Aims of the study
This study investigates common errors in Subject-Verb Agreement (SVA) made by students at Tay Ninh Teacher Training College and explores their underlying causes The findings aim to assist teachers in revising and developing more effective instructional materials and strategies for teaching SVA Ultimately, the research seeks to improve students’ ability to apply SVA rules correctly in their English language production, enhancing overall teaching and learning outcomes.
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?
LITERATURE REVIEW
Error analysis
Elicited Attention (EA) in Second Language Acquisition (SLA) was introduced in the 1970s by Corder and colleagues, emphasizing the importance of analyzing learner errors to understand language learning processes A comprehensive survey on EA can be found in Brown (2000) Research in EA has revealed that many errors made by learners stem from misunderstandings of the rules of the target language (TL) EA is a linguistic approach focused on studying learner errors by comparing the errors within the TL to better understand language learning challenges Corder is considered the “father” of EA, highlighted by his influential article “The significance of learner errors,” which underscores the importance of error analysis in SLA.
In 1967, EA underwent a significant shift in perspective, as Corder introduced a groundbreaking viewpoint He argued that language errors are “important in and of themselves,” highlighting their value in understanding language development Corder emphasized that systematically analyzing errors made by learners can identify specific areas that require targeted reinforcement in language teaching, ultimately enhancing instructional effectiveness.
According to Corder (1967), Error Analysis (EA) serves two key objectives: understanding how learners acquire a second language (L2) and improving language learning efficiency through pedagogical applications The theoretical objective focuses on analyzing what and how learners learn when studying an L2, while the applied objective aims to enhance learning outcomes by utilizing insights into learners' dialects Additionally, error analysis plays a crucial role in diagnostics, revealing learners' current grasp of the language, and in prognosis, guiding teachers to adapt teaching materials to address specific learning challenges.
Eco-competition Analysis (EA) offers valuable insights into learner language; however, it has limitations as it provides only a partial view by focusing solely on what learners do Notably, EA does not account for avoidance strategies in second language acquisition (SLA), where learners may avoid complex sentence structures due to cross-linguistic differences, which can lead to an underestimation of their difficulties Scholars like Brown (1994) and Ellis (1996) have highlighted that learners who avoid challenging constructions may appear to have no trouble, even when underlying difficulties exist Therefore, relying solely on EA may overlook important aspects of SLA, such as strategies learners adopt to manage their language challenges.
Error and mistakes
The field of Error Analysis (EA) in Second Language Acquisition (SLA) was established in the 1970s by Corder and his colleagues, with key insights documented in Brown (2000) A fundamental discovery in EA is that many learner errors stem from misunderstandings of the rules of the target language EA is a linguistic approach that focuses on analyzing and comparing errors made by learners to the existing rules within the target language itself Corder is considered the “father” of Error Analysis, renowned for his influential article “The Significance of Learner Errors,” which laid the foundation for this critical area of SLA research.
In 1967, EA shifted its approach as Corder introduced a novel perspective, emphasizing that errors are “important in and of themselves.” He argued that systematically analyzing errors made by language learners is crucial for identifying specific areas that require targeted reinforcement in language teaching This innovative view highlights the significance of learner errors as a valuable tool for improving language instruction and understanding learner difficulties.
According to Corder (1967), English Acquisition (EA) has two main objectives: understanding the learning process (theoretical object) and enhancing learner efficiency through pedagogical strategies (applied object) Error analysis plays a crucial role in this process, serving both diagnostic and prognostic purposes It helps assess a learner’s current language proficiency (diagnostic) and guides teachers in adapting teaching materials to address specific learner challenges (prognostic).
Elicited assessment (EA) research offers valuable insights into learner language but has limitations in providing a comprehensive picture, as it focuses solely on what learners produce It fails to account for avoidance strategies in second language acquisition (SLA), since EA only examines observable learner output without considering the reasons behind language choices Learners may avoid challenging sentence structures due to difficulties arising from differences between their native language and the target language, leading to the misconception that they have no difficulty, as highlighted by Brown (1994) and Ellis (1996).
