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Chapter II
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Concord
CHAPTER II
CONCORD
2.1. General
Definition
Concord-(of words in a phrase) the fact of having the same number, gender or
person (syn) agreement.
[Oxford Advanced Learner‘s Dictionary of Current English. A S Hornby, Eighth
edition, 2010.]
In English ‗number‘ is a feature associated with nouns, demonstratives personal
pronouns and verbs. Nouns have singular or plural number and verb in the 3rd person vary
for singular and plural in order to have agreement with the subject noun.
2.2. Finite Verb
A verb indicates the action done by the subject or the state of being of the subject.
Eg.
1. He has completed the works (action).
2. Radha is an intelligent girl. (state)
In every sentence, we find a verb phrase. A verb phrase may have a single word or
more words. Eg.
i.
The sun rises in the east.
ii.
He has ordered tea for us.
iii.
She has been teaching English since 1965.
iv.
She will have been typing when I meet her at 10 a.m.
Verbs
main verb auxiliary verb
Main verb
simple present tense sing
Basic forms
Simple past tense sang
Present participle singing
Past participle sung
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2.2.1. Structure:
The verb phrase in any sentence is constituted by using only the main verb form
or one of the basic forms of the main verb and the primary auxiliaries or modal
auxiliaries or both the primary auxiliaries and the modal auxiliaries. Eg:
i.
I teach English.
1
(1-main verb)
ii. I am teaching English now.
1
2
(1-Primary auxiliary, 2- Main verb)
iii. I will have been teaching English.
1
2
3
4
(1-Modal auxiliary, 2-Primary auxiliary, 3-Primary auxiliary, 4-Main verb)
Every verb phrase has a particular structure acceptable according to standard
written English.
2.2.2. Subject Verb Concord (Agreement)
The verb must agree with its subject in number and person. In other words, the
verb must be of the same number and person as the subject.
Rule 1. When two subjects are joined by ‗and‘ the verb is plural.
Eg.
My friend and father are in India.
Rule 2.
When two singular nouns joined by and refer to the same person or thing, the verb
is singular.
Eg.
The secretary and treasurer has been arrested.
Article ‗The‘ is used only once when the two nouns refer to the same person or thing.
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Rule 3.
If two different singular nouns express one idea, the verb should be in the singular
form.
i. Bread and milk is good for breakfast.
ii. Rice and curry is my favourite dish.
Rule 4.
When two singular subjects are practically synonymous, the verb should be in the
singular form.
i.
The law and order situation in the State is under control.
ii.
His power and influence is on the decline.
Rule 5.
If two singular subjects (combined by and) are preceded by each or every, the
verb should be in the singular.
i. Every boy and girl was present in the class yesterday.
ii. Every man and woman has the right to express his / her view.
Rule 6.
Many words indicating a number of people or animals are singular. The following
nouns are usually singular. In some cases, they are plural if the sentence indicates that the
individual members are acting separately.
Congress
family
group
Committee
class
organization
Team
army
club
Crowd
government
jury
Minority
public
Examples of collective nouns:i.
The committee has met, and it has accepted the proposal.
ii.
The family was happy at the news.
iii.
Our team is certain to win the match.
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Some collective nouns are used in plural: Eg:
i.
The Committee have arrived by different trains.
ii.
The family were fighting over inheritance.
Rule 7.
Majority can be singular or plural. If it is alone, it is usually singular, if it is
followed by a plural noun, it is usually plural.
i.
The majority believes that the country can progress.
ii.
The majority of the lecturers believe that the student has not copied in
the examination.
Rule 8.
A number of / the number of – Two structures:i.
A number of + plural noun + plural verb
ii.
The number of + plural noun + singular verb
i.
A number of students are going to the class picnic.
ii.
The number of days in a week is seven.
Eg:
Rule 9.
In sports, while referring to the players, the name of the country is followed by
plural verb.
Eg: England has won the world cup.
Rule 10.
When the world ‗enemy‘ is used in the sense ―armed forces‖ of a nation with
which one‘s country is at war, we have to use the plural verb.
