Let`s look at some examples of errors in the songs: from time to time, we all make mistakes with the subject-verb chord. Especially when we write on the computer, we can put a single verb with a plural theme, but this should not be done with carefully written song lyrics. Let`s look at some examples. In this case, the error is made because “lying” is an intransitive verb, i.e. it has no object, while “lay” is a transitive verb and therefore requires an object. However, it seems that some British and American artists are not very familiar with this verbal classification. To clarify the situation, we look at a few examples: we recommend you remember these songs, but don`t forget the rule! In some languages, double negatives are used to emphasize. For example, in Spanish, they can say “No quiero nada” (literally, I don`t want anything.) where no and nothing are negative terms. While this is allowed in Spanish, it is not correct in English. The negative doubles are indeed confusing. They can however be found in a famous song. 3. It is therefore our duty to help students move from lexical and intuitive use of the third person S to a more conscious understanding and more systematic use of the underlying systems.

If our students make an object/verb agreement error, we should not automatically consider it a slip-up. You may not know the rules, not least because we barely teach them! Which one of us doesn`t remember the long lists of irregular English verbs they had to remember at school? It was a nightmare, but not just for English learning as a second language! Let`s look at two examples of irregular verbs that have been misused. In the first case, “bleed” is an irregular verb, and the past form is “bleeding,” but justin may not have included that verb in the list he had to learn at school. In the second case, the previous “case” “fell,” while “Fell” simply passed. A very effective way to learn English is to listen to and learn songs. It is also true that one must pay attention to grammar. As you can imagine, artists get what is called the artistic license and can sacrifice, especially for songs, some grammatical rules in the name of composition and rhythm. 5.

Errors in subject/verb agreement do not impede communication, which means that they often remain uncorrected. But the less we correct these mistakes, the less students will think about them. This could result in fossilization, because when it comes to morphology, awareness seems to play a key role in interlingual restructuring. Yet there are many examples of songs that deliberately ignore this rule: 2. Curiously, the correct use of the third person S sometimes seems to depend on the present verb. In spontaneous communication, students tend to correctly conjugate verbs in phrases like “She likes” and “Sue works,” but rather “She sees,” “It walks” or “Lucy Watches” wrong. Even names that end in S, for some reason, sometimes “dress” the third person S: “Living my parents” is more likely than “they live.” One hypothesis: perhaps some words create a phonetic environment that makes them sound “third-people” than others, which means that students sometimes work lexical/intuitively in choosing the correct form. It therefore seems more sensible to avoid the “singular” and the “plural” if one refers to the verb: these are just some of the errors made in English in famous texts. While it is true that songs can be a valuable tool for learning a language, it is also true that you should know your English grammar enough to avoid the risks of speaking a bad way of speaking.