2.2 ERROR ANALYSIS IN LANGUAGE TEACHING
Learning a foreign language involves a step-by-step process where making errors is inevitable, serving as evidence that learning is occurring (Corder, 1967) Errors provide valuable insights into the language acquisition process and offer practical feedback for teachers to assess and improve their instruction According to Ancker (2000), mistakes are a natural part of learning and are integral to cognitive development Weireesh (1991) emphasizes that learners’ errors are essential tools for learning, helping to identify difficulties and informing the development of effective remedial teaching strategies.
The significance of Error Analysis (EA) should not be overlooked, as errors are essential for language learners' development Unlike the traditional view that errors are flaws to be eliminated, Corder (1967) argued that errors are valuable because they allow learners to test hypotheses about the language According to Richard (1971), EA serves three key purposes: to assess the learner's current language proficiency, to identify common difficulties encountered in language learning, and to understand the processes involved in acquiring a new language.
Errors offer valuable insights into learners' language learning processes and reveal the strategies they employ By analyzing and classifying these errors, teachers can identify the specific learning strategies students use Additionally, understanding the causes of errors allows educators to create targeted materials that support learners effectively This approach enhances personalized instruction and improves overall language acquisition.
A mistake is a performance error, such as a random guess or slip, resulting from a failure to correctly apply a known system, reflecting the learner’s interlanguage competence (Brown, 1980) Mistakes, often caused by factors like inattention or fatigue, are performance errors where the learner knows the system but fails to use it properly, whereas errors stem from systematic gaps in the learner’s knowledge (Richards, 1992).
Mistakes in writing are categorized as global and local errors Global mistakes involve violations of rules related to the overall structure of a sentence, such as the relationships between constituents or clauses, and can lead to miscommunication In contrast, local mistakes affect individual constituents or specific clauses within complex sentences; while they may cause some trouble, they typically do not impede understanding According to Burt and Kiparsky (1974), global mistakes are more detrimental to clear communication because they disrupt the sentence’s structural integrity.
Errors can be classified into categories such as semantic errors, which include wrong word choice, poor selection of words, and slang, as well as syntactic errors, which involve mistakes in verb tenses, prepositions, articles, word order, and subject-verb agreement This study specifically focused on examining subject-verb agreement errors, a grammatical aspect representing local errors in language use Proper identification and correction of these errors are essential for improving grammatical accuracy and overall communication clarity Understanding different error types helps in targeted language instruction and effective error correction strategies.
Account of subject- verb agreement errors
The field of Error Analysis (EA) in Second Language Acquisition (SLA) was established in the 1970s by Corder and his colleagues, with comprehensive surveys available in Brown (2000) A key insight from EA is that many learner errors stem from misunderstandings of the rules of the target language EA is a linguistic approach that focuses on analyzing and comparing learners' errors to the correct target language, helping to understand language learning processes Corder is regarded as the "father" of Error Analysis, pioneering this area with his influential article "The Significance of Learner Errors," which laid the foundation for EA's development in SLA research.
In 1967, EA adopted a new perspective on language learning errors Corder (1967) argued that these errors are significant in their own right, emphasizing their importance in understanding language development He believed that systematically analyzing learners' errors can help identify specific areas that require targeted reinforcement in teaching, ultimately improving language education strategies.
Corder (1967) identified two primary objectives of Error Analysis (EA): the theoretical and the applied The theoretical objective aims to understand what and how a learner acquires an L2, providing insights into the language learning process The applied objective focuses on helping learners learn more efficiently by utilizing their knowledge of their native dialect for pedagogical purposes Additionally, error analysis serves diagnostic and prognostic functions; it diagnoses the learner's current language proficiency and predicts areas needing improvement, guiding teachers to adapt instructional materials to address learners' specific problems.
