Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Grammar: Subject-Verb Agreement quizlet
Educational impact of dyslexia on a child ESSay
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Grammar: Subject-Verb Agreement quizlet
Literature review The problems related to subject-verb agreement have been examined by many educators and researchers. For example, one can mention the study carried out by Siti Stapa and Mohd Izahar (2010). In particular, these scholars focus on the errors made by Malaysian ESL learners. Their research indicates that these errors occur primarily due to linguistic differences. One should mention that in some languages, there are no forms that can distinguish the singular and plural forms of the verb. For example, one can speak about such a language as Bahasa Malaysia. Thus, these people can use the singular form of the verb, instead of the plural form. For instance, they can utter the following phrase, “Now, people is not looking for appropriate job but a stable one” (Stapa & Izahar, 2010). These mistakes can significantly impair their written and oral communication. Thus, it is important to consider the differences between two languages. Additionally, there are many students who speak non-standard dialects of English such as Ebonics (Baxter, 2007). Such learners perceive themselves as native speakers; nevertheless, they can also violate the rules of subject-verb agreement. Therefore, their academic writing style can be significantly impaired. Such people need to do corrective exercises in order to overcome this difficulty. This is one of the points that can be made. A researcher notes that the errors related to subject-verb agreement can arise due to some language impairments. For instance, the study by Judith Rispens and Pieter Been (2007) suggests that these errors can occur due to dyslexia. These problems should be mitigated during childhood or adolescence; otherwise, these deficiencies can result in significant challeng... ... middle of paper ... ...the phrase is a pair of glasses, trousers, scissors the number becomes singular. Collective nouns like media, team, can be both plural and singular. Besides, the names of disciplines such as physics or mathematics are singular. The researcher will research how this problem is treated by the speakers and writers who have Arabic languages as their native language. The purpose of this research is to find out what type of difficulties do students in Saudi collages have in the field of subject-verb agreement in their sentences. Besides, the research is designed to identify if being a native speaker of Arabic language and earning English as a foreign language adds some precise details to this subject. Sometimes, some mistakes are more distinctive than others and some problems are related to the way of thinking that Arabic native speakers have due to their native language.
Canada has been known as a peaceful country throughout the years. Its modest image has kept them from being attacked by terrorist. In Robert W. Murray and John McCoy article, “From Middle Power to Peace Builder: The Use of the Canadian Forces in Modern Canadian Foreign Policy,” it talks about how Canada wanted to be established as the peacekeeper between other international powers. Robert W. Murray and John McCoy discusses ideas about a Canadian foreign policy that was created to maintain a middle ground between large and minor powers. Canada did a lot to dedicate itself to ensuring its national security by faithfully participating within many international institutions. McCoy and Murray article discusses about the idea of Canada’s peacekeeping and being the middle man power, and how it was established during their involvement in Afghanistan. In the beginning of the article, it explains Canada’s transformation of foreign policy and how it went from being a middle power force to becoming an active force in the policy of peacebuilding.
Vladek and Anja Spiegelman were survivors of the holocaust. They were both able to brave the harsh conditions of Auschwitz and the other acts of brutality employed by the Nazi regime in World War II. However, they both experienced some losses and acquired mental and physical scars because of their survival that they would carry with them until their respective deaths. Vladek Spiegelman became a frugal hoarder who is quick to distrust people and is generally not a pleasant man to be around. Vladek most likely suffers from post-traumatic stress because of his survival, which is probably what dictates his unpleasant behavior and skepticism. Anja Spiegelman was able to survive too, but at a high mental cost. She eventually ended up committing suicide, most likely in order to escape the horrors that she had faced. Where Vladek and Anja Spiegelman differ is how they were able to survive based on the way they were able to cope with situations and problems by utilizing different strategies, and the way in which they were successful in the end.
