INTRODUCTION
Rationale
Language is a vital and unique aspect of each nation, serving as a reflection of its culture When learning a foreign language, it is crucial for students to develop four key skills: listening, speaking, reading, and writing Mastering these skills enables effective communication in the new language Among these, speaking often presents the greatest challenge for learners, requiring significant time and practice Overcoming difficulties in speaking is essential for students, as it unlocks a deeper understanding and appreciation of the language.
Learning English can be challenging due to its complex grammar Many learners mistakenly believe that mastering grammar structures equates to effective speaking skills However, when they attempt to speak, they often encounter difficulties and may not recognize grammatical errors in their speech To address these issues, a study titled “Grammatical Errors Made by English Major Students at Hai Phong Private University When Speaking English and the Solutions” aims to identify common grammatical mistakes and provide corrective strategies for learners.
Aims of the study
Providing learners an overview of English sentences and some parts of speech in English sentences (particularly Subject and Verb)
Analyzing most common grammatical errors in English sentences during speaking related to Subject and Verb
Giving some causes and suggested solutions to overcome these mistakes, to help English major students in HPU with promoting and enhancing English speaking skill.
Methods of the study
A survey was conducted among first and second-year English major students at HPU to investigate grammatical errors in spoken English and potential solutions The study utilized a carefully designed questionnaire as the primary data collection tool, enabling effective data gathering and analysis.
_ Consulting several ideas with supervisor
_ Gathering information through reference books and related Websites.
Scope of the study
Mistakes in communication are an inevitable part of the language learning process, particularly when learning English It is essential to examine these errors to understand their causes and how to correct them Common types of errors include lexical, grammatical, pronunciation, and written mistakes Due to my limited knowledge and experience, I will focus on a select few of these error types.
3 the grammatical mistakes related to Subject and Verb are covered in this graduation paper.
Design of the study
The study consists of three parts: Introduction, Development, Conclusion
_ Part I: Introduction on showing reasons to choose the study, aims, methods, scope and design of the study
_ Part II: The main part of the study: including four chapters
Chapter I: The theoretical background of English sentences
Chapter II: Common grammatical errors related to Subject and Verb in sentence
Chapter III: Data collection and analysis
I Comment on the interview and survey questionnaires
II Data collection and analysis III Main findings
Chapter IV: Some suggested solutions
_ Part III: Summarize and make a conclusion to the main points which have been explored in the study, propose recommendations to develop the effectiveness of teaching and learning English
THEORETICAL BACKGROUND
Understanding speaking skill
Speaking is a complex productive skill that goes beyond merely pronouncing words It encompasses various elements that contribute to effective oral communication, highlighting its intricacies and the need for mastery in this essential language skill.
There are three kinds of speaking situations in which we find ourselves: _ Interactive,
Speaking in a second language is a vital communication skill that has been emphasized throughout the history of language teaching It deserves equal attention as literary skills in both first and second languages Learners must develop confidence in speaking to effectively manage basic transactions, as this skill is often the primary criterion by which they are evaluated and plays a crucial role in forming social connections.
According to Oxford Advanced Learner‘s Dictionary (2005), ―speaking is the activity of using voice to say something‖
Speaking, as stated by Chaney & Burd (1998) is ―the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts‖
―Speaking is an interactive process of constructing meaning that involves producing and processing information‖ (Brown 1994; Burn & Joyce
Sentence definitions
Sentences have been fundamental to our communication throughout our lives, serving as the building blocks of both spoken and written language While there are various definitions of a sentence, we favor a traditional grammar-based approach to understanding its structure and function.
A sentence is the largest grammatical unit that conveys a complete thought or idea, characterized by a specific grammatical structure, which includes one finite verb and one subject Essentially, it serves as a unit of speech that communicates a relatively complete idea with a particular intonation Each sentence reflects the speaker's perspective on the relationship between the statement and reality.
(https://en.wikipedia.org/wiki/Clause)
A sentence is composed of five essential elements: subject (S), verb (V), complement (C), object (O), and adverbial (A) For example, in the sentence "John carefully searched the room," each element plays a crucial role in conveying meaning Understanding these components is vital for grasping sentence structure and enhancing writing skills.
