoun usage, can enhance our understanding of the common writing errors high school students encounter in English This broader approach will not only highlight the challenges these students face but also provide valuable insights into effective strategies for overcoming them.
Section 1 : Choose the correct answer:
(Chọn đáp án thích hợp nhất)
1 The police showing him the way to the theater now
2 Traffic a big problem in cities
3 Nobody, not even the teachers listening to this song now
4 Every man and woman asked to vote every year
5 My life and Hard times about amusing incidents in James Thurber's childhood
6 A number like 10 billion hard to comprehend
7 Tom, accompanied by his friends going to the meeting tonight
8 Not only my parents, but also my aunt with that idea
Section 2: Write sentences with the words given below, using simple present
(Hãy viết câu dựa vào từ cho sẵn, sử dụng ở thì hiện tại đơn)
3 / class/ often/ disagree/ themselves/ plans
4 Everything/ look/ new/ beautiful/ today
6 The Bat and the Ball/ sell/ good/ beer/ food
7 / piano/ as well as/ organ/ play/ big/ concert
8 Noone/ exept/ his/ fellows/ here
Survey the urgency and feasibility of proposed solutions…
I Translate these following sentences into English :
1 Mọi người đang chuẩn bị đón tết
2 Cả Mary lẫn cha mẹ cô đều chưa từng xem bộ phim này
3 Chiếc quần bò xanh của tôi đang ở trong máy giặt
4 Năm mươi phút thì không đủ thời gian để làm bài kiểm tra này
5 Tổ chức này hoạt động được 2 năm rồi
6 Bi a là môn thể thao ưa thích của tôi
7 Cô ấy học giỏi tiếng Anh
8 Không phải John mà là Peter và Robert đang huýt sáo
II: Put the verb in brackets into the correct tense: simple present, or present perfect
1 Aerobics (be) difficult for me
2 There (be) a book and 5 pens on the table
3 He (read) The Times every day
4 Several of the students just (decide) to withdraw from the course
5 Bread and butter (become) my favorite after-school snack until now
6 A great number of visitors (come) there to enjoy the beautiful scenery recently
7 A majority of students (believe) that we are in no danger
8 On the lawn (be) some beds or roses
SURVEY THE URGENCY AND FEASIBILITY
The survey focuses on collecting data regarding the frequency and types of errors high school students encounter in their English writing, along with their awareness of these mistakes and the challenges they face in avoiding them Furthermore, it aims to assess the practicality and potential effectiveness of suggested solutions, including targeted instruction on subject-verb agreement, interactive exercises or quizzes, and peer feedback and review.
The survey aims to assess the current state of subject-verb agreement in high school students' English writing and to identify effective solutions for enhancing their proficiency By highlighting the urgency of the issue and evaluating potential strategies, the survey seeks to contribute to the development of effective teaching methods for subject-verb agreement in English writing.
The survey content focuses on 02 main issues:
1 Are the proposed solutions really urgent to the current research problem?
2 Are the proposed solutions feasible to the current research problem?
2.2 Survey methods and rating scales
The method used for the survey is Exchange by questionnaire; with a scale of
04 levels (corresponding to scores from 1 to 4):
Not urgent; Less urgent; Urgent and Very urgent Not feasible; less feasible; Feasible and Very Feasible
- Calculate the average score according to software Average
- Survey the urgency and feasibility of the proposed solution
Please take the time to carefully read and objectively answer the following questions accurately and objectively by checking ( X ) uniquely in the box of the selected option
The teacher emphasizes the importance of applying the study titled "An Analysis of Errors Made by High School Students in the Use of Subject-Verb Agreement in English Writing and Some Solutions." This research is essential for understanding the common mistakes students make in subject-verb agreement, which can significantly impact their writing skills By addressing these errors, the study aims to provide effective solutions that can enhance students' proficiency in English writing.
Not urgent Less urgent Urgent Very urgent
Question 2: Is it feasible to apply the study: An analysis of errors made by high school students in the use of subject- verb agreement in English writing and some solutions?
Little feasible Feasible Very feasible
We urge you to please take the time to read carefully and answer the following questions correctly by ticking (X) uniquely in the box of the selected option
The study titled "An Analysis of Errors Made by High School Students in the Use of Subject-Verb Agreement in English Writing and Some Solutions" is essential as it addresses common grammatical mistakes that hinder students' writing proficiency By identifying these errors, the research provides valuable insights into the challenges faced by high school students, ultimately offering effective solutions to enhance their understanding and application of subject-verb agreement in English This analysis not only contributes to improving students' writing skills but also supports educators in developing targeted teaching strategies.