Elicited imitation (EI) research provides only a partial view of learner language, as it primarily focuses on what learners produce rather than their underlying strategies Notably, EI does not account for avoidance strategies in second language acquisition (SLA), as it overlooks the learners' efforts to bypass difficult sentence structures Learners who avoid challenging structures due to differences between their native language and the target language may appear to have no difficulty in EI tasks, despite experiencing challenges in actual language use This limitation in EI has been highlighted by researchers such as Brown (1994) and Ellis (1996), emphasizing the need for a more comprehensive approach to understanding SLA.
2.2 ERROR ANALYSIS IN LANGUAGE TEACHING
Learning a foreign language involves a step-by-step process where making errors is inevitable and serves as a vital part of language acquisition Corder (1967) emphasized that errors are evidence that learning is occurring and provide valuable insights into how foreigners acquire language skills, offering immediate practical benefits for teachers by informing them about the effectiveness of their instruction According to Ancker (2000), mistakes are a natural aspect of cognitive development in language learning Weireesh (1991) highlighted that learner errors are essential tools for understanding learning difficulties and are useful for designing targeted remedial teaching methods, making Error Analysis a reliable feedback mechanism for improving language education.
The significance of Error Analysis (EA) should not be overlooked, as errors are essential for language learners' development Instead of viewing errors as flaws to be eradicated, Corder (1967) emphasized that errors are valuable because they allow learners to test hypotheses about the language According to Richard (1971), EA serves three main purposes: to assess the learner's current level of language proficiency, to identify common learning difficulties, and to understand how individuals acquire a new language.
Errors offer valuable insights into learners' language learning processes and strategies By analyzing and categorizing these errors, teachers can identify the methods students use and understand the underlying causes This understanding enables educators to develop targeted materials that address learners' specific needs, enhancing the overall effectiveness of language instruction.
Mistakes are performance errors, such as random guesses or slips, reflecting a failure to correctly apply a known system, and are linked to the learner's interlanguage competence (Brown, 1980) They occur when a learner knows the system but fails to utilize it properly, termed performance errors, whereas errors stem from systematic inaccuracies in the learner's underlying language system According to Richards (1992), mistakes result from incomplete knowledge or factors like lack of attention and fatigue, distinguishing them from errors caused by a fundamental misunderstandings of the language.
Mistakes in writing are categorized into global and local errors Global mistakes disrupt the overall sentence structure by violating rules related to the relationships among sentence constituents or clauses, leading to potential miscommunication In contrast, local mistakes affect only a specific part of a sentence or a single clause, often causing minor issues but typically not hindering overall understanding According to Burt and Kiparsky (1974), while local errors do not significantly interfere with communication, global mistakes are more likely to cause misunderstandings due to their impact on sentence coherence Prioritizing the correction of global errors is essential for clear and effective communication.
Errors in language can be classified into categories such as semantic errors, which include wrong word usage, poor word choice, and slang, and syntactic errors, which involve issues with verb tenses, prepositions, articles, word order, and subject-verb agreement This study specifically focuses on examining subject-verb agreement errors, a type of grammatical mistake that represents a local error in language accuracy Proper understanding and identification of these errors are crucial for improving language proficiency and ensuring clear, correct communication.
Language transfer plays a crucial role in language learning, driven by similarities and differences between the target language and previously acquired languages According to Odlin (1997), transfer is "the influence resulting from similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired." Brown (1994) explains that positive transfer occurs when prior knowledge facilitates learning, while negative transfer, or interference, happens when previous performance disrupts new learning by incorrectly applying or associating learned material.
J C Richards, a prominent researcher in error analysis (EA), emphasized that many learners' errors stem from their language acquisition strategies, particularly when learning a second language (L2) He highlighted that errors often result from interference by the target language, including negative influences of learners' prior L1 knowledge on their L2 learning Richards classified errors into two categories: interlingual errors caused by mother tongue interference, and intralingual errors arising from internal 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 transfer knowledge from their mother tongue, which can either facilitate or hinder their progress Positive transfer or "facilitation" occurs when the structures of the two languages are similar, aiding learning Conversely, negative transfer happens when language structures differ, leading to errors and confusion in language acquisition.
