Abstract:
The learner should be able to develop and apply the skills of good handwriting and use
writing skills to communicate his/her ideas appropriately but where errors appear to overtake
one’s writing, reading becomes somewhat difficult. Although errors are seen as a part of the
teaching and learning process, it hinders communication and this was revealed in the writing of
pupils of Ntoaso SDA Basic School. This is a qualitative study that analysed common errors in
the written essays of Basic Four pupils of Ntoaso SDA Basic School. The data used for the
analysis were pupils’ written essays. From this, a total of 492 errors were identified. Six error
types were identified and they include capitalization errors, punctuation errors, spelling errors,
tense errors, article errors, and errors of word omission. From this, capitalization errors had the
highest frequency with errors on word omission being the lowest. Based on the findings of the
study, causes of errors in learners’ writing were identified as ignorance of rule restrictions,
overgeneralization of concepts and rules, context of instruction as well as L1 interference. Some
suggestions are made to various stakeholders to ensure effective teaching and learning of the
English Language in basic schools.
Description:
A DISSERTATION IN THE DEPARTMENT OF APPLIED LINGUISTICS, FACULTY
OF FOREIGN LANGUAGES EDUCATION AND COMMUNICATION, SUBMITTED
TO THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION,
WINNEBA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF MASTER OF EDUCATION IN TEACHING OF ENGLISH AS A SECOND
LANGUAGE DEGREE
