Analysis of common errors in the writings of basic 4 pupils of Ntoaso Sda basic school

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.