Abstract:
This thesis examined the use of modality in writing among senior high school students in Ghana. First of all, the study aimed at investigating the most frequently used modal verbs and the types of modal verbs used by the students. It also looked at the meanings communicated by students using core modal verbs, as well as underpinning factors for the underuse of modal verbs and problems associate with it. The research design comprises a qualitative technique through descriptive analysis. Also, a sample of 350 students and 6 teachers were selected. The study used document and semi-structured interview instruments for data collection. The research findings showed that some modal verbs were most frequently used while others were less frequently used by the students in their writing. Again, the results of the study revealed that the students used all the three types of modal verbs in their writing. Moreover, the study revealed that modal verbs were used to communicate modal meanings by the students in their writing. Also, it was discovered that some underpinning factors such as complex system of modality and risk-taking led the students to underuse some core modal verbs. Finally, the findings of the study revealed that the underuse of some modal verbs led the students to make some grammatical errors in their writing. In order to circumvent problematic items identified in the study, and to further improve teaching and learning of modal verbs among students in their writing, several recommendations such as training students to use all core modal verbs frequently have been proposed.
Description:
Thesis Submitted to the Department of
Applied Linguistics of Faculty of Foreign
Language Studies Education, Submitted to the
School of Graduate Studies in partial fulfilment
of the requirements for the Award of
Degree of Master of Philosophy in teaching English as
Second Language in the
University of Education, Winneba