Brown (1994, p 89) emphasized that second language acquisition (SLA) is heavily influenced by the learner's first language, highlighting that native language interference is the most immediate and noticeable source of errors among second language learners This underscores the significant role of the native language in shaping language learning challenges and error patterns Understanding this influence is crucial for developing effective language teaching strategies that address and minimize transfer errors.
Intralingual errors, as described by Brown (1980, p 173), are mistakes resulting from the process of learning the language itself, independent of the learner’s native language Richard (1971, p 6) explains that these errors are “items produced by the learner which reflect not the structure of the mother tongue, but generalizations based on partial exposure to the target language.” Learners often attempt to derive rules from the limited data they encounter, leading them to develop hypotheses that may not accurately align with either their native language or the target language, thus contributing to intralingual errors.
A lot of practical researches concerning SVA have been done so far Bhatia
METHODOLOGY
Research question
This study aims to investigate common subject-verb agreement (SVA) errors made by non-English major students at Tay Ninh Teacher Training College It also explores the underlying causes of these errors and provides teaching implications to help students overcome these difficulties The findings will offer valuable insights for educators to develop effective teaching strategies that address SVA mistakes By identifying the main error patterns and their causes, the study contributes to improving English grammar instruction and enhancing students' language proficiency.
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?
Research design
This study involved 52 Non-English majors from classes 09A and 09B at Tay Ninh Teacher Training College Most participants had completed a seven-year English syllabus in high school, providing them with a solid foundation in language learning At the time of the survey, students were in their first semester of the second academic year, attending six English classes per week.
These students were selected because they共有a foundational understanding of English grammar after completing two required courses in their first year Additionally, English SVA (Subject-Verb Agreement) was explicitly taught to them during the second semester of their first year The researcher also discovered that these students faced difficulties with SVA-related grammar tasks and frequently made SVA errors in their classroom writing, indicating ongoing challenges despite their basic knowledge.
This study collected data in both qualitative and quantitative method Three data collection instruments were test, questionnaire and interviews for students 3.2.2.1 THE DIAGNOSTIC TEST
Diagnostic tests are essential tools for gathering detailed information about students' specific strengths and weaknesses in language skills (Hughes, 1989; Brown, 2001) In this study, a diagnostic test was used to identify students' errors related to Subject-Verb Agreement (SVA), providing targeted insights into their language proficiency.
A teaching diary proved to be an effective recording method for identifying students’ specific difficulties and interests, enabling the researcher to revise the syllabus and teaching materials accordingly According to Hedge (2000), the diary helps detect problematic areas, improve teacher and teaching assessment, and enhance students’ learning abilities The researcher maintained a report after each class, noting students’ errors in writing and SVA exercises, with particular emphasis on frequently misused SVA forms These observations informed the design of diagnostic tests, as Valette (1977) noted that spontaneous language samples reveal which language components students can or cannot use to communicate effectively in English.
The author of the thesis composed the diagnostic test of 55 sentences These
This article examines 55 sentences highlighting common SVA (Subject-Verb Agreement) errors made by students in both writing and grammar exercises, with some sentences sourced from English grammar books and textbooks The diagnostic test was carefully designed based on students' actual errors, ensuring its validity and reliability by accurately reflecting their language challenges The test demonstrates content validity, as it includes a representative sample of relevant language structures and skills, and construct validity, confirming that it effectively measures students' understanding of subject-verb agreement.