The girl is now a student at a large university
The subject of a sentence is identified through its syntactic features, including position, concord, pronominalization, and reflection in tag questions Semantically, nearly all participant roles can be linked to the subject, which can be expressed using various groups and clauses.
The term "subject," as defined by the Oxford Advanced Learner's Dictionary, refers to the word or words in a sentence that identify who or what performs or experiences the action described by the verb, or the word or words about which something is stated in the sentence.
Ex: I am keeping most of my money in the blank
They are placing the blame on us
The kettle is now on the store
The subject of a sentence is commonly understood as the element that defines its topic, essentially representing what the sentence is "about" and serving as its starting point While traditional definitions focus on the syntactic aspect, it is crucial to also consider the semantic implications of the subject within the sentence structure.
Subject can be expressed by a wide variety of groups and clauses but it‘s usually a noun or a pronoun
Subjects determine number (singular or plural) and person concord with the verb Concord is manifested only in those verb forms which show inflectional contrast:
Ex: The librarian/ he/ she has checked the book
The librarians/ I/ you/ we/ they have checked the book
Verb is word or phrase indicating an action, an event or a state, or a condition of the subject such as bring, do, eat, play, sleep, etc
He eats two sweet cakes
According to Quirk (2010), verbs can be categorized into three main types based on their function in a verb phrase: full verbs (or lexical verbs) like "leave," primary verbs (such as "be," "have," and "do"), and modal auxiliary verbs (including "will," "might," and "can") Full verbs serve exclusively as main verbs, while primary verbs can function as both main and auxiliary verbs.
Primary verb: have, do, be:
Form: have, has, had do, does, did be, am , is, are, was, were, been, being
Modal auxiliary verb: can, could, may, might, must, shall, should, will, would, ought to
In addition to this, some verbs (variously termed marginal modals, semi-auxiliaries, etc) have a status intermediate between that of main verbs and that of auxiliaries
The semantic definition of meaning-based criteria can be misleading, as nouns derived from verbs through zero derivation (such as strike, kick, and throw) retain their action-oriented essence Similar to nouns, verbs in English have a limited capacity for inflectional endings, which affects their grammatical forms.
_ Base form (we symbolize verbs with this inflection as V)
_ -S form : Third person singular present tense (we symbolize verbs with this inflection as Vs)
Ex: Ann plays that game very well
_ Past tense (we symbolize verbs with this inflection as V-ed)
Ex: Ann played that game last night
_ Present participle form (we symbolize verbs with this inflection as V-ing) Ex: Ann is playing that game now
_ Past participle form (we symbolize verbs with this inflection as V-en) Ex: Ann has played that game since 2010
The V-ing form, often referred to as the progressive, is commonly used to create progressive verb structures, such as "is playing." However, V-ing also appears in gerund constructions It's important to note that only the progressive use of V-ing is considered an inflection.
Also, V-en has been called the past participle form of the verb However, V-en can function as the head of the verb phrase
The ability to accept these inflections is sufficient to qualify a word as a verb in English However, because of both zero derivation and identical
To accurately determine the spelling of certain derivational endings, it is essential to verify that a word functions as a verb within its specific sentence context A word qualifies as a verb if it concludes with a verb inflection.
We must distinguish between main verbs and auxiliary verbs The main verbs can appear themselves in a verb phrase; an auxiliary verb regularly appears only preceding a main verb.
What is concord?
Concord, or agreement, refers to the relationship between two grammatical units where one exhibits a specific feature that aligns with a corresponding feature in the other This concept is essential for understanding grammatical structure and coherence in language.
Ex: Economics has become an increasingly popular course at university
I know what is on your mind
There are five kinds of concord: subject – verb concord, subject – object concord, subject – subject complement and object – object complement concord, distributive concord, and pronoun concord.
Significance of grammar in speaking English
If individuals use language according to their personal preferences, it will lead to excessive variations, resulting in ambiguity and vagueness This could cause miscommunications and communication issues, as no single language would serve as a universal standard.
Effective communication relies on the proper construction of sentences; if the language is unclear, the intended message may be lost Incorrect word choices or punctuation can significantly alter the meaning, leading to misunderstandings The primary goal of grammar is to convey thoughts and ideas effectively If your message is not understood, the essence of communication is compromised For instance, using a dictionary to speak in a foreign language might yield correct words, but poor sentence structure could result in confusion or even perilous situations.