In “The Fish” by Elizabeth Bishop, the narrator attempts to understand the relationship between humans and nature and finds herself concluding that they are intertwined due to humans’ underlying need to take away from nature, whether through the act of poetic imagination or through the exploitation and contamination of nature. Bishop’s view of nature changes from one where it is an unknown, mysterious, and fearful presence that is antagonistic, to one that characterizes nature as being resilient when faced against harm and often victimized by people. Mary Oliver’s poem also titled “The Fish” offers a response to Bishop’s idea that people are harming nature, by providing another reason as to why people are harming nature, which is due to how people are unable to view nature as something that exists and goes beyond the purpose of serving human needs and offers a different interpretation of the relationship between man and nature. Oliver believes that nature serves as subsidence for humans, both physically and spiritually. Unlike Bishop who finds peace through understanding her role in nature’s plight and acceptance at the merging between the natural and human worlds, Oliver finds that through the literal act of consuming nature can she obtain a form of empowerment that allows her to become one with nature.
The structure of power in society is a vital part of understanding sociology. The two main theories that differentiate this structure are Mills’ theory of a power elite and Riesman’s contrasting theory of veto groups, or pluralism. Both theories are often found in varying degrees when considering important public decisions, such as the Hoover Redevelopment Plan or the University Village Plan. Generally, one of these theories is more applicable and relevant to certain public decisions and developments depending on the issue. While both of these theories played a part in the Hoover Redevelopment Plan and the University Village Plan, the power elite theory is ultimately more responsible for the institution of these developments.
The theme death has always played a crucial role in literature. Death surrounds us and our everyday life, something that we must adapt and accept. Whether it's on television or newspaper, you'll probably hear about the death of an individual or even a group. Most people have their own ideas and attitude towards it, but many consider this to be a tragic event due to many reasons. For those who suffered greatly from despair, living their life miserably and hopelessly, it could actually be a relief to them. Death affects not only you, but also those around you, while some people may stay unaffected depending on how they perceive it.
What students need is encouragement and an environment where they can grow. If continuously told that they are incorrect they will feel ostracized, and will be afraid to take the steps necessary to improve themselves in reading and writing in standard English. Rather than making students ashamed of their language, we should seek to teach a transition from that language into Standard English.
[The focus learner has a habit of submitting incomplete work assessments, less than 50% completed. He can quickly lose focus and resort to doodling. The baseline data indicated that the focus learner had no knowledge of the verb gustar. By the end of lesson 1 learning segment, the focus learner was able to match the proper pronouns used for specific identification with the appropriate indirect object pronoun, both in verbal and written format. The focus learner satisfied the lesson objectives from lesson 1, mastering the use of the singular gusta evident from the final written assessment. The focus learner when given written assessment was able to demonstrate learning with at above 80% accuracy using scaffold supports. In lesson 2 the learning objectives were similar, but applied to the plural form of the verb gustar. The focus learner was able to, measured by the daily assessment record, satisfy learning objectives with 90% accuracy achievement.]
It is disheartening when the writing of even advances-level second language students often contain many awkward sentences and non-English like patterns. ESL writers face various linguistic challenges as they write, and they should be allowed to navigate through the writings of others to attend to the linguistic features they may need in order to accurately express their thoughts. ESL writing teachers can help students by providing language support, through models and prewriting activities that will encourage students to recognize certain linguistic forms and stock phrased used by native English speaking writers. They support of a writing center is also essential because a writing center not only introduces students to the academic community, but also serves as a forum where students can negotiate meanings and discover correct language forms so that they can then convey them (doi: 10.1002/tej.2). Most districts have implemented such programs to help students learn how to write in English, so they can be able to take the STAAR exam, which is required by the state of Texas in order to graduate High
In the article, “Current Developments in Research on the Teaching of Grammar” by Hossein Nassaji and Sandra Fotos two main issues had been discussed. The first one is whether grammar teaching make any differences to language learning where the questions raised are whether grammar should be taught or not. The second issue is what kinds of grammar teaching have been suggested to facilitate second language learning. If grammar should be taught, how much and should it be implicit or explicit grammar teaching? Lastly, the article discussed on the current approaches to grammar teaching in which formal instruction can be integrated with communicative activities which are processing instruction, interactional feedback, textual enhancement, task-based
Taking into account the students’ background, I developed this lesson to help them comprehend the targeted grammatical features (gerunds and infinitives) and make them able to use those features in communication with others. The students, as mentioned in the lesson plan, take this class in the evening, which means that they most likely work during the day and probably need to communicate using the language in their work settings. Therefore, it is important to give as many opportunities as possible for the students to use the targeted features in interactive activities, such as interviews and group works. I expect these activities to not only promote negotiation of meaning that is useful for language learning (Long, 1996), but also push them to produce comprehensible output, which also facilitates learning (Swain, 1993).
