| Grammar,as a crucial part of English learning,is a difficult point for many English learners.In terms of English grammar,the significance of subject-verb agreement learning in English is undoubted.It is necessary to know well students’ learning of subject-verb agreement so as to accurately facilitate the teaching of it and furthermore adopt effective teaching strategies to guide students to master the rules of subject-verb agreement.In this study,96 students from X School were selected as the research participants.From the perspective of error analysis theory,three research instruments,including grammar tests,questionnaire and interview,were used to investigate the subject-verb agreement errors of junior high school students,aiming to answer the following research questions:(1)What are the types of subject-verb agreement errors in English among junior high school students?(2)What are the major reasons accounting for the subject-verb agreement errors in English among junior high school students?(3)What are the methods or strategies that can help students reduce subject-verb agreement errors in English?The research results show that:(1)There exist mainly four types of subject-verb agreement errors in English that occur among the junior high school students under investigation: omission,addition,misformation and misordering,among which misformation errors have the highest frequency;(2)The reasons accounting for students’ subject-verb agreement errors in English in junior high school is closely related to the factors such as the negative transfer of the native language,overgeneralization,incomplete application of rules,false concepts hypothesized and students’ psychological conditions.Based on the results of the study,this thesis puts forward the following suggestions for the subject-verb agreement grammar teaching in junior high school.Firstly,teachers should have a positive attitude toward students’ errors and distinguish their grammar errors.Secondly,teachers should use proper error correction strategies so as to protect students’ self-esteem and enthusiasm in class.What’s more,teachers need to strengthen the input of background knowledge and help students to reduce the impact of negative transfer.Lastly,teachers should focus on consolidating students’ grammar knowledge by introducing them to key grammatical concepts and by providing them sufficient drilling in grammar.This study will enrich the study related to error analysis and shed some light on the grammar teaching,subject-verb agreement teaching in particular,in junior high schools. |