Eg: The enemy was forced to retreat.
Separate tasks were given to the higher secondary level school students to identify
the problems in English concord experienced by them. Further the informants are
categorized on their background (from which they hail) as rural/urban and further as first
generation learners and others. Data for this study were collected from the students giving
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them a questionnaire comprising of various tasks such as fill in the blanks, choose the
correct answer, mark true or false, etc. The errors committed by the informants are
analyzed quantitatively and qualitatively in the following passages.
Analysis of the answers by the informants
Exercise I
Question given:
1. The District Magistrate and Collector ……… on leave today.
(Fill in the blank with appropriate be form of the verb)
Expected answer:
The District Magistrate and Collector is on leave today.
Sample Answers from the Informants:
1. The District Magistrate and Collector are on leave today.
2. The District Magistrate and Collector were on leave today.
3. The District Magistrate and Collector will be on leave today.
Table I. Students’ responses
Percentage of students
Students
answers
Rural background
Urban background
1st generation
learners
2nd generation
learners
1st generation
learners
2nd generation
learners
Is
8
4
3.5
0.5
Are
8
4
3.5
0.5
Were
10
5.5
2.5
1
Shall
15.5
6.5
10.5
6.5
Miscellaneous
5
3.5
1.5
0
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Comment
From the above Table I it is found that more number of students have written
incorrect answers. Only 32% of the informants were able to write the expected answer
is/was.
58% of the informants have written the plural forms of the verb for a singular
form. The answers given by the students reveal that they are not very clear about subject
– verb concord. 19% of the students have written were and 39% of them have written are.
The reason for the errors might be that they would have been carried away by the rule
that ―subjects joined by and usually take plural verbs‖. Out of the 10% of the informants
miscellaneous errors, 2% of them wrote have been, are been, are being, were being in the
space. These answers reveal that they do not know the ‗be‘ forms of the verb. Though
are, being, been, were, are basically derived from ‗be‘, they are not properly used in the
sentence. The ‗be‘ form of the verb are does not go with been, been follows the have
form of the verb alone.
Comments
The above table clearly shows the level of understanding of the various
hypothesis involved in verb concord. Further, we can see some variation in the % of
answers given by the urban background informants and the rural background informants
at the same time the first generation informants and others.
Question given:
2. Not only Harish, but also ………….. brothers were arrested .
(Fill in the blank with appropriate verb)
Expected answer:
Not only Harish, but also his brothers were arrested.
Sample Answers from the Informants:
1. Not only Harish, but also their brothers were arrested.
2. Not only Harish, but also Harishs‘ brothers were arrested.
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Table II. Students’ responses
Percentage of students
Students
answers
Rural background
Urban background
1st generation
learners
2nd generation
learners
1st generation
learners
2nd generation
learners
His
12
10
7.5
2.5
Were
23.5
12.5
12
10
Their
2.5
1.5
1.5
0.5
Miscellaneous
1.5
1.5
1
0
Comment
From the above Table II, it is found that more number of students have written the
incorrect answers. Only 32% of the informants were able to write the expected answer
‗his‘. 58% of the informants have written the plural form of the verb for the singular
form. Further, we can see some variation in the % of answers given by the urban
background informants and the rural background informants at the same time the first
generation informants and others.
The answers given by the students reveal that they are not very clear about subject –
verb concord. 10% of the informants have written the action part of the verb like get & take.
The reason for the errors might be that they would have been carried away by the
rule that ―subjects joined by and usually take plural verbs‖. Rather than remembering the
Rule that states: ―If two singular subjects (combined by and) are preceded by each or
every, the verb should be in the singular.
Question given:
3. Either the Chief Minister or the Cabinet Ministers __________ responsible for
this problem.
Expected Answer:
Either the Chief Minister or the Cabinet Ministers are responsible for this problem.
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Sample Answers from the Informants:
1. Either the Chief Minister or the Cabinet Ministers is_ responsible for this
problem.
2. Either the Chief Minister or the Cabinet Ministers _were_ responsible for
this problem.
