Error Analysis: An Analysis Of Subject–Verb Agreement Errors Of Esl Undergraduate Students
Abstract
Grammatical errors remain one of the most persistent challenges for second language learners, particularly in English as a Second Language (ESL) contexts. Among these errors, subject–verb agreement (SVA) errors are especially frequent and significantly affect the accuracy and clarity of written communication. This study is a quantitative investigation aimed at analyzing the frequency and types of subject–verb agreement errors among ESL undergraduate students at the University of Lahore (UOL), Gujrat Campus. The sample consists of 50 students, including 25 male and 25 female participants. The study adopts Corder’s (1967) Error Analysis model to identify, classify, and interpret learners’ grammatical errors. Findings reveal notable gender-based variation in error patterns: male students most frequently commit errors related to the incorrect use of auxiliary “have,” while female students predominantly struggle with the addition or omission of “-s/-es” in present tense verb forms. The study highlights the linguistic and pedagogical implications of these errors and suggests corrective instructional strategies to improve grammatical accuracy in ESL writing. In addition, the research emphasizes that most errors are systematic rather than random, indicating developmental stages in interlanguage formation among learners. It also suggests that limited exposure to authentic English usage and reliance on rote learning contribute significantly to these grammatical issues. Furthermore, the study recommends integrating error-focused writing activities and communicative grammar teaching to reduce subject–verb agreement errors in academic writing contexts. The findings contribute to understanding learner difficulties and provide insights for improving English language teaching practices at the undergraduate level.
Keywords: subject–verb agreement, error analysis, ESL learners, grammatical errors, quantitative study.
