Abstract:
This work is a qualitative study that analyses grammar errors in the written essays of
SHS graduate in Ghana, specifically Berekum Methodist Senior High/Technical
School. The research sought to establish the types and causes of grammar errors in the
written composition of SHS graduates and how it could be addressed. A total of two (2)
teachers and one hundred and forty (140) students out of four hundred and fifty six
(456) population, were selected through purposive sampling technique for the study.
The data used for the analysis comprised written essays/exercises of the students,
interviews, and observations from teachers. Five major error types were identified and
they include; agreement errors, morphological and lexical omissions, capitalization
errors, spelling errors and intralingua transfer. From this, agreement errors had the
highest frequency with specific errors on word omission being the lowest. Based on the
findings of the study, causes of errors in learners’ writings were identified as incomplete
learning of rules, ignorance of rule restrictions, and context of instruction as well as L1
interference. Suggestions to minimize the errors of students are given with emphasis on
teachers’ attitude towards the teaching of English language. Other suggestions are made
to various stakeholders to ensure effective teaching and learning of the English
Language through supervision and those teachers of English language show mastery in
the teaching of the language
Description:
A thesis in the Department of Applied Linguistics, Faculty of Foreign Languages
Education and Communication, submitted to the School of Graduate Studies, in
partial fulfilment of the requirements for the award of the degree of
Master of Education
(Teaching English as a Second Language)
in the University of Education, Winneba
SEPTEMBER, 2019
