3. It is therefore our duty to help students move from lexical and intuitive use of the third person S to a more conscious understanding and more systematic use of the underlying systems. If our students make an object/verb agreement error, we should not automatically consider it a slip-up. You may not know the rules, not least because we barely teach them! Before scrolling through the two videos, here are some thoughts. It therefore seems more sensible to avoid the “singular” and the “plural” if one refers to the verb: 5. Errors of subject/verb agreement do not hinder communication, which means that they often remain uncorrected. But the less we correct these mistakes, the less students will think about them. This could result in fossilization, because when it comes to morphology, awareness seems to play a key role in interlingual restructuring. Yes, that`s for sure.
Isn`t it funny that even advanced students always get a fake s/v chord? 2. Curiously, the correct use of the third person S sometimes seems to depend on the verb. In spontaneous communication, students tend to correctly conjugate verbs in phrases like “She likes” and “Sue works,” but rather “She sees,” “It walks” or “Lucy Watches” wrong. Even names that end in S, for some reason, sometimes “dress” the third person S: “Living my parents” is more likely than “they live.” One hypothesis: perhaps some words create a phonetic environment that makes them sound “third-people” than others, which means that students sometimes work lexical/intuitively in choosing the correct form. Hello, thanks for sharing! I`m doing a presentation on verb-theme chords next week, would it be possible if I use parts of the second video? I will make sure that you and your site referenced. But I can fully understand that this is not possible. I found your videos very useful. Thank you very much! If the video is not synced, go back to square one and click Play again.