This study focuses on the subject-verb agreement phenomenon in grammatical structures, exploring its complexity in the process of second language acquisition and its impact on learners’ language development abilities. Research has found that although Chinese does not rely on strict morphological changes to express subject-verb agreement, it achieves logical consistency through word order, function words and context, which has a significant impact on learners whose native language is morphologically rich (English). This study provides empirical evidence for optimizing Chinese grammar teaching, emphasizes the importance of paying attention to the influence of the typological characteristics of Chinese on the acquisition process, and puts forward specific suggestions for textbook optimization and teaching.