Abstract:
This is a qualitative study that analysed common concord errors in the written
tests of Tumu Senior High Technical School. The data used for the analysis comprised
students’ written tests. From this, a total of 7156 concord errors were identified. Seven
concord error types were identified and they include subject-verb concord errors,
concord with indefinite expressions of amounts, determinant-noun concord errors,
noun-pronoun concord errors, verb-tense concord errors, inverted subject-verb concord
errors and coordinated subject-verb concord errors. From this, concord with indefinite
expressions of amounts had the highest frequency with errors on determinant-noun
concord errors and noun-pronoun concord errors being the lowest. Based on the
findings of the study, causes of errors in learners’ tests were identified as
overgeneralization of concepts and rules, communal pull causes, influence of
computer/technology, intralingual as well as L1 interference. Some suggestions are
made to various stakeholders to ensure effective teaching and learning of the English
Language in second-cycle schools.
Description:
A thesis in the Department of Applied Linguistics, Faculty of Foreign Languages
Education and Communication, submitted to the School of Graduate Studies, in
partial fulfilment of the requirements for the award of the degree of
Master of Education
(Teaching English as a Second Language)
in the University of Education, Winneba
SEPTEMBER, 2019