A well-structured piece of writing, whether prose or poetry, captures attention and engages readers Without proper grammar, communication can falter, leading to disinterest from the audience To maintain a smooth and engaging flow in language, it is essential to adhere to grammatical rules When grammar is neglected, the effectiveness of communication diminishes, as the recipient may lose interest in the message being conveyed.
In business communication, it is crucial that language is devoid of grammatical errors, as the success of negotiations and collaborative efforts hinges on the accuracy of documents and discussions Even minor mistakes in data transfer, a hint of pressure in requests, or any semblance of disrespect can undermine correspondence and lead to significant losses for both individuals and organizations Such errors are unfortunately common and can have serious repercussions.
COMMON GRAMMATICAL ERRORS RELATED TO
Mistakes in combination between Subject and Verb
1 Subject is not defined clearly
In English grammar, subjects often appear as noun phrases, such as "a flock of birds" or "a bunch of bananas," leading learners to mistakenly identify "birds" or "bananas" as the subjects of the sentence Additionally, nouns that lack clear number indicators, like "license" or "memoranda," can also create confusion in determining the correct verb form.
Incorrect: A flock of birds are flying in the sky
(The subject of this sentence – A flock of birds – is singular, so the Verb must be singular)
Correct: A flock of birds is flying in the sky
Incorrect: The memoranda is not important
Correct: The memoranda are not important
Some examples: The study of languages is very interesting
Serveral theories on this subject have been proposed The view of these disciplines varies from time to time The danger of forest fires is not to be taken lightly
Some words like that: flock of birds/ sheep, school of fish, herd of cattle, pride of lions, pack of dogs
To accurately identify the Subject in a sentence, learners must pay close attention to the number of Nouns functioning as the Subject This understanding will guide them in determining whether the Verb should be singular or plural.
(http://2012books.lardbucket.org/books.html)
2 Elements standing between subject and Verb
In both spoken and written English, it's crucial to use sentences with elements positioned between the subject and verb with care Learners often make the mistake of combining these elements with the main subject, mistakenly treating the entire phrase as the subject of the sentence.
Ex: She, as well as us, feels sad when he leaves
In this sentence, the subject "She" is singular, necessitating a singular verb The phrase "as well as" serves merely as a modifier for the subject and does not function as the subject of the sentence.
Incorrect: Miss Ann, together with some friends are having a big party
Correct: Miss Ann, together with some friends is having a big party Some words like that: together with, along with, as well as, accompanied by
Ex: Mary, along with her manager and some friends, is going to a party tonight
Mr Robbins, accompanied by her wife and children, is arriving tonight
(http://2012books.lardbucket.org/books.html)
To address this type of error, it's essential to recognize that elements placed between the subject and verb serve merely as additional information to clarify the main subject Therefore, focus primarily on the main subject while disregarding these intervening elements.
Incorrect: His father, as well as his mother and his brother, like listening to the music
Correct: His father, as well as his mother and his brother, likes listening to the music
3 Elements of subject are connected to each other by the conjunction
When two nouns or pronouns serve as the subject of a verb and are linked by the conjunction "or," the noun or pronoun closest to the verb determines its form.
Ex: You or he is to feed the cat
Incorrect: We or John are certain to be punished
Correct: We or John is certain to be punished
(http://2012books.lardbucket.org/books.html)
The principal of this circumstance lies on the conjunction ―or‖ It splits sentence into two clauses:
Ex: You or he is to feed the cat can be paraphrased: “You are to feed the cat or he is to feed the cat”
Therefore, learners should rewrite the sentence in full form if they could not be confident about their choice of Verb
Incorrect: Jimmy or you is to see them off at the airport
Correct: Jimmy or you are to see them off at the airport
4 Indefinite Pronouns any + singular noun no + singular noun some + singular noun anybody anyone anything nobody no one nothing somebody someone something every + singular noun everybody everyone everything each either neither
Ex: Everybody who wants to buy a ticket should be in this line
Something is in my eye
Anybody who has lost his ticket should report to the desk
Neither of his pens is able to be used
If either of you takes a vacation now, we will not be able to finish the work
No problem is harder than this one
Nobody works harder than John does
―None‖ and ―No‖ are both used with singular and plural Nouns
None of the + non-count noun + singular verb
None of the + plural count noun + plural verb
Ex: None of the counterfeit money has been found
None of the students have finished the exam yet
No + {singular noun / non-count noun} + singular verb
No + plural noun + plural verb
Ex: No example is relevant to this case
No examples are relevant to this case
(Angela Downing and Philip Locke, 2006)
6 V-ing is used as Subjects
When V-ing is used as Subjects, verbs in the sentences must be 3 rd person singular Verbs
Ex: Knowing her has made him what he is
Not studying has caused him many problems
Washing with special cream is recommended for scalp infection
Being cordial is one of his greatest assets
Writing many letters makes her happy
7 Collective Noun and definition of “collective”
A collective noun refers to a group of two or more individuals, objects, or concepts Typically treated as a singular noun, it necessitates the use of a singular verb form.
