Abstract:
The challenge that types of subject-verb agreement errors have on English Second Language (ESL) learners in Lesotho is evident in composition writing. This problem impinges on learners negatively as they are mainly assessed through writing. Learners’ inability to apply types of SVA presents a major challenge to ESL teachers in Lesotho in relation to teaching of writing. Despite the efforts that researchers and English practitioners have put in place in assisting ESL learners to guard against such errors, their efforts are in vain as learners’ compositions are encumbered with inaccurate and unintelligible sentences. It is against this background that this study sought to explore types of composition writing-based subject-verb agreement errors by ESL high school learners. This investigation is benchmarked by the Second Language Learners’ Interlanguage hypothesis.
The inquiry is situated within quali-quantitative case study design where the researcher focused on Grade 11 learners and their teachers of English Language in three selected schools in Botha-Bothe district. In this study, participants were purposively and conveniently selected. Open-ended questionnaires, focus group discussion and document analysis were employed as data generating techniques. The inquirer used open and selective coding coupled with Corder’s (1974) model of error analysis to analyse data. Coding and error analysis helped the researcher to classify types of SVA errors into themes which later enabled the investigator to determine the causes of such errors. It was established that learners’ types of SVA errors are due to, among others, mother tongue interference and non-English-speaking environments. The inquiry brought to conclusion that ESL learners baffle and grapple with the correct application of types of SVA. It is recommendable that teaching and learning of types of SVA should be intensified.
