Competence Learning Theory to Assess the Mastery over Subject-Verb Agreement in ESL Learners’ Written English

Abstract

Grammatical errors are one of the major constraints encountered by second language learners in writing. Among the common type of grammatical errors, subject-verb agreement errors occur more frequently in learners’ writing. Even at tertiary level, students majoring in English Literature commit glaring errors in subject-verb agreement. In spite of learning subject-verb agreement from primary level of education, the learners find it difficult to master the general and sub-rules of subject-verb agreement and the errors in SVA recur in their writing. In this regard, a study on learners’ errors pertaining to SVA was conducted with tertiary level ESL learners of rural Arts and Science College in Pudukkottai District. The learners’ SVA errors in their written script were analysed according to the process of error analysis stated by Pit Corder. This paper explores how the learners pass through the four distinct stages of competence learning theory namely unconscious incompetence, conscious incompetence, conscious competence and unconscious competence while learning Subject-verb agreement, so that SVA can become learners’ second habit.