Abstract:
This study sought to analyse the grammatical and lexical errors in the essays of 60
purposefully selected Form 2 students of A. M. E. Zion Girls’ Senior High School in
Winneba. The study identified grammatical and lexical errors committed in the English
essays of the students and categorised the errors with a view to gathering perspectives
on how the errors could be minimised. Two English language teachers and five students
out of the 60 sampled were interviewed on their perspectives on the causes of the errors
and ways to minimise them. Data was gathered through qualitative content analysis
(QCA) with the help of Corder’s Error Analysis Model for thematic analysis. Findings
from the data revealed that students commit grammatical and lexical errors such as
agreement errors, article errors, vocabulary and expression errors and spelling errors
among others. The errors were noted to have been committed as a result of both
intralingual and interlingual interferences. The data also revealed that students’ lack of
adequate knowledge on the rules of the English language (L2), mainly contributed to
the errors they commit. The perspectives of the participants indicated that the causes of
errors were as a result of students’ disinterest in the learning of the target language;
students’ inadequate knowledge on the rules of L2; influence of students’ first language
(L1) on their target language (L2) and inappropriate teaching strategies used by most
English language teachers. The study recommends that error analysis studies, which
involves identification of errors and their sources, as well as their treatment, should be
an integral part of the training of English language teachers, such that, the knowledge
acquired could be beneficial to their students.
Description:
A DISSERTATION IN THE DEPARTMENT OF ENGLISH EDUCATION,
FACULTY OF FOREIGN LANGUAGES EDUCATION AND COMMUNICATION,
SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES,
UNIVERSITY OF EDUCATION, WINNEBA,
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR
THE AWARD OF MASTER OF PHILOSOPHY DEGREE
IN ENGLISH LANGUAGE EDUCATION