Abstract:
Studies indicate that the major area of students’ writing problems in English language relates
to the violation of English language concord rules. Concord rules are taught at all levels of
education in Ghana, but sadly, most Senior High School students have great challenges in
making their sentences concordant. The students of Ghana Senior High school, Tamale, are no
exception. The study sought to identify the peculiar concord problem areas of Ghana Senior
High School students, to examine the possible factors that account for those errors and to
identify appropriate strategies that will assist the students to overcome their concord errors.
The instruments used for the data collection were; observation, interview and objective test.
These were analysed using qualitative design. The findings revealed that the students make all
kinds of concord errors particularly subject- verb concord errors, determiner – noun concord
errors, verb -verb concord errors, invented subject – verb concord errors and shifts in
constructions concord errors. The findings also revealed that the most challenging category of
concord for the respondents is subject-verb concord. It revealed that teachers, students and L1
interference are the factors that account for these errors. Suggestions and recommendations
were given in the concluding chapter for the way forward. It relates to the involvement of
policy makers, teachers of English, students, curriculum designers and textbooks writers. It is
hoped that if these suggestions are implemented, students will eventually overcome their
concord challenges and make their sentences concordant.
Description:
A DISSERTATION IN THE DEPARTMENT OF APPLIED LINGUISTICS, FACULTY
OF FOREIGN LANGUAGES EDUCATION AND COMMUNICATION, SUBMITTED
TO THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION,
WINNEBA IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE
AWARD OF MASTER OF EDUCATIONI IN TEACHING ENGLISH AS A SECOND
LANGUAGE DEGREE.
AUGUST, 2018