An important Rule of verb – subject agreement states that ―when the subjects
joined by ‗either – or‘ or ‗neither-nor‘ are of different persons, the verb will agree in
person and number with the noun nearest to the verb‖.
A statistical analysis of the types of students‘ responses in this regard is stated in
the table.
Table III. Students’ responses
Percentage of students
Students
answers
Rural background
Urban background
1st generation
learners
2nd generation
learners
1st generation
learners
2nd generation
learners
Are
35
20
10
5
Is
3.5
1.5
2
1
Were
5
4
5
2
Miscellaneous
2.5
1.5
1.5
0.5
Comment
From the above Table III, it is understood that majority of the informants have
given the correct answer. The reason behind this may not be that all of them were aware
of the rule. ―When the subjects joined by ‗either or‘ or ‗neither-nor‘ are of different
persons, the verb will agree in person and number with the noun nearest to the verb‖, but
the nearest subject being plural they must have written the correct answer.
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Question given:
4. Twenty-five rupees ________ not such a big amount for him.
Expected Answer is:
Twenty-five rupees is not such a big amount for him.
Sample Answers from the Informants:
1. Twenty-five rupees are not such a big amount for him.
2. Twenty-five rupees were not such a big amount for him.
Table IV. Students’ responses
Percentage of students
Students
answers
Rural background
Urban background
1st generation
learners
2nd generation
learners
1st generation
learners
2nd generation
learners
Is
7.5
5.5
6.5
5.5
Are
10
7.5
9
6.5
Were
6
5
6
3
Was
6.5
5.5
5.5
4.5
Comments
From the above Table IV, it is clear that only 25% of the informants were able to
give the correct answer ‗is‘. 33% of the informants wrote ‗are‘. 20% of the informants
have chosen ‗were‘ and 22% of the informants have chosen ‗was‘. This shows that
leaving 25% of the informants who gave the correct answer ‗is‘. 75% of the informants
were not aware of the rule which states ―collective nouns indicating time, money, and
measurements used as a whole are singular and take a singular verb. Like other tables
stated above here too we can see some variations in the % of answers given by the urban
background informants and the rural background informants at the same time the first
generation informants and others.
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2.2.3. Non-Finites – Gerund
Definition- A gerund is that form of the verb which ends in –ing, and has the
force of a noun and a verb.
Uses of the gerund:
a. As the subject of a verb.
1. Swimming is a good exercise.
2. Smoking is injurious to health.
b. As the object of a verb:
1. He likes reading detective novels.
2. I hate waiting at bus stop.
c. As the object of a preposition:
1. The minister inaugurated the school by lighting a lamp.
2. He was fined for being drunk.
d. As the subject complement:
1. Talking to him is wasting time.
2. Seeing is belieiving.
When a noun or pronoun is placed before a gerund, it must be in the possessive case.
1. * I was pleased at Robert coming here. (incorrect)
1. * I was pleased at Robert‘s coming here. (correct).
2. They insisted upon me writing the essay. (incorrect)
2. They insisted upon my writing the essay. (correct).
But the possessive case cannot be used with the gerund in the following cases.
1. When the noun denotes a lifeless thing.
There is no danger of the wall‘s falling down. (incorrect)
There is no danger of the wall falling down. (correct)
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The following verbs can take either an infinitive or a gerund as an object.
continue
regret
try
forget
neglect remember
propose
learn
The following verbs can be followed by the infinitive (to + v) as the direct object.
agree
forbid
learn
offer
care
forget
plan
decide
hope
pretenddeserve
mean
refuse
extend
fail
The following verbs can be followed by the gerund (v + ing) as the direct object.
admit
deny
postpone
appreciate
enjoy
practice
avoid
finish
stop
keep
suggest
consider
The following verb phrases (verb + preposition) can be followed by the gerund (v + ing).
Gerunds, not infinitives, follow prepositions in general.
Decide on
think about
keep on think of
Plan on
put off
look forward to
The gerund and the present participle have the same form, very + ing: swimming,
walking, cutting, etc. (the gerund is also called the verbal noun).
