Abstract:
Grammar is an important language component to enhance students’ language proficiency. However, many students still make grammatical errors in writing their essays. This research examined the grammatical errors in the writings of students of Nkaseim SHS in the Asutifi South District. It is a qualitative study that sought to identify the types of grammatical errors and the causes of the errors in the writings of students of Nkaseim SHS. Data gathered analysis, total of 1,930 errors were identified as: spelling errors, preposition errors, verb tense form errors, punctuation errors, number errors, article errors, sentence fragment errors and concord errors. From the findings, it came to light that the causes of the learner’s errors in writing were as a result of interlingual transfer, intralingual transfer and L1 interference. And this happens due to the context of teaching and the difference in the structure of the L1 and L2 as well as lack of practice on the part of the students. The study also discussed the role of learner’s errors and the pedagogical implications of the learner’s errors. Finally, the study made some suggestion and recommended that stakeholders should ensure that teachers are abreast of modern methods of teaching to guarantee effective teaching and learning of English language, to minimize the errors learners commit in their written essays.
Description:
A Dissertation in the Department of Applied Linguistics, Faculty of Foreign Languages Education, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Education
(Teaching of English as a Second Language)
in the University of Education, Winneba