“measure just the ability which it is supposed to measure” (Hughes, 1989,p.22)
SVA has certain restrictions, as it can only occur with verbs in the indicative present tense, since these are the only forms that vary by subject’s number and person According to Biber (1999), SVA cannot be used with modal auxiliaries, non-finite, imperative, or subjunctive verb forms, which remain unchanged regardless of the subject Additionally, Huddleston and Pullum (2002) note that SVA is limited to present tense verbs, with the exception of the verb "be," which has distinct forms even in past tense Therefore, the diagnostic test focused solely on present tense verbs, featuring 55 items as shown in Appendix 1, to assess students' grasp of SVA in their classroom performance.
Items 1-5: the subject is an irregular noun
Items 6-15: the subject includes indefinite expression of amount
Items 16-20: the head of the subject is separated from the verb by intervening expressions
Items 21-25: the subject is joined by correlative conjunction
“either….or” and “neither…nor”
Items 26-30: the subject contains fraction and plural unit word
Items 31-35: the subject is joined by “and”
Items 36-41: the subject is modified by a prepositional phrase
Items 42-46: the subject as a collective noun
Items 47-50: the subject as a third person singular subject
Items 51-55: the subject is modified by a relative clause
Questionnaires are an efficient data collection tool because they save time, reduce the need for travel, and can generate a broad range of information (Wallace, 1998) They are particularly useful for gathering data that is not easily observable, making them ideal for obtaining insights that might otherwise be difficult to capture Additionally, questionnaires are simple to administer and can be distributed to large groups simultaneously, enhancing their effectiveness in research.
In addition, when using questionnaire, respondents’ fear, confusion or embarrassment could be avoided Due to these advantages, this study choose questionnaire as one of the instruments of data collection
This study's questionnaires are divided into two parts Part I collects participants' personal information, including age, gender, and the duration of their English study in high school Part II features five questions aimed at gathering insights into students' difficulties with learning Subject-Verb Agreement (SVA) This structure helps to understand demographic backgrounds and specific challenges faced by learners in mastering SVA, contributing to more targeted language education strategies.
(2) difficulties students have in producing SVA, and (3)their expectations in the teaching of SVA as well These issues are addressed in the following items of the questionnaires:
Item 4: an explorative question aimed to discover difficulties the students encounter when learning SVA
Item 5: a question concerned the influence of Vietnamese on the learning of English SVA
Item 6: a question concerned which types of errors on English SVA students made
Item 7: an explorative question aimed to discover difficulties students have in producing SVA
Item 8: a question which asked for students’ expectations in teaching SVA in class
Interviews are a crucial method for data collection in research, as highlighted by Mischler (1986), Patton (2002), and Lincoln and Guba (1985) They involve a purposeful conversation between interviewers and interviewees, revealing insights into participants' thoughts and beliefs about specific topics This approach allows researchers to explore issues and concerns that respondents might not express through questionnaires, making interviews a valuable tool for gaining in-depth understanding Optimized for SEO with keywords: data collection, interviews, research methods, qualitative research, participant insights.
The interview question had been formulated in order to gain insight the causes to the students’ errors on their performance of the diagnostic test In this study,
A random sample of 15 students was interviewed to investigate the causes of their errors on the diagnostic test Each interview lasted approximately 3 minutes and was conducted in Vietnamese, guided by the question, "Why do you make such errors in the diagnostic test?" Data was collected through note-taking during the interviews for subsequent analysis, providing valuable insights into students' misconceptions and underlying difficulties.
The study involved 52 students who completed diagnostic tests within 30 minutes, followed by answering questionnaires with clear instructions provided by the researcher in a 15-minute session In subsequent classes, the teacher reviewed and corrected students’ errors, which enhanced their understanding of SVA and helped them avoid similar mistakes in the future.
The following day, the interviews were conducted with the participation of
A total of 15 students participated in individual interviews, which were conducted informally before and after class to accommodate their schedules These face-to-face interviews were held in Vietnamese, creating a comfortable environment that encouraged honest and open responses from the students.