This is the reason why the informants get confused in the following task given to
them.
Exercise II
The informants were asked to identify present continuous, present participle and
gerund:
3. I have a strong faith in seeing is believing.
4. Pelting the stones on animals is to be avoided.
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5. Throwing the stones from the glass house is of no worth.
6. Ragging is prohibited in colleges and schools.
7. Passing the bill on women‘s reservation is long pending issue in
parliament.
Answers from the informants
For all the sentences the informants have given the mixed responses.
82% of students have given the answer as present continuous. the reason behind is
as soon they see any with (–ing) form, they immediately guess the sentence to be in
present continuous. For sentence (5) the given example is not the example for gerund.
The underlined words ending in (–ing) are not gerund but it is present participle as they
play the role of adjectives.
It is a deliberate example given by the teacher to test the understanding level.
2.2.4. Verb – Form and Use of Tenses
2.2.4.1. Tenses
Tense is an important category in any grammar. It primarily refers to the way the
grammar marks the time at which the action denoted by the verb takes place.
Traditionally a distinction is made between past, present and future tenses. Often further
divisions such as continuous, perfect and perfect continuous are maintained. The tense of
a verb indicates whether the action (of the sate of being) denoted by the verbs takes place
in the present, took place in the past or will take place in the future. These also indicate
whether the action denoted by the verb is simple, continuous or complicated. In English
20 tense forms are available, 12 in active voice and 8 in passive voice.
2.2.4.2. Use of the Tenses
There are 12 tense structures in English.
Present
Simple present
:
I teach English
Present continuous
:
I am teaching English.
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Present Perfect
:
I have taught English.
Present Perfect Continuous
:
I have been teaching English.
Simple Past
:
I taught English.
Past continuous
:
I was teaching English.
Past Perfect
:
I had taught English.
Past Perfect Continuous
:
I had been teaching English.
Simple Future
:
I will teach English.
Future Continuous
:
I will be teaching English.
Future Perfect
:
I will have taught English.
Future Perfect Continuous
:
I will have been teaching English.
Past
Future
All the tense forms are different in form and function. The following four
categories are found to be the areas in which the errors in the use of tense forms occur.
All the errors committed by the students in the use of tense forms are analysed and
grouped in the following three categories with some samples:
Exercise III
I. Addition of auxiliary verbs
1.
I shall may be acting in a movie.
2.
It should have been being written.
3.
India is a being developing country.
4.
She has had her lunch.
5.
I am do the work.
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Exercise IV
II. Dropping of the auxiliary verbs.
Samples
- dropping
1.
I will a doctor
‗be‘
2.
Can elected
‗be‘
3.
Friends gone for cinema
‗have‘
4.
The report read by the Principal
‗was‘
5.
Ram is good to Shyam
‗being‘
Exercise V
III. Wrong usage of auxiliary verbs.
1.
I going there.
2.
I will the work.
3.
I will did the work.
4.
I can done the work.
5.
The call were attended.
2.3. Adjective
Adjective is a word that describes a person or a thing, for example big, red and
clever, in a big house, red wine and a clever idea.
[Oxford advanced learner‘s dictionary, Eighth edition 2010.]
An adjective is a word used to add something to the meaning of a noun. Adjectives
qualify the nouns. Adjectives are words that indicate the quality of a person or thing referred
to by a noun. Adjectives have comparative and superlative forms in English. They mainly
act as modifiers of nouns. Adjectives are used with noun to show the state of the noun.
The errors committed by the students in the use of adjectives are listed below:1. In our school the number of students is less. (Incorrect)
1. In our school the number of students is small. (Correct)
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Explanation
Less is the comparative of little. Comparative forms are not used in sentences
where no comparison is implied. But is the sentence ‗In our school the number of
students is little‘ correct? No. The adjective little can be used only in the attributive
position (before a noun). In the predicative position (after a verb like is) we have to use a
word with a similar meaning.