Ex: The committee has had a meeting and it has rejected the proposal
However, sometimes, the collective Noun refers to the plural and in this case the Verb must be plural
Ex: The club are discussing the tasks
Following is the mistake in using collective Noun
Incorrect: The jury are giving their verdict now
Correct: The jury is giving its verdict now
There are some Nouns refer to a group or organization In fact, they are singular Nouns Therefore, pronouns or verbs after them will be 3 rd person singular
Congress family group committee class
Organization team army club crowd
Government jury majority minority public
Ex: The committee has met, and it has rejected the proposal
The family was elated by the news
The crowd was wild with excitement
Congress has initiated a new plan to combat inflation
The organization has lot many members this year
Our team is going to win the game
However we should remember some complicated cases that:
The majority of the + plural noun + plural verb
Ex: The majority believes that we are in no danger
The majority of the students believe him to be innocent
Collective nouns representing time, money, and measurement are treated as singular when referring to them as a unit Consequently, the verbs and pronouns that follow these nouns should be in the third person singular form.
Ex: Twenty-five dollars is too much for the meal
Fifty minutes isn‘t enough time to finish this test
Twenty dollars is all I can afford to pay for that radio
Two miles is too much to run in one day
If above Subjects refer to the whole collection, the Verb is singular However, if they refer to the member of the collection, the Verb is plural
The key point to understand is that when the subject is a collective noun, the verb can be either singular or plural Thus, the choice of verb form is determined by the presence of the collective noun in the sentence.
8 “A number of” and “The number of”
A number of + plural noun + plural verb
Ex: A number of students are going to the class picnic
A number of applicants have already been interviewed
The number of + plural noun + singular verb…
Ex: The number of days in a week is seven
The number of residents who have been questioned on this matter is quite small
9 “There is” and “There are”
When we use sentence with ―there is‖ and ―there are‖ we often refer to the order like that:
Ex: There are books in the bag
However, the above order is reversely used, not in natural order:
Ex: Books are there in the bag
So, it makes learners distracted in recognizing the Subject
Here is the similar case:
Incorrect: There is a few errors in this paragraph
Correct: There are a few errors in this paragraph
Some structures related to ―There is‖: there is certain/ sure/ likely/ bound to be
Ex: There is sure to be trouble when she gets his letter
Do you think there is likely to be snow
To ensure proper subject/verb agreement, learners should first identify the subject of the verb and then adjust the verb accordingly It's important not to be misled by intervening words that may appear between the subject and the verb.
Common mistakes in tense usage
The term ―tense‖ simply indicates the time Therefore, we form a relationship in time in utterance or speech by using the correct tense of Verb
According to Quirk (2010), English has two primary tenses—present and past—which are intricately linked to four aspects that describe how actions are performed: simple, progressive, perfective, and perfective progressive.
Aspect/ tense Simple Progressive Perfect Perfect
Present V, Vs am, is, are + Ving have/ has + Ved2 have/ has + been+ Ved2
Past Ved1 was/ were + Ving had + Ved2 had been + Ved2
English does not have a distinct future tense like it does for present and past tenses Instead, future time can be expressed through various methods, including modal auxiliaries, semi-auxiliaries, simple present forms, or progressive forms The concepts of futurity, modality, and aspect are interconnected in conveying future time.
