Lexical and grammatical errors in students’ writings A case study of Obakrowa MA Basic School

Abstract

This dissertation is about grammatical and lexical errors analysis among the Obakrowa M/A J.H.S. his dissertation is qualitative and it employs case study as its design. The schools and the participants were purposively selected. The study identified that the lexical errors in the students’ writing were due to homophone problems and semantic lexical errors. The grammatical errors identified were agreement errors, tense errors, singular-plural (number) errors, prepositional errors, and article errors. The study also found that the most frequently committed grammatical error was tense errors followed by agreement errors. The implications of these findings to the teaching of English writing are that teachers where possible should have understanding of both the L1 and L2 of the students and teachers should explicitly teach for transfer, have adequate knowledge of how to identify students’ writing errors, and use effective teaching strategies to improve students’ English writing. Additionally, teachers should serve as models of using appropriate English for students to emulate and also create a conducive classroom environment for students to participate in class activities. Lastly, teachers should create more opportunities for students to write. Commented [u1]: University of Education,Winneba http://ir.uew.edu.gh