2. From the two she is pretty. (Incorrect)
2. She is the prettier of the two. (Correct)
3. Of the two routes this is the short. (Incorrect)
3. Of the two routes this is the shorter. (Correct)
Explanation
When a comparison is made between two people or things we use a structure with
of, not from. Note that we use an adjective or adverb in the comparative form to compare
two people or things.
4. From the three he is the smarter. (Incorrect)
4. He is the smartest of the three. (Correct)
Explanation
To compare more than two people or things we use an adjective or adverb in the
superlative degree.
5. There is a best student in that class. (Incorrect)
5. There is a very good student in that class. (Correct)
Explanation
It is wrong to use comparative and superlative forms when no comparison is
implied. Charles is the smartest boy in the class. (Here Charles is being compared with
other boys in the class. Therefore, we use a superlative adjective.
2.4. Determiner-noun concord
A determiner is a word which typically forms the first element in a noun phrase.
Examples are: the, my, this, much, any, those etc. A determiner limits the meaning of a
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noun phrase in some way. Although determiners come at the beginning of noun phrases,
they are not adjectives.
Every week, Each boy, That girl, My dad.
There are two main types of determiners.
Group A determiners and Group B determiners
Group A determiners
Group A determiners help to identify things. Examples are:
Articles: a/an, the
Possessives: my, your, his, her, its, our, your, their, one‘s, whose etc.
Demonstratives: thing, that, these, those
The possessives my, your, his etc., are strictly determiners, and not pronouns.
Nevertheless, some traditional grammars still label them as possessive pronouns.
We cannot put two group A determiners together. We can say my cat, that cat or a cat,
but not a my cat, the my cat, or my that cat.
In order to put together the meanings of a possessive and article / demonstrative, we have
to use the structure a/this … of mine/yours/ theirs etc.
Group B determiners
Most Group B determiners are quantifiers. They say how much or many we are talking
about.
Examples are:
some, any, no, each, every, either, neither, much, many, more, most, little, less, least,
enough, several, all, both, half, what, whatever, which, whichever, one, two, three.
Some Group B determiners are used with singular nouns (e.g. each), some with plurals
(e.g. many) and some with uncountable nouns (e.g. much). There are also some
determiners which are used with more than one kind of noun (e.g. which).
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2.4.1. Article-noun concord
There should be correspondence in form between the noun and the article. If the
noun is singular then it takes a singular article.
A/an is used before a singular noun which is countable. 'an' is used before words
commencing with the pronunciation of a vowel (a,e,i,o,u) or words beginning with a
mute ‗h‘.
Example:
an apple
an hospital
‗the‘ definite article serves as a determiner with singular or plural count nouns and with
non-count nouns (Sidney Greenbaum,1996).
Example: the girl; the girls
the issue; the issues
The following errors were found in the writings of students under study with
regard to article -noun concord
1.*Swine flu is a very dangerous disease for a people.
2.*they are affected by a serious issues.
3.*the educational institutions should be shifted to a remote areas.
4.*I sent him a parcles yesterday.
5.*loudspeakers damage a people's ear or hearing system.
6.*A disadvantages is that students must not go out after 9'o click.
In the sentence (1-6) given above, the informants have used plural form of nouns
after the indefinite article 'a' which should be used before a singular noun only.
Errors were not found in the use of 'an' and 'the'. The reason for using plural
nouns after 'a' may be lack of knowledge about singular or plural forms of nouns or
ignorance about the use of indefinite article 'a' in sentences.
2.5. Demonstrative-noun concord
Demonstratives are used at the beginning of noun phrases. The demonstrative this
and that are followed by singular nouns, and those and these are followed by plural count
nouns. The demonstrative and noun should agree in number.
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The following erroneous constructions were found among the students' writings
with regard to demonstrative-noun concord.
1.*We should do this activities.
2.*I will solve this problems .
3.*Send these gift to my friend.
4.*These type of quality built their personalities.
5.*This chemicals cause the water pollution.
