Why Sentence Structure and Parts of Speech Remain the Biggest Challenge in English
After more than two decades in the classroom, working with students from beginners to advanced learners across multiple Latin American countries and educational systems, I can say with absolute certainty that one issue consistently stands above the rest: sentence structure and parts of speech.
Students may memorize vocabulary. They may even perform reasonably well in reading or listening tasks. But when it comes to building accurate, natural, and flexible sentences, many struggle—sometimes for years.
This blog post is not just an explanation of the problem. It is a deep exploration of why students struggle, what specific issues they face, and how we, as teachers, can effectively address these challenges.
1. The Core Problem: Students Know Words, But Not How They Work Together
One of the most common patterns I’ve observed is this:
Students learn words individually, but they do not understand how those words function inside a sentence.
For example, a student may know:
run (verb)
quick (adjective)
quickly (adverb)
Yet they produce sentences like:
He run quick.
She is very quickly runner.
This is not a vocabulary problem, it is a structural problem.
Students often lack:
Awareness of word roles
Understanding of word order
Ability to connect meaning with grammar
2. Why Sentence Structure Is So Difficult
2.1 Differences Between Languages
Many learners transfer patterns from their first language. For example:
In Spanish: Yo tengo 20 años: literal translation: I have 20 years
In English: I am 20 years old
This leads to:
Incorrect verb choices
Misplaced adjectives
Missing subjects
Students are not making random mistakes, they are applying logical rules from another system.
2.2 English Has Strict Word Order
English relies heavily on word order to convey meaning:
The dog bit the man.
The man bit the dog.
Same words, completely different meaning.
Unlike some languages, English does not allow much flexibility. This rigidity creates difficulty for learners who are used to freer structures.
2.3 Overload of Rules
Students are expected to understand:
Nouns, verbs, adjectives, adverbs
Clauses (independent vs dependent)
When these are taught as isolated rules, students become overwhelmed and confused.
3. Parts of Speech: The Foundation Students Often Miss
3.1 Why Parts of Speech Matter
Parts of speech are not just labels, they are functional tools.
Without understanding them, students cannot:
Build correct sentences
Expand ideas
Edit their own writing
3.2 The Most Problematic Areas
A. Verbs (The Biggest Issue)
Students struggle with:
Tense consistency
Auxiliary verbs (do, be, have)
Examples:
She go to school yesterday.
He don’t likes pizza.
A classic confusion:
She is a quick learner.
She learns quickly.
Students often:
Use adjectives instead of adverbs
Place them incorrectly
C. Prepositions
Prepositions are extremely difficult because they are:
Abstract
Often illogical
Language-specific
Examples:
on the bus vs in the car
interested in vs good at
Students frequently guess—and guess incorrectly.
D. Articles (a, an, the)
One of the most persistent problems, especially for learners whose languages do not use articles.
Examples:
I saw movie yesterday.
I saw a movie yesterday.
4. Sentence Structure: Where Everything Comes Together
Understanding parts of speech is only the beginning. Students must then combine them into meaningful structures.
4.1 The Basic Sentence Pattern
The fundamental structure is:
Example:
She (subject) eats (verb) apples (object).
Yet students often produce:
Eats she apples
She apples eats
Students struggle to expand simple sentences into more complex ones:
From:
She eats apples.
To:
She eats apples every morning before school because she wants to stay healthy.
This requires:
Adverbs
Time expressions
Clauses
Most learners lack confidence in combining these elements.
4.3 Run-On Sentences and Fragments
Two very common issues:
Run-ons:
I went to the store I bought milk I came home.
Fragments:
Because I was tired.
These errors show a lack of understanding of sentence boundaries.
5. Why Traditional Teaching Often Fails
After 20+ years, I can confidently say that many traditional approaches are ineffective.
5.1 Overemphasis on Rules
Students memorize:
Definitions
Lists
Exceptions
But they cannot apply them.
5.2 Lack of Context
Grammar is often taught in isolation:
Fill-in-the-blank exercises
Mechanical drills
Students do not learn how grammar works in real communication.
5.3 Limited Practice in Speaking
Students may:
Understand grammar in writing
Fail to use it in speaking
This creates a disconnect between knowledge and ability.
6. What Actually Works: Practical Teaching Strategies
6.1 Teach Grammar Through Sentences, Not Rules
Instead of:
“An adverb modifies a verb…”
Use:
She runs quickly.
He speaks loudly.
Let students see patterns first, then explain.
6.2 Use Color Coding
A highly effective technique:
Subjects = blue
Verbs = red
Objects = green
This helps students visually understand structure.
6.3 Sentence Building Activities
Start small:
Give students words: she / is / happy
Build: She is happy.
Then expand:
Add: today, very
She is very happy today.
6.4 Error Correction as a Learning Tool
Instead of avoiding mistakes, use them:
He go to school.
Ask: “What is wrong?”
Students learn more from correction than perfection.
6.5 Speaking + Writing Integration
Always connect:
Writing exercises
Speaking practice
Example:
Write 5 sentences
Say them aloud
Modify them in conversation
Students need repeated exposure—but not boring repetition.
Example:
Change subjects
Change tenses
Change context
This builds flexibility.
7. A Long-Term Perspective: Patience Is Essential
One of the most important lessons I’ve learned is this:
Mastering sentence structure is a slow, gradual process.
Students may:
Understand a concept today
Forget it tomorrow
Relearn it next week
This is normal.
8. Final Thoughts: The Key to Success
After 20 years, my conclusion is simple:
Sentence structure is the engine of language
Parts of speech are the tools that build it
Without these, communication breaks down.
But with the right approach, focused on:
clarity
practice
real communication
students can and do improve significantly.
In conclusion, if you are teaching English, remember:
Do not rush grammar
Do not overload students with rules
Focus on building sentences step by step
Encourage mistakes, they are part of learning
And most importantly:
Teach students not just to know English, but to use it.
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