3.4 METHOD OF DATA ANALYSIS This study used a combination of qualitative and quantitative approaches to collect and analyze the data Qualitative measures also make extensive use of observations and interviews Quantitative research assumes that the findings presented typically as numbers, can be generalized to other settings This study is quantitative because the data collection was based on questionnaire and the percentage of errors that the students made in the diagnostic test In addition, qualitative approach was also used in this study based on face-to-face interviews with participants
After collecting the assignment and questionnaire data, the study analyzed the results based on SVA (Subject-Verb Agreement) rules as outlined by various linguists The analysis clearly demonstrates and classifies the common errors made by students, with error frequencies calculated and expressed as percentages Additionally, qualitative discussions from interviews highlighted the underlying causes of these errors, providing a comprehensive understanding of students' difficulties with SVA.
This chapter outlines the methodology used to analyze students' errors in Subject-Verb Agreement (SVA) and identify their causes A mixed-methods approach combining qualitative and quantitative techniques was employed, utilizing diagnostic tests, questionnaires, and interviews for comprehensive data collection These data sources will be analyzed in the subsequent chapter to provide insights into SVA errors and their underlying factors.
Chapter IV RESULTS AND DISCUSSIONS
What are the main causes to subject-verb agreement errors made by Non-English majored students at Tay Ninh Teacher Training College?
This chapter presents an integrated analysis of data collected from diagnostic tests, questionnaires, and interviews to explore students’ errors on Subject-Verb Agreement (SVA) and their underlying causes By synthesizing insights from these three sources, the study provides comprehensive findings that address the research questions, shedding light on common errors and the factors contributing to them This multi-method approach ensures a thorough understanding of students’ difficulties with SVA, supporting targeted language learning interventions.
4.1 WHAT TYPES OF SVA ERRORS ARE MADE BY THE NON-ENGLISH MAJORED STUDENTS AT TAY NINH TEACHER TRAINING COLLEGE?
Table 3 highlights the common errors made by respondents in subject-verb agreement (SVA) The highest error rate (67%) was observed when students incorrectly produced SVA with sentences whose subjects contain irregular nouns Additionally, 65% of respondents struggled with SVA when the subject is modified by a prepositional phrase Other challenging categories include SVA with collective nouns as subjects (58%) and those with indefinite expressions of amount (58%) Errors also increased with subjects containing intervening expressions (54%) and subjects with correlative conjunctions like “either or” or “neither nor” (48%) Fewer respondents made errors in SVA with subjects composed of noun units (42%) and with third person singular subjects (40%) The lowest error rate occurred with subjects joined by “and” (38%) and those modified by relative clauses (33%), indicating these are relatively less problematic for students.
Table 3: Percentage of students committed errors on categories of SVA
Number of Students committed errors
Percentage of Students committed errors
1.SVA with the subject containing irregular nouns 35 67%
2.SVA with the subject modified by a prepositional phrase 34 65%
3.SVA with the subject containing indefinite expression of amount 30 58%
4.SVA with the subject as a collective noun 30 58%
5.SVA with the subject containing intervening expression 28 54%
6.SVA with the subject having correlative conjunction “either…or”,
7.SVA with the subject containing noun of amount as single units 22 42%
8.SVA with the subject as the 3 rd person singular subject 21 40%
9.SVA with the subject joined by
10.SVA with the subject modified by a relative clause 17 33%
During the process of producing Subject-Verb Agreement (SVA), students often exhibit agreement mismatches due to incorrect subject identification Bock and Cutting (2001) describe this phenomenon as attraction errors, which occur when the proximity of a nearby noun influences the verb form These agreement errors highlight the challenges students face in accurately matching subjects with their corresponding verbs in sentences.
contain indefinite expression of amount
begin with correlative conjunction “either…or”, “neither…nor”
contain noun of amount as single units (fraction and plural unit word)
have a compound subject joined by the conjunction “and”
4.1.1 SVA with the subject containing irregular nouns
Mismatches in agreement often occur due to inaccurate identification of the subject within sentences, leading to common errors in subject-verb concord These issues are primarily caused by proximity concord, where the verb erroneously agrees with the nearest noun, resulting in number agreement mistakes Irregular nouns further complicate this problem, as their unique forms frequently cause respondents to struggle with correct subject-verb agreement Understanding the influence of irregular noun forms is essential for improving grammatical accuracy in sentence construction.