Demonstrative noun concord is very much essential in a sentence. The informants
have used plural nouns with singular demonstratives and vice-versa. The errors may be
due to the influence of the L1 of the learners where there is no number distinction in the
demonstratives.
In the following table, the demonstratives available in both L1 and L2 of the
informants are presented.
Table V. Demonstratives
Demonstratives
Distance
In English
In Tamil
Singular
Plural
Proximate
This
these
inta
Distant
That
those
anta
The primary demonstratives present two types of contrast. The first is a contrast in
number, this and that are singular, whereas these and those are plural. The second is a
contrast in proximity: this, these indicate relative nearness, and that and those indicate
relative remoteness. The proximity may be in space or in time.
The informants, due to the influence of their mother tongue, have produced
erroneous constructions in the L2. In modern Tamil for both these and this the common
form indha is used and hence the students might have been influenced by it.
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2.6. Quantifier-noun concord
Quantifiers are used at the beginning of noun phrases. 'many' is used before
countable nouns. 'Each' and 'Every' are followed by a singular noun and verb, and 'many'
is followed by a plural noun. There should be quantifier-noun concord in the sentences.
Exercise VI
The following errors were found in the writings of the students in quantifier-noun
concord.
1.*Several boys approached me many times for my help.
2.*I have a few money.
3.*I have some water.
4.*I missed several chances.
5.*I bought a lot of bananas.
The above errors reveal that the informants have problems in quantifier-noun
concord also. The errors can be classified as developmental errors. In sentence (1), the
quantifier ‗several‘ that goes with a plural uncountable noun had been used for countable
noun. Also ‗several‘ is uncountable and is used for inanimate object. Selection of
quantifier is very much important.
In sentence (2) money is common noun and therefore the usage of ‗a few‘ is
improper. In sentence (3), 'some' should not be used as measurable. In sentence (4), 'some'
In sentence (5), 'lot' should be used with uncountables, like, a lot of opportunities.
It is seen from the samples that the learners produce sentences in which quantifiers do
not agree in number with the nouns they qualify. The errors can be rectified if the students are
taught and re-taught about the proper usage of quantifiers in sentences.
2.7. Person Concord
Person, as a grammatical feature, involves the contrast among words which show
that we are talking about ourselves (E.g. I, WeFirst person), words which show that we are talking about the listener (E.g.
You=Second person) and words which show that we are talking about someone or something
else (E.g. He, She, It, The, Tree, They, The girls=Third person)(Andrew Radford,1988).
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The subject and verb should agree in number and person. If the subject of a
sentence is in third person singular then the present tense form of the verb must be an-'s'
ending one (H.Ramsey Fowler,Jane.E.Aaron,1989).
Exercise-VII
The following sentences were given to the students in order to identify their
problems in person concord. The informants were asked to choose the correct answer
from the actions given.
1. These questions_____________________ to be answered by the lecturer. [ has,
have, is]
2. Many students ____________________know the scope of various courses
offered in foreign universities.[does not, do not, are]
3. She______________________ to the shift the house by herself.[have, has, are]
4. I_______________________ to be at the meeting by five O‘clock. [ has, have,
are]
5. He eats pizza so__________________ you.[does, do, are]
For sentence (1), the expected answer is have.
A statistical analysis of the types of informants' response for the above sentence is
present in the table below.
Table VI. Students’ responses
Percentage of students
Students
Answers
Rural background
Urban background
1st generation
learners
2nd generation
learners
1st generation
learners
2nd generation
learners
Have
12.5
10.5
12.5
10.5
Has
12
7.5
11
6.5
Is
5
4
5
2.7
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Answers Given by the Informants
a. Those questions have to be answered by the lecturer.
b. Those questions * has to be answered by the lecturer.
c. Those questions *is to be answered by the lecturer.
It is found the above table that 53.7% of the informants have selected the wrong
choices from the options given. Only 46.3% of them were able to select the correct
answer. The errors have resulted due to overgeneralization 37% of the informants have
chosen 'has'. The reason for choosing 'has' may be that the informants would have
overgeneralised as the subject ends on -'s', so the verb should also end in-'s'. The subject
of the sentence is a third person plural not singular.
