Abstract:
This study sought to find out why the class four pupils of Saint Martin’s Anglican
Primary School find it difficult to identify nouns in sentences and also find remedies to
the problem. The researcher did a qualitative study and used observations, interviews
and tests in diagnosing the cause of the problem with regard to noun identification in
sentences. From the findings, it was realized that, the pupils did not pay attention in
class whenever the English Language was being taught. On the part of the teacher, it
was also revealed that she (class teacher) had been teaching Language items in isolation.
These acts by pupils and teacher were seen as major contributing factors to pupils’
inability to identify nouns in sentences. Again in an interview, the researcher found out
that the class teacher had been using an old method of teaching which does not allow
for functionality of the language usage. The pupils on the other hand, did not like
learning grammar as an aspect of the English Language. The researcher intervened by
adopting the use of noun phrase and activity oriented method to help remedy the
problem. After putting these strategies in place, the researcher conducted a post-test to
find out the extent to which the approach used, was useful in curbing the problem. It
was suggested to teachers to use approaches that allow for the language items to be
used in sentences but not in isolation and activity oriented techniques in teaching in
order to catch the attention of learners during teaching and learning.
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 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
