Abstract:
This research work investigated the challenges that the pupils at the Tengekorfe Basic
8 face in using auxiliary verbs. It looks at the factors that are responsible for the
challenges and difficulties that pupils face in the use of the auxiliary verbs. The nature
of the problem was scrutinized using error analysis which informed the suggested
solutions and ways of improving upon the use of the auxiliary verbs. As such,
qualitative research design was explored. 36 pupils were sampled with teachers, parents
and other authorities concerned to respond to the research instruments used. Tests,
interviews and observations were used in this research to gather the data needed. The
study revealed that most of the pupils commit errors both in spoken and written
language in an attempt to use auxiliary verbs. They used the auxiliary verbs with a
wrong tense. This was evidenced in their pretest and the interviews conducted and the
observations made by the researcher. The study also revealed that the environment did
not help the pupils to regularly practice what they learnt. Another finding of this study
is that most parents did not provide their wards with supplementary study materials that
will help them improve upon their language use effectively. The teaching methods used
by the teachers were also found to be stereotyped and theory-oriented without practical
activities. The study therefore suggests complementary teaching methods in practical
terms that will make the pupils to remember the concepts of the use of auxiliary verbs
with ease. A recommendation was put forward that in-service training workshops
should be organized for teachers to improve upon their methods and techniques of
teaching. Parents and guardians should also be enlightened to provide more study
materials to the pupils at home and supervise them to adequately use them so as to
overcome their difficulties in the use of auxiliary verb
Description:
A dissertation in the Department of Applied Linguistics, Faculty of Foreign
Language Education and Communication, submitted to the School of Graduate
Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Education
(Teaching English as Second Language)
in the University of Education, Winneba
SEPTEMBER, 2019