Less urgent Urgent Very urgent
Question 2: In your opinion, is it feasible to apply the study:
An analysis of errors made by high school students in the use of subject-verb agreement in
English writing and some solutions?
Little feasible Feasible Very feasible
1 English teachers of 4 high schools in the district 28
2 10 grade students, at experimental classes at the work school 75
4 Survey results on the urgency and feasibility of proposed solutions
4.1 The urgency of the proposed solution
Assess the urgency of the proposed solution
The study on errors in subject-verb agreement among high school students in English writing is essential for improving their language skills By identifying common mistakes, educators can develop targeted solutions to enhance students' understanding and application of grammatical rules This analysis not only addresses a critical aspect of writing but also contributes to overall academic success Implementing effective strategies based on the study's findings can lead to significant improvements in students' writing proficiency.
Less urgent Urgent Very urgent
In your opinion, is it really necessary to apply the study: An
Less urgent Urgent Very urgent
32 analysis of errors made by high school students in the use of subject-verb agreement in English writing and some solutions?
Table 3: Calculate average score by Average software
The study on errors made by high school students in subject-verb agreement in English writing is essential for improving their writing skills By analyzing these common mistakes, educators can identify specific areas where students struggle and implement targeted solutions This research not only enhances students' understanding of grammar but also contributes to their overall academic success Addressing these issues is crucial for fostering effective communication and ensuring students are well-prepared for future writing tasks.
In your opinion, is it really urgent to apply the study: An analysis of errors made by high school students in the use of subject-verb agreement in
English writing and some solutions?
From the data obtained in the table above, the following observations can be drawn:
The survey of 28 teachers reveals a strong consensus on the urgency of addressing errors in subject-verb agreement in high school English writing Notably, none of the teachers rated the need for a solution as "Not urgent," with only one rating it as "Less urgent." In contrast, five teachers deemed it "Urgent," while a significant 22 teachers classified it as "Very urgent." This overwhelming response underscores the critical need for immediate solutions to improve students' writing skills.
The table is an essential resource for collecting teacher feedback and evaluating the urgency of suggested solutions It aids in guiding decision-making and prioritizing resources to tackle subject-verb agreement errors in high school students' English writing.
The average scores of the four levels are:
The survey of 75 students reveals that none considered the solution to be "Not urgent," while five rated it as "Less urgent." A significant 20 students deemed it "Urgent," and the majority, 50 students, classified it as "Very urgent." This overwhelming response indicates a strong consensus among students on the immediate need for solutions to address the errors in subject-verb agreement in English writing.
The table is an essential resource for collecting student feedback and evaluating the urgency of potential solutions to subject-verb agreement errors in high school English writing It aids in informed decision-making and resource prioritization while emphasizing the significance of student involvement in the process and recognizing their perspectives on matters that impact their education.
The average scores of the four levels are:
Assess the feasibility of proposed solutions
In your opinion, is it feasible to apply some effective changes in testing assessment to enhance students’ interest in learning English?
Little feasible Feasible Very feasible
In your opinion, is it feasible to apply some effective changes in testing
Little feasible Feasible Very feasible
34 assessment to enhance students’ interest in learning English? 0/75 5/75 10/75 60/75
Table 3: Calculate average score by Average software
1 In your opinion, is it feasible to apply some effective changes in testing assessment to enhance students’ interest in learning English?
2 In your opinion, is it feasible to apply some effective changes in testing assessment to enhance students’ interest in learning English?
From the data obtained in the table above, the following observations can be drawn:
The survey of 28 teachers revealed that none considered the solution "Not feasible," with only one rating it as "Little feasible." In contrast, four teachers found it "Feasible," while a significant 23 rated it as "Very feasible." This demonstrates that most teachers view the implementation of effective changes in testing assessment as a viable way to boost students' interest in learning English.
The average scores of the four levels are:
The survey of 75 students revealed that none rated the solution as "Not feasible," while five considered it "Little feasible," ten found it "Feasible," and a significant 60 rated it as "Very feasible." This suggests that most students view the implementation of effective changes in testing assessment as highly feasible for enhancing their interest in learning English.
The tables presented in this study were designed to assess the urgency and feasibility of proposed solutions for improving the use of subject-verb agreement
35 in English writing among high school students in Cat Ngan High School, Nghean province
Tables 1 and 2 evaluated the urgency of the proposed solution from the viewpoints of teachers and students The findings indicate that a significant majority of respondents consider the proposed solution to be both urgent and essential.
The feasibility of the proposed solution was also assessed in Table 1 and Table 2
The majority of respondents in both tables agree that the proposed solution is feasible, suggesting that implementing effective changes in testing assessment can significantly boost students' interest in learning English.