Bridging the Morphological Gap: A Theoretical Account of Third Person Singular Agreement Acquisition in Iraqi EFL Learners' Interlanguage

Abstract

English is no longer just a subject of study but a medium of communication between people of the world. Therefore, Iraq has decided that English is a compulsory language from the primary stages to the university entrance exams. Nevertheless, the problem of subject-verb-agreement (SVA) that has been persistent and a source of error and anxiety among Iraqi EFL learners persists in this sustained emphasis. This study does not only attempt to pinpoint typological differences between Arabic and English as a cause of such problems, but also seeks to address the cognitive, processing and communicative restrictions which may be responsible for such errors. Based on four perspectives of grammar (theoretical), the author has tried to explain the causes of errors in detail and has found that the causes of grammar errors in second language learners are complex and multi-layered. Based on these results, it suggests pedagogical solutions to transcend the memorization of rules and to give instruction that stimulates the deeper cognitive processes involved in the language learning. In conclusion, the study has provided a theoretical understanding and practical directions to improve the teaching of English language in Iraq.