Shift in tense occurs when learners combine two or more tenses which are not synchronic in a sentence
Incorrect: She promised she will not tell anyone my secret
Correct: She promised she would not tell anyone my secret
Unless required by context, learners should be consistent in using tense or combining tenses in a sentence, avoid making mistake by shifting tense
The general truth is an event happening in the past or in the present and in great possibility will happen in the future
Ex: The sun rises at the East
The general truth often causes difficulties to a sentence in the past tense because learners tend to use the past tense to express the general truth in this case
Incorrect: Last week, our clearyman reminded us that living the upright life was a discipline
Correct: Last week, our clearyman reminded us that living the upright life is a discipline
The general truth often remains for a long time, so that it always requires the verb in the present tense
Incorrect: Professor Jacques told us yesterday that iodine was effective in removing silver nitrate stains
Correct: Professor Jacques told us yesterday that iodine is effective in removing silver nitrate stains
3 Mistakes between the present perfect tense and the simple past tense
Present Perfect Simple Past Simple
Unfinished actions that started in the past and continue to the present:
I 've known Julie for ten years (and I still know her)
I knew Julie for ten years (but then she moved away and we lost touch)
A finished action in someone's life
(when the person is still alive: life experience):
My brother has been to
A finished action in someone's life (when the person is dead):
My great-grandmother went to Mexico three times
A finished action with a result in the present:
I 've lost my keys! (The result is that I can't get into my house now)
A finished action with no result in the present:
I lost my keys yesterday It was terrible! (Now there is no result I got new keys yesterday)
With an unfinished time word (this week, this month, today):
I 've seen John this week
With a finished time word (last week, last month, yesterday):
(http://www.perfect-english-grammar.com)
The past simple tense is used for events or actions that occurred in the past with no relevance to the present, while the present perfect tense describes actions that began in the past and continue into the present, or those that are completed but still relate to the present It is important to note that the present perfect tense cannot be used with specific time expressions that indicate a finished time.
Ex (NOT): I've been to the museum yesterday
I have already seen that movie
Most has just finished his homework
The value of the Johnsons‘ house has doubled in the last four years
The mistakes occurs when learners use the simple past tense in the sentence which requires the present perfect tense
Incorrect: I did not drink any coffee so far today
Correct: I have not drunk any coffee so far today
Learners must differentiate between the present perfect tense and the simple past tense, as each tense has specific indicators The present perfect tense is often accompanied by time adverbs such as "just," "already," "yet," "for," and "since." In contrast, the simple past tense is typically signaled by words like "yesterday" and "last" (week/month/year, etc.).
Common mistakes in voice usage
Inappropriate passive or active voice
The choice between active and passive voice is not a matter of grammatical correctness, but rather a matter of appropriateness in context While the passive voice can effectively obscure the actor in a sentence, making it suitable for scientific and business writing, the active voice is generally preferred for clearer communication in most situations.
Incorrect: I poured the solution into the beaker
(The active voice would be inappropriate here if this is part of a lab report In science writing, the person performing an experiment should be irrelevant to the process.)
Correct: The solution was poured into the beaker
(Using the passive voice, the "I" can be removed from the sentence.)
Incorrect: Native Americans were repeatedly pushed further west
(Removing the actor from this sentence is inappropriate because it is important here to know who caused this action to occur )
Correct: European settlers repeatedly pushed Native Americans further west
(Using the active voice makes it clear who caused the action.)
(http://wac.gsu.edu/49577.html)
An author may write a sentence in one of two "voices"—active or passive Theactive voice emphasizes theperformer(or agent) of the action:
Ex: Wind disperses plant seeds
Smith et al investigated the relationship
We have analyzed the results
The active voice is direct (performer–verb–receiver), vigorous, clear, and concise The reader knows who is responsible for the action
The passive voice, in contrast, emphasizes the receiver (or product) of the action:
Ex: Plant seeds are dispersed [by wind]
The relationship was investigated [by Smith et al]
The results have been analyzed [by us]
The passive voice, characterized by the structure receiver–verb–performer, can often come across as weak, awkward, and overly wordy It typically involves a form of the verb "to be" followed by a past participle, such as "dispersed" or "investigated," along with a "by" phrase When this "by" phrase is omitted, resulting in a truncated passive, the reader may be left unaware of who or what is responsible for the action.
