10 Wrongful Verb Forms Used by Young English Learners

Learning English as a second language is no easy feat, especially for young learners. One of the most challenging aspects of mastering English is understanding and using verb forms correctly. Verb conjugation, tense usage, and irregular verbs can often trip up even the most diligent students. While mistakes are a natural part of the learning process, some errors are more common than others. In this article, we’ll explore 10 wrongful verb forms frequently used by young English learners, why these mistakes happen, and how to correct them. Whether you’re a student, teacher, or parent, this guide will help you identify and address these common pitfalls.

1. “I goed to the park” (Instead of “I went to the park”)

One of the most classic mistakes young learners make is over-regularizing irregular verbs. English has many irregular verbs that don’t follow the standard “-ed” pattern for the past tense. For example, the past tense of “go” is “went,” not “goed.”
Why it happens: Children often apply rules they’ve learned (like adding “-ed” to form the past tense) to all verbs, not realizing that some verbs are exceptions.
How to fix: Introduce irregular verbs early and practice them in context. For example, use flashcards or songs to make memorization fun.

2. “She don’t like apples” (Instead of “She doesn’t like apples”)

Subject-verb agreement is another area where young learners often stumble. In this case, the third-person singular form of “do” is “does,” not “do.”
Why it happens: Learners may not fully grasp the concept of singular and plural subjects or may simply forget to add the “-s” or “-es” ending.
How to fix: Practice sentences with third-person singular subjects repeatedly. Highlight the importance of the “-s” ending in present simple tense.

3. “I am liking ice cream” (Instead of “I like ice cream”)

Using the present continuous tense when the present simple tense is more appropriate is a common error. The verb “like” is a stative verb, which means it doesn’t usually take the continuous form.
Why it happens: Young learners may overuse the present continuous because it’s often introduced early and is more visually engaging.
How to fix: Teach the difference between stative and action verbs. Emphasize that stative verbs (like “like,” “know,” or “belong”) generally don’t use continuous forms.

4. “He has went to school” (Instead of “He has gone to school”)

The present perfect tense requires the past participle form of the verb. For “go,” the past participle is “gone,” not “went.”
Why it happens: Confusion between the simple past and past participle forms of irregular verbs can lead to this mistake.
How to fix: Create a list of common irregular verbs and their past participles. Practice forming sentences in the present perfect tense.

5. “We was playing football” (Instead of “We were playing football”)

Using “was” instead of “were” with plural subjects is a frequent error. The correct form is “were” for plural subjects like “we,” “they,” or “you.”
Why it happens: Learners may not fully understand the distinction between singular and plural subjects in the past tense.
How to fix: Reinforce the rule that “was” is used with singular subjects (I, he, she, it) and “were” with plural subjects (we, they, you).

6. “I can swimmed” (Instead of “I can swim”)

After modal verbs like “can,” “must,” or “should,” the base form of the verb is used, not the past tense.
Why it happens: Learners might mistakenly think that modals require a past tense verb.
How to fix: Teach that modal verbs are always followed by the base form of the verb. Practice constructing sentences with modals.

7. “She runned fast” (Instead of “She ran fast”)

Similar to the first example, this mistake involves over-regularizing irregular verbs. The past tense of “run” is “ran,” not “runned.”
Why it happens: Children often apply the “-ed” rule to all verbs, even those that are irregular.
How to fix: Focus on irregular verbs and their unique past tense forms. Use repetition and real-life examples to reinforce correct usage.

8. “They is happy” (Instead of “They are happy”)

Mixing up “is” and “are” is a common issue, especially when dealing with plural subjects. The correct form is “are” for plural subjects like “they,” “we,” or “you.”
Why it happens: Learners may not fully grasp subject-verb agreement or may default to “is” because it’s more commonly heard.
How to fix: Practice matching verbs with their correct subjects. Use visual aids like charts to illustrate the rules.

9. “I writed a letter” (Instead of “I wrote a letter”)

Another example of over-regularizing irregular verbs, this time with the verb “write.” The past tense of “write” is “wrote,” not “writed.”
Why it happens: The “-ed” rule is often applied incorrectly to irregular verbs.
How to fix: Highlight irregular verbs and their unique forms. Use activities like fill-in-the-blank exercises to reinforce correct usage.

10. “He has eat breakfast” (Instead of “He has eaten breakfast”)

In the present perfect tense, the past participle form of the verb is required. For “eat,” the past participle is “eaten,” not “eat.”
Why it happens: Learners may confuse the base form of the verb with its past participle.
How to fix: Teach the three forms of irregular verbs (base, past, past participle). Practice forming sentences in the present perfect tense.

Tips for Helping Young Learners Avoid These Mistakes

1. Use Visual Aids: Charts, flashcards, and posters can help reinforce correct verb forms.
   
2. Incorporate Games: Make learning fun with activities like verb bingo or memory matching.
   
3. Provide Context: Use real-life examples and stories to show how verbs are used in everyday language.
   
4. Encourage Practice: Regular practice through speaking, writing, and listening exercises can solidify understanding.
   
5. Be Patient: Mistakes are a natural part of learning. Offer gentle corrections and positive reinforcement.
   

By understanding these common wrongful verb forms and addressing them early, young learners can build a strong foundation in English grammar. With the right strategies and plenty of practice, these mistakes can be minimized, paving the way for more confident and accurate communication.

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