Overall, these examples show that the problems associated with subject-verb matching pose a serious challenge to educators, and there are many attempts to identify its underlying causes. Among them, one can distinguish linguistic differences, speech disorders or the use of non-standard dialects. In addition, the research group is very generic, limited by age and geographical location. Other limitations of this research stem from the definition of the subject-verb agreement and several common mistakes Arabic students in Riyadh tend to learn English as a foreign language. Well, the grammar is the same, but all these years later, many students make the same mistake and forget the “third person” which is the curse of English teachers around the world. As you work on your work, circle the subject and encircle the verb in each sentence. Do you agree?? When students stop making mismatches between subject and verb, I will stop bleating on them! Subject matching is a simple thing to check. Here are some typical student mistakes: The questions are designed to provide statistical information about the number of mistakes made by Saudi high school students, students` theoretical and practical knowledge of the rules of subject-verb agreement, and the relationship between the subject-verb matching problems students face in English and their native language. the differences between these two languages in relation to the field of research. All questions are distributed to teachers involved in the research. Teachers will help collect the data based on students` answers to the twelve basic questions. The answers to the twelve questions are intended to provide a description of the problems faced by Arab high school students when working with subject-verb pairing in the English language. In addition, educators are trying to introduce teaching methods that can benefit students.

It is important to focus on developing healing exercises that can help learners. As a result, their communication skills can be significantly increased. These are the most important results of the literature search. The problems associated with subject-verb matching have been studied by many educators and researchers. For example, we can cite the study by Siti Stapa and Mohd Izahar (2010). In particular, these scientists focus on the mistakes made by Malaysian English as a Second Language learners. Their research shows that these errors are mainly due to language differences. In addition, many students speak non-standard dialects of the English language, such as.B. Ebonics (Baxter, 2007, p.

149). These learners perceive themselves as native speakers; however, they may also violate the rules of subject-verb matching. As a result, their academic writing style can be significantly altered. These people need to do healing exercises to overcome this difficulty. That is one of the points that can be highlighted. If you missed the last article, please read here the chance to win a place in Macmillan`s Advanced English and EAP Online Course. Only a few people have signed up, so you have a very good chance of having access to these interactive learning activities all year round. The question of subject-verb agreement is very important for today`s linguistic society, the difficulties encountered by learners of the English language in this field are quite common and frequent, which is why this problem has been studied and highlighted by many researchers around the world. “Perspectives of the teacher in the subject-verb agreement.” IvyPanda, March 16, 2020, ivypanda.com/essays/teachers-perspectives-in-subject-verb-agreement/. Key: Subject = yellow, bold; Verb = green, underline Rispens, J., & Been, P. (2007).

Subject-verb correspondence and phonological treatment in developmental dyslexia and specific speech disorder (SLS): a more in-depth examination. Internationale Zeitschrift für Sprach- und Kommunikationsstörungen, 42 (3), 293-305. Ping, G. (2012). An alternative method for mediating subject-verb correspondence. English teacher, 41(2), 130-143. Stapa, S. & Izahar, O. (2010).

Analysis of errors in subject-verb matching among Malaysian English as a Second Language learners. 3L: Southeast Asian Journal of English Language Studies, 16(1), 56-73. In turn, great attention is paid to the development of teaching methods that can help students avoid mistakes. In particular, the article written by Gang Ping argues that learners should see that the topic can take various forms. By providing these examples, a teacher can point out complex situations that can lead to mistakes. Therefore, various remedial exercises can be offered to students who make such mistakes. This goal can be achieved during the first year of study. Apart from that, it is important to make students aware of this risk of such mistakes. These are some of the aspects that can be distinguished. For example, we can talk about the use of quantifiers such as “one-third of”, “the majority of”, “some of” and many other expressions that present challenges to students (Ping, 2012, p.

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