A particularly awkward and ambiguous form of the passive voice occurs when an author uses it as the receiver rather than the first-person pronouns I or we:
Ex: It is concluded that the treatment is effective
These types of passive-voice sentences are a form of hedging
Incorrect: The jockeys were exercising their horses; the troughs were being filled by the grooms; and the stable boys were laying out the hardnesses
Correct: The jockeys were exercising their horses; the grooms were filling the troughs; and the stable boys were laying out the hardnesses
In passive voice sentences, the object of an active voice sentence is transformed into the subject This means that for a sentence to be in passive voice, it must contain transitive verbs—verbs that can take an object.
Passive voice can be used in three situations:
_ When you don‘t know who did something For example,
Ex: My handbag was stolen
_ When the action is more important than who did it
Ex: John was just promoted at work
_ When you want to avoid blaming someone
Ex: The outstanding payment hasn‘t yet been paid
In other cases, it‘s better to use active voice There are two benefits to this:
_ Learners‘ speeches will be more energetic and engaging
_ Learner can avoid making grammar mistakes like those above
Recognizing the parts of speech in sentences enables learners to effectively address issues like subject-verb agreement and sentence fragments Additionally, improving accuracy and fluency in English usage empowers learners to become proficient in the language.
Learning a new language can be challenging, especially when it comes to grammar, which many learners find tedious and complex The intricate rules and structures often lead to confusion However, mastering grammar is essential for clear and systematic communication, as it prevents ambiguity and ensures accurate interpretation of language.
In addition to vocabulary, a strong grasp of grammar is essential for students to comprehend sentence structure and the correct arrangement of words, which is crucial for conveying accurate meaning Insufficient grammar knowledge can lead to confusion with complex expressions Conversely, a solid foundation in grammar enables students to enhance their four language skills with greater ease.
In speaking, producing comprehensible meaningful sentences and utterances, and relating them depend to a large extent on grammar
Good grammar equips learners with essential language components and standard rules, enhancing their ability to communicate effectively in various contexts.
DATA COLLECTION AND ANALYSIS
Data collection and analysis
Chapter IV: Some suggested solutions
_ Part III: Summarize and make a conclusion to the main points which have been explored in the study, propose recommendations to develop the effectiveness of teaching and learning English.
Main findings
Chapter IV: Some suggested solutions
_ Part III: Summarize and make a conclusion to the main points which have been explored in the study, propose recommendations to develop the effectiveness of teaching and learning English
Speaking is a complex productive skill in the oral mode that goes beyond merely pronouncing words It requires a deeper understanding and mastery of various elements, making it more intricate than it may initially appear.
There are three kinds of speaking situations in which we find ourselves: _ Interactive,
Speaking a second language is a vital communication skill that has played a significant role in language teaching history It deserves equal focus alongside literary skills in both first and second languages Learners must develop confidence in speaking to successfully navigate everyday transactions This skill is often the primary criterion by which learners are evaluated and is crucial for forming social connections.
According to Oxford Advanced Learner‘s Dictionary (2005), ―speaking is the activity of using voice to say something‖
Speaking, as stated by Chaney & Burd (1998) is ―the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts‖
―Speaking is an interactive process of constructing meaning that involves producing and processing information‖ (Brown 1994; Burn & Joyce
Throughout our lives, we have relied on sentences to express our thoughts in both spoken and written forms While there are various definitions of a sentence, we favor a traditional grammar-based approach to understanding this fundamental element of communication.
A sentence is the largest grammatical unit that conveys a complete thought or idea, characterized by a specific grammatical structure, including one finite verb and one subject, along with distinct intonation It serves as a unit of speech that articulates a more or less complete thought, reflecting the speaker's perspective on the relationship of the statement to reality.
(https://en.wikipedia.org/wiki/Clause)
A sentence can be understood as a small unit of language, typically consisting of five key components known as sentence elements These elements include the subject (S), verb (V), complement (C), object (O), and adverbial (A) For example, in the sentence "John carefully searched the room," each element plays a crucial role in conveying meaning and structure.
The girl is now a student at a large university
The subject of a sentence is identified through various syntactic features, including position, concord, pronominalization, and reflection in tag questions Semantically, the subject can encompass nearly all participant roles and can be expressed using diverse groups and clauses.