Some singular nouns in English may appear plural due to their typical –s ending but are actually singular and take singular verbs Examples include fields of study such as linguistics, mathematics, and physics, as well as names of games and sports like billiards, checkers, and darts Illnesses like measles, mumps, and AIDS also fall into this category Additionally, certain common nouns outside these categories—such as news, means, and series—end with –s but are used with singular verbs, as noted by Quirk (1985, p 299).
Some nouns indicate plurality without adding the –s suffix, including animal names like sheep, deer, and trout, as well as quantitative nouns such as pound, foot, and gross Additionally, many common nouns do not end with –s but still denote plural concepts, including words like people, police, cattle, children, feet, and teeth These examples highlight the diverse ways English expresses plurality beyond the standard plural suffix.
Students often struggle to recognize irregular nouns, leading to errors in subject-verb agreement These difficulties cause them to incorrectly identify the number of the subject, resulting in the use of singular verbs with plural subjects and vice versa For example, in sentences (1) through (5) from the diagnostic test, students frequently select the wrong form of the verb due to misunderstanding irregular noun forms Addressing these challenges is essential for improving grammatical accuracy in English language learning.
2 Cattle need/ * needs a lot of looking after
3 The children read/*reads their reports in the class
4 The news *are/is always bad nowadays
5 Gymnastics *look/looks difficult, and it is difficult
In sentences (1), (2), and (3), the subjects are plural nouns—feet, cattle, and children—despite lacking the plural suffix "-s," which requires the use of plural verbs like "hurt," "need," and "read." Many participants incorrectly assume these nouns are singular, leading to the selection of incorrect verb forms However, in sentences (4) and (5), the participants mistakenly believe that words like "news" and "gymnastics" are plural nouns and therefore use plural verbs, breaking the proper subject-verb agreement rules Proper understanding of plural nouns is essential for correct verb usage and grammatical accuracy.
Table 4: Students’ performance on the SVA with the subject containing irregular nouns
Number of students chose Singular
Number of students chose Plural
Percentage of students made errors
4.1.2 SVA with the subject containing indefinite expression of amount
This article discusses errors made by respondents regarding SVA with indefinite expressions of amount Among the 52 students, 30 students committed errors in this category The identified errors highlight common mistakes in expressing indefinite amounts, emphasizing the need for improved understanding of SVA rules related to indefinite quantities Addressing these errors can enhance students' grasp of proper grammatical structures and improve overall language accuracy.
6 Each of the job applicants *type/types sixty words per minute
7 Each individual *need/needs education in their life
8 Plenty of errors were/*was found in this writing
9 A lot of people have/*has complained
10 All of the books, including yours, are/*is on that shelf
11 All of the money *are/is reserved for emergencies
12 The number of books in the library *have/has risen to over five million
13 A number of refugees have/*has been returned back at the border
14 Some of the fruit *were/was going bad
15 The majority of these students like/*likes playing basket ball
Indefinite words with singular meanings like each, every, and any require a singular verb when they are the subject of a sentence Specifically, when these words precede the subject noun, they ensure that the verb agrees in singular form For example, in sentences such as "Each of the job applicants" and "Each individual," the phrases act as singular subjects and therefore take singular verbs like "acts" and "needs." Proper subject-verb agreement with these indefinite words is essential for clear and grammatically correct sentences.
Expressions like "all," "some," "a number of," "a lot of," "the majority," "plenty of," and "most of"—as seen in sentences (8) to (15)—pose common challenges for learners Students often struggle with these, frequently matching a singular verb with plural subjects, leading to grammatical errors Proper understanding and usage of these quantifiers are essential for clear, grammatically correct communication.
