Abstract:
This research examined the common grammatical errors in the writings of students of Diamono Senior High School with the aim of providing remedies. It aimed to find out the grammatical errors made by the students in their writings and the ways to eliminate these errors in their writings. The data source was collected from the students’ writings on a given essay topic. I randomly sampled 61 students’ writings out of a total of 125 students or essays. Of these, 20 essays each were from the two Arts classes (A1 and A2), 13 from the Business class and 8 from the General Science class. Dulay’s theory was the main key in the data analysis. The results showed that the students produced 475 errors which could be grouped into 5 categories. These categories were errors in writings of concord, use of tense, spellings, preposition and conjunction. Concord errors were found 125 times; tense errors were found 115 times; spelling errors were found 100 times; preposition errors were found 75 times and conjunction errors were found 60 times. Based on the results, some recommendations were made, suggesting the various roles stakeholders must play as far as teaching and learning of grammar in the English Language is concerned. These findings undoubtedly have implications for sports media discourse, pedagogy, literary studies and further research.
Description:
A Dissertation in the department of Applied
Linguistics, Faculty of Languages, submitted to the school of
Graduate Studies, in partial fulfillment
of the requirements for the award of
Master of Education
Degree in Teaching English as Second Language
in the University of Education, Winneba
OCTOBER, 2020