The term "subject," as defined by the Oxford Advanced Learner's Dictionary, refers to the word or words in a sentence that identify who or what performs or experiences the action described by the verb It also encompasses the word or words in a sentence that serve as the focus of the statement being made.
Ex: I am keeping most of my money in the blank
They are placing the blame on us
The kettle is now on the store
According to "A Comprehensive Grammar of the English Language," the subject of a sentence is defined as the element that indicates what the sentence is about, serving as its point of departure This definition emphasizes the syntactic aspect of the subject, while an alternative perspective focuses on its semantic role within the sentence.
Subject can be expressed by a wide variety of groups and clauses but it‘s usually a noun or a pronoun
Subjects determine number (singular or plural) and person concord with the verb Concord is manifested only in those verb forms which show inflectional contrast:
Ex: The librarian/ he/ she has checked the book
The librarians/ I/ you/ we/ they have checked the book
Verb is word or phrase indicating an action, an event or a state, or a condition of the subject such as bring, do, eat, play, sleep, etc
He eats two sweet cakes
According to Quirk (2010), verbs can be categorized into three main classes based on their functions within a verb phrase These include the open class of full verbs, such as "leave," the closed class of primary verbs, which consist of "be," "have," and "do," and the class of modal auxiliary verbs like "will," "might," and "can." Full verbs exclusively function as main verbs, whereas primary verbs can serve as both main verbs and auxiliary verbs.
Primary verb: have, do, be:
Form: have, has, had do, does, did be, am , is, are, was, were, been, being
Modal auxiliary verb: can, could, may, might, must, shall, should, will, would, ought to
In addition to this, some verbs (variously termed marginal modals, semi-auxiliaries, etc) have a status intermediate between that of main verbs and that of auxiliaries
The semantic definition of meaning-based criteria can be misleading, as nouns derived from verbs through zero derivation, such as "strike," "kick," and "throw," retain their action-oriented meaning Additionally, both nouns and verbs in English have limited capabilities for inflectional endings, with specific inflections applicable to verbs.
_ Base form (we symbolize verbs with this inflection as V)
_ -S form : Third person singular present tense (we symbolize verbs with this inflection as Vs)
Ex: Ann plays that game very well
_ Past tense (we symbolize verbs with this inflection as V-ed)
Ex: Ann played that game last night
_ Present participle form (we symbolize verbs with this inflection as V-ing) Ex: Ann is playing that game now
_ Past participle form (we symbolize verbs with this inflection as V-en) Ex: Ann has played that game since 2010
The V-ing form, commonly referred to as the progressive, is primarily used to create progressive verb structures, such as "is playing." However, it also appears in gerund constructions It's important to note that only the progressive use of the V-ing form is considered an inflection.
Also, V-en has been called the past participle form of the verb However, V-en can function as the head of the verb phrase
The ability to accept these inflections is sufficient to qualify a word as a verb in English However, because of both zero derivation and identical
To accurately identify a verb within a sentence, it is essential to verify that the word in question ends with a verb inflection This confirmation is crucial when dealing with the spelling of certain derivational endings.
We must distinguish between main verbs and auxiliary verbs The main verbs can appear themselves in a verb phrase; an auxiliary verb regularly appears only preceding a main verb
Concord, often referred to as agreement, is defined as the relationship between two grammatical units where one unit reflects a specific feature that aligns with a corresponding feature in the other.
Ex: Economics has become an increasingly popular course at university
I know what is on your mind
There are five kinds of concord: subject – verb concord, subject – object concord, subject – subject complement and object – object complement concord, distributive concord, and pronoun concord
IV Significance of grammar in speaking English
If individuals use language according to their own preferences, it will lead to excessive variations, resulting in ambiguity and vagueness This lack of a universal standard could cause miscommunications and significant communication challenges.
Effective communication relies on clear language; poorly constructed sentences can obscure meaning and lead to misunderstandings Incorrect word choices or punctuation can alter the intended message, undermining the goal of conveying thoughts and ideas If your audience cannot understand you, the essence of communication is lost For instance, attempting to converse in a foreign language using a dictionary may yield correct words, but improper sentence structure can result in humorous or even perilous situations.