Subject Verb Agreement Action Research

Wren and Martin (2001) says that the verb, like personal pronouns, has three people – the first, the second and the third, and they then continue with a very long explanation of what the first, second and third person means. This method of learning the rules on the first, second, third person before she chooses the form of the verb is laborious and confusing. 1. In principle, there are four clusters of verb subject agreement to be dealt with in English. They are classified as cluster 1, cluster 2, cluster 3 and cluster 4. Present the four clusters of the subject verb chord on the table, as shown below. … The proposed method for mediating the specialized verb agreement in the classroom is explained as follows. Most grammar books give the rules on the subject and give examples of sentences to show the relationship between the subject and the verb, but they do not address the pedagogical aspects of teaching the subject. Below, you`ll find some views from some authors on teaching about it. The grammar books mentioned lack the pedagogical aspects of the detailed teaching of the subject. As a result, students can understand the rules at the surface level.

You can use it, I`m leaving and it`s going away. But once the subject has passed to the AH`s uncle, they get stuck with the problem of the subject-verb agreement. The approach advocated in this document is comprehensive. The teaching method is unconventional, and the research technique of the subject is the alternative method. The rules are consistent and the methods are therefore aimed at students. In addition, students can always look into their hands to get a reference. Adrian Holden and Jagjeet Singh (2001) identified this theme as an area of common problems for students. Examples of problems are presented and explanations are given for each sentence. For example, Susila, with her younger sister, often (visits, visits) bookstores. The explanation: a singular subject with an attached sentence is still a singular theme. Davidson (2003) finds that sometimes it is not the immediate subject of the verb that determines whether the verb should be singular or plural, but any other word or expression in the sentence.

For example, the boy who played outside is my son. (`The boy` is the forerunner of the relative prono couple `Who`). It also highlights some differences between formal and informal English. In informal English, there is and here you can follow a plural name or an expression. For example: Here are three reasons why you shouldn`t smoke (informal); Here are the answers to your questions (Formally). The subject-verb agreement is a problematic area for many students and teachers in schools and higher education institutions. Many language teachers, including the experienced, find it difficult to teach this aspect of grammar effectively. The subject-verbal chord is the backbone of the structure of sentences in English, and this can be seen in models of common phrases such as S-V, S-V-O, S-V-O, S-V-A and S-V-C, where each sentence contains a verb. It deserves our attention, especially in the context of the present. Why focus on the present? From a statistical point of view, some research results show that the forms of verbs used in the contemporary form are more frequent than at other times, so that this higher frequency of the appearance of the first justifies the need to focus more on the contemporary form. Azar and Hagen (2006) address this subject by taking the rule in all cases of the subject verb chord, starting with the verbs “is, are”), so have, have and do done in other chapters.