The second sentence in the list is
1. Many students __________________[do not/does not/are] know the scope of
various courses offered in foreign Universities.
A statistical analysis of the students' responses is presented in the table below.
Table VII. Students’ responses
Percentage of students
Students
Answers
Rural background
Urban background
1st generation
learners
2nd generation
learners
1st generation
learners
2nd generation
learners
Do not
13.5
11.5
13.5
10.5
Does not
14.3
8.5
12
7.5
Are
3
1.5
2
1.5
Answers Given by the Students
(a) Many students do not know the scope of various courses offered in foreign
Universities.
(b) Many students *does not know the scope of various courses offered in foreign
Universities.
(c) Many students *are know the scope of various courses offered in foreign
Universities.
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The informants were supposed to choose 'do not' from the options given as it is
the correct form to be used with the third person plural subject.
Nearly 50% of the informants were able to select the correct choice from the
options.42.3% of the informants have chosen ‗does not‘ which is used with third person
singular subjects. The error is result of overgeneralization.
8.4% of the informants have
chosen 'are'. The reason for selecting 'are' may be that they know that plural form of 'be'
should be used after a plural subject but failed to notice the main verb following it. The
error is a result of partial learning. The error may be classified as developmental error.
The next sentence that was given in the list is
3. She ___________[has/have/are] to shift the house by herself.
The following table presents a statistical analysis of the types of students'
responses.
Table VIII. Students’ responses
Percentage of students
Students
Answers
Rural background
Urban background
1st generation
learners
2nd generation
learners
1st generation
learners
2nd generation
learners
Have
12.5
11.5
8
4
Has
20
12.5
15
6.5
Are
4
1.5
3
1.5
Answers Given by the Students
a. She has to shift the house by herself.
b. She * have to shift the house by herself.
c. She *are to move the furniture himself.
More number of students have selected the correct answer from the choice given.
This shows that the students are aware of the rule that third person singular subjects takes ending verbs.
46% of the informants were unable to select the correct answer. 36% of them
have selected have which is inappropriate. Overgeneralization may be the reason for
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choosing it. 10% of the students have chosen ‗are‘ which is plural in form that does not
agree with a third person singular subject .This erroneous choice may also be due to
overgeneralization.
The informants would not have noticed the reflexive pronoun in the sentence and
the subject which is in third person singular form. The informants' lack of knowledge in
concord resulted in the selection of erroneous forms.
For sentence (4),
I___________[have/has/are] to be at the meeting by five o'clock.
The following table presents a statistical analysis of the types of students'
responses with regard to the sentence above.
Table IX. Students’ responses
Percentage of students
Students
Answers
Rural background
Urban background
1st generation
learners
2nd generation
learners
1st generation
learners
2nd generation
learners
Has
7.5
3.9
5.5
1.5
Have
35.7
10.7
24.6
9.6
Are
1
0.5
0.5
0
Answers given by the students
a. I have to be at the meeting by five O'clock.
b. I* has to be at the meeting by five O'clock.
c. I* are to be at the meeting by five O'clock.
From table (9), it is explicit that more number of informants, that is, 80.6% of
them were able to select the correct answer from the choices given. This reveals that the
informants aware of the fact that first person singular subjects take singular form of the verb.
Take instances (b) and (c) may be due to overgeneralization.17.4% of the
informants have selected has that goes with a third person singular subject. Partial
learning may be the reason for the learners' errors.
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Only 2% of the informants have chosen the plural from of verb are that agrees
with the plural subject. This choice or selection reveals the informants' lack of knowledge
in English concord rules and their lack of exposure to the English language.
The last sentence in the list is
5.He eats pizza so ________[does/do/are]you.
A statistical analysis of the students' responses is presented in the table below.
