Abstract:
This is a qualitative case study that analysed common deviations made by the
Level 400 students of the Pentecost University College and the Regent University
College of Science and Technology in the Greater Accra Region of Ghana. The data
used for the analysis comprised students‘ written test. From this, a total of 3060
deviations or errors were identified. Three categories of deviations were identified and
they include morphological deviations (additions of words, omission, misformation of
words), grammatical deviations (open and closed class systems) namely, wrong use of
adjectives, nouns, verbs, pronouns, prepositions and correlative conjunctions, other
grammatical deviations (concord errors, of clause, reported speech, wrong use of
passive voice, wrong use of subjunctive case, wrong use of question tags and
conditional sentence) and semantic deviations (punctuations and the use of tautology)
in English. The result of the present study shows that morphological deviations was
the highest number of deviations recorded in the students‘ test, with a total of 960
representing 31%. Second on the hierarchy was grammatical deviation of the open
class system with a total of 720 deviations representing 23.5%.Third highest were
other grammatical deviations (concord errors, of clause, reported speech, question
tags, and conditional sentence) with a total of 660 denoting 21.5%. The fourth highest
was grammatical deviation of closed class system with a total of 540 deviations
representing 18% while semantic deviations were the least on the hierarchy with 180
deviations representing 6%. Based on the findings of the study, causes of deviations
in students‘ writing were identified as fossilization, L1 interference on the
teaching/learning of English (L2), ignorance of rule restrictions, overgeneralization
and unlearning on the part of students. Some suggestions are made to various
stakeholders to ensure effective teaching and learning of the English Language in
Ghanaian universities.
Description:
A dissertation in the Department of Applied Linguistics, Faculty of Foreign
Language Education and Communication, submitted to the School of Graduate
Studies in partial fulfillment
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
