A study of grammar errors in the written exercises of the students of Seventh day Adventist senior high school of Gomoa Jukwa in the central region of Ghana

Abstract

Many reports complained about grammar errors in the written exercises of SHS graduates in Ghana. This thesis work aimed to establish the types of grammar errors that SHS graduates commit, the causes of the errors and how best the errors could be addressed. Two (2) teachers and eighteen (18) students were selected through the purposive sampling technique for the study. The data collected were written responses from students and teachers through an administration of structured interview questions. The teaching syllabus for the English Language (Senior High School 1-4; 2007), English language textbooks and students’ exercises were also examined. The results showed that learners’ knowledge of morphosyntatic rules of the English language is insufficient. Besides, grammar errors in SHS graduates’ written exercises were caused by inadequate knowledge and understanding of the English language and grammar rules and lack of writing skills among students. Students’ poor use of the forms of the English language as well as the context of learning also caused grammar errors. The study suggests that grammar errors can be minimized when conscious teaching and learning activities are focused on the meaning and the forms of the English language. Also, some SHS graduates’ special needs in English grammar may be accomplished if students are assigned mentors. Among others the study concluded that educators should make conscious effort of assisting learners to be aware of morphosyntactic rules of the English language through regular practice of writing where correction and discussion of grammar errors should feature; for it is an alternative avenue for letting students to learn and understand the rules of English grammar.