Table X. Students’ responses
Percentage of students
Students
Answers
Rural background
Urban background
1st generation
learners
2nd generation
learners
1st generation
learners
2nd generation
learners
Do
2
1.5
1.5
0.4
Does
7.5
4.9
6.5
4.8
Are
7.4
4.9
5.3
4.7
Answers given by the Informants
a. He eats pizza so do you.
b. He eats pizza so * does you.
c. He eats pizza so * are you.
The table (10) clearly reveals that more number of informants were able to select
the expected answer from the choices given.
23.7% of the informants have selected does that is used with third person singular
subjects. The reason for this choice might to due to the presence of a third person singular
pronoun in the first part of the sentence. The subject for the space given is you.
The answer does clearly reveals that the informants are not clear about S-V
concord.22.3% of the students have selected 'are'. Overgeneralization might be the reason
for this erroneous choice. The first part of the sentence might not have been noticed by
the informants. The errors may be classified as developmental errors.
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The following errors were found with regard to person concord in the writings of
the students in other exercises like paragraph writing, essay writing, etc.
1.I* wants to study M.BA.
2.The lion *to kill the deer.
3.She *have to dance.
4.He *kill a porcupine.
5.She *send me a Barbie doll.
The above instances (1) to (5) clearly convey that the informants are not clear
about concord rules.
In sentence (1), the subject and verb do not agree in person. Only third person
subjects take -'s' ending verb; in other instances it should be in the base from (present
tense). The error may be a result may be a result of overgeneralization.
In sentence (2), the subject is in third person singular but the verb is in its base
form. As the subject is in third person singular, the verb should be an-'s' ending one.
The subjects of sentences (3), (4) and (5) are third person singular pronouns, but
the verbs used with them are in their base form. The sentences reveal that the informants
are not aware of concord rules.
The above errors might have occurred due to inadequate learning or due to
overgeneralization.
It is seen from the samples that more number of errors occur in subject-verb
concord when compared to verb-tense concord and determiner-noun concord. More
number of errors was found in number concord too.
2.8. Errors committed by the students in concord
The following table shows the errors committed by the informants quantitatively
in concord in their own constructions
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Table XI. Students’ responses
Percentage of students
Students
Answers
Rural background
Urban background
1st generation
learners
2nd generation
learners
1st generation
learners
2nd generation
learners
Subject-verb
concord
8.5
4.5
7.5
3.9
Verb-tense
3
2
2.5
0.5
Article-Noun
concord
5.2
2.5
5.5
3
QuantifierNoun concord
5.7
2
2.5
0.5
DemonstrativeNoun concord
6.7
3
2.2
1.5
Person concord
6.7
3
2.2
1.5
Noun-Adjective
concord
6.2
3
2.2
1.5
2.9. Reasons for errors in concord.
Inability in identifying the ‗number‘ found in the subject, and that found in the
auxiliary verbs.
Lack of experience in using the pronouns in subject, object and adjective
positions.
The table above reveals that the informants commit more number of errors in
subject-verb concord. The reason for the errors might be their lack of knowledge in
subject-verb concord. The informants construct sentences without adequate knowledge
of English concord rules.
Problems in subject-verb concord may be due to the lack of knowledge. Problems
in verb -tense concord may be due to misconception are overgeneralization.
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Proper care and practice can rectify the errors. The problems in article-noun
concord may be due to the lack of knowledge. Problems in demonstrative noun concord
were found to be due to the influence of L1. Incomplete learning might have been the
reason for the problems in quantifier-noun concord.
The errors in the answers for the given questionnaire by the informants' clearly
portray or reveal that they are not very clear about rules regarding concord. Number
concord happens to a more problematic area than other concords.
2.10. Conclusion
An evaluation of the exercises clearly reveals the problems faced by the
informants with regard to concord. The study shows that the problems in concord faced
by the informants are due to their ignorance of the rules of the language. The errors
committed by the informants can be catalogued as developmental errors as they are
unaware of the exceptions regarding the rules and regulations of the English language.
Number concord is the problematic area for the learners. The learners have to be given
special attention/special coaching in these problematic areas in order to make them
overcome their problems in those areas of English grammar, hence their communicative
skills can be improved.
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