On the other hand, teachers prefer using L1 for a more effective approach to teaching grammar and checking students’ understanding. Macaro (1997) commented that teachers often lack enthusiasm in using the target language for grammar explanation. Many students have difficulty in learning grammar, especially for those whose L1 system is entirely different from the TL. L1 can be more efficient, particularly when a teacher wants to discuss the learning contract with students, or tries to explore the needs of his/her students, especially those in the lower level (Harmer, 2007). Evidence provided by Harmer (2007) also indicates that the classroom environment can be enhanced through the use of L1 to establish a positive social relationship with students, which ultimately leads to a more effective teaching process.
The ability to test a student’s language skills is essential to have as a teacher. Over the years, classrooms have become much more diverse with a wide variety of impairments being presented on a daily basis. Often, these disabilities contain a language impairment that appears as a side effect of the main disability. Unfortunately, assessing language is not as easy as one may think because it is not clearly defined and understood. Kuder (2008) writes that “…language is not a unitary phenomenon- it is ‘multidimensional, complex, and dynamic; it involves many interrelated processes and abilities; and it changes from situation to situation” (pg. 274). Language also develops at different times for different individuals, thus making language assessment an even harder task for test administrators to grade and evaluate. In order to further understand the language impairment that students present, teachers need to be aware of appropriate language tests that could be administered. In order to assure that the best language test is being issued to a student, several various tests exist to choose from. To test a student’s overall language capability, a comprehensive language test, such as the Comprehensive Assessment of Spoken Language (CASL) or the Oral and Written Language Scales (OWLS), could be administered. If a teacher wanted to test a specific language skill such as pragmatics, phonology, syntax, or semantics, the teacher would need to find the best test for the student’s unique situation.
...006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.
Therefore, the overall aims of this paper are to find out how far the Indonesian English (Indolish) expressions are understood by the Indonesian and non-Indonesian people. The detailed investigation covers three main areas: 1). The difference between the Indonesian English variety (Indolish) and the standard English and the causes of the difference; 2) The Indonesian and non-Indonesian students’ level of understanding regarding the expressions written in the Indonesian English variety (Indolish); and 3). The easiest and the most difficult expressions for Indonesian students and non-Indonesian students and the possible causes as well as the role of the contexts. The implication of the purpose is to find out the way to help the society in increasing
People live in the world of communication. According to the Oxford Dictionary of Current English (Moore, 1997), communication is defined as, “The activity or process of expressing ideas and feelings or of giving people information”. The significance of communication can be found within the context of a human existing as a social being. As a human being manages his or her life in the course of the interaction between other members of the entire society, communication is inevitable. Communication occurs through the medium of a language and it is presented in two different forms which are written and spoken (Brown & Yule, 1983: 1-10). The importance of spoken performance of a language is becoming more prominent over the written performance capability. It is because the ability to speak a language reflects a person’s personality, self image, knowledge of the world, ability to reason, skill to express thoughts in real-time (Luoma, 2004: ix). These days, due to the global trend of internationalisation, the ability to communicate in English is needed as an essential skill. Whenever the international exchange happens, the use of spoken English entails. However, it is not always an easy task for people who use English as a second language to be able to speak to the level of a native speaker. They have to perfectly understand the sound system of English, have almost instant access to proper vocabulary and be able to place words together intelligibly without hesitation. Moreover, they also have to perceive what is being said to them and need to be able to respond appropriately to acquire amiable relations or to accomplish their communicative goals (Luoma, 2004: ix). Therefore, non-native English speakers encounter these barriers and they are subject to make mistakes often. In relation to this matter, this essay argues that there are socio-cultural factors as well as linguistic factors that affect non-native speakers’ communication in English. It provides analysis of several different situations when the use of spoken English has generated miscommunication problems in regards to author’s personal experience.