8 Plenty of errors *was found in this writing
9 A lot of people *has complained or a plural verb with singular subjects such as
11 All of the money *are reserved for emergencies
14 Some of the fruit *were going bad
When the subject of a sentence includes indefinite expressions of amount, the verb number (singular or plural) depends on the head noun within the noun phrase (NP) If the noun following the preposition "of" is singular or uncountable, the main verb is singular; if the noun is plural, the verb is plural Understanding this rule is essential for correct subject-verb agreement in sentences featuring indefinite quantities.
8 Plenty of errors were found in this writing
9 A lot of people have complained
10 All of the books, including yours, are on that shelf
11 All of the money is reserved for emergencies
14 Some of the fruit was going bad
15 The majority of these students like playing basket ball
Expressions using the phrase number of depend on the meaning of the phrase They take s singular verb when referring to a single quantity as in sentence
12 The number of books in the library has risen to over five million
And they take plural verbs when they are used as indefinite quantifiers as in sentence (13)
13 A number of refugees have been returned back at the border
In a diagnostic test, students selected the plural verb forms in two sentences, assuming the subjects are "books" and "refugees." However, they overlooked the grammatical distinction between expressions like "the amount of" and "the number of," which affects verb agreement Understanding these differences is crucial for accurate subject-verb agreement in English Properly recognizing whether a subject refers to a countable or uncountable noun ensures correct grammatical usage This highlights the importance of teaching nuanced language concepts to improve students’ grammatical accuracy.
Table 5: Students’ performance on SVA with the subject containing indefinite expression of amount
Number of students chose Singular
Number of students chose Plural
Percentage of students made errors
4.1.3 SVA with the subject containing intervening expression
Many respondents made errors in subject-verb agreement when the subject includes intervening expressions, such as prepositional phrases According to Celce-Murcia and Lasen-Freeman (1983), the principle of non-intervention states that a singular subject requires a singular verb, regardless of plural forms within intervening phrases like "together with" or "including." The accuracy of subject-verb agreement tends to decrease as the interval between the subject and verb increases, due to the Principle of Proximity, which causes a tendency to agree with the nearest noun or pronoun, even if it is not the true subject These issues are highlighted in diagnostic test sentences illustrating common errors in agreement.
16 The president together with his advisors *are/is preparing the report
17 The boy, as well as his classmates, *are/is being punished
18 The printer along with two software programs *are/is included in the package
19 The house, including four rooms, *face/faces the South
20 Paul, not his parents, *buy/buys a new horse
Table 6: Students’ performance on SVA with the subject containing intervening expression
Number of students chose Singular
Number of students chose Plural
Percentage of students made errors
4.1.4 SVA with the subject having correlative conjunction “either…or”,
The respondents are also confused with the use of correlative conjunction
21 Either my sister or my friends (are/is) going to do it
22 Either the teachers or the principle (are/is) blamed for the accident
23 Neither John nor the twins (are/is) at the party
24 Neither the employees nor the manager (are/is) on time
25 Neither my father nor my mother (smoke/smokes)
Students tend to agree with either one of the nouns in the subject when choosing the correct verb form However, their approach appears inconsistent across sentences (21)-(25), showing no clear rule in their verb agreement decisions Interestingly, most students prefer using the plural verb form in these examples, which contradicts Quirk’s explanation that agreement is primarily determined by the proximity principle, where the verb aligns with the nearest noun This suggests that learners may rely on intuitive or alternative strategies rather than strict grammatical rules.
21 Either my sister or my friends are going to do it
22 Either the teachers or the principle is blamed for the accident
23 Neither John nor the twins are at the party
24 Neither the employers nor the manager is on time
25 Neither my father nor my mother smokes
Table 7: Students’ performance on SVA with the subject having correlative conjunction either…or”, “neither…nor”
Number of students chose Singular
Number of students chose Plural
Percentage of students made errors
4.1.5 SVA with the subject containing noun of amount as single units