Abstract
This study investigates the use of two types of Consciousness-Raising (CR) tasks in learning Subject-Verb Agreement (SVA). The sample consisted of 28 Form 2 students who were divided into two groups. Group 1 was assigned with Grammaticality Judgment (GJ) tasks and Group 2 received Sentence Production (SP) tasks for eight weeks. Learners were given a pretest before the treatment and a posttest once they completed the tasks. They were also required to answer questionnaires and some were interviewed. The findings show the two CR tasks promote SVA learning among students but SP tasks are descriptively better than GJ tasks in terms of gain scores.
Highlights
1.1 Subject-Verb Agreement Problems among MalaysiansGrammar learning has been a persistent challenge to Malaysian students in mastering English. Maros et al (2007) highlight that secondary school students have difficulties in mastering grammar rules despite the earlier exposure to the language in the primary school for six years
The findings show the two CR tasks promote Subject-Verb Agreement (SVA) learning among students but Sentence Production (SP) tasks are descriptively better than Grammaticality Judgment (GJ) tasks in terms of gain scores
The subjects were randomly assigned into two groups, Group 1, which was given Sentence Production (SP) tasks and Group 2 which was assigned with Grammaticality Judgment (GJ) tasks
Summary
1.1 Subject-Verb Agreement Problems among MalaysiansGrammar learning has been a persistent challenge to Malaysian students in mastering English. Maros et al (2007) highlight that secondary school students have difficulties in mastering grammar rules despite the earlier exposure to the language in the primary school for six years. Grammar learning has been a persistent challenge to Malaysian students in mastering English. There are many grammar forms that are difficult for our students to learn. Nor Hashimah et al (2008) identify subject verb agreement, affixes, adverbs, adjectives, plural forms, and copula as the most common mistakes made by students. Wee (2009) states that Subject-Verb Agreement (SVA) poses the most difficulty for Malaysian students. These findings are corroborated by various studies (SitiHamin et al, 2010; Mahanita et al, 2010; Wee et al, 2010; Surina et al, 2009; Saadiyah et al, 2009; Nor Hashimah et al, 2008) done in Malaysia. Grammar is a major problem area faced by students in writing (Mahanita et al, 2010)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
