Abstract:
This dissertation is about grammatical and lexical errors analysis among the Obakrowa M/A J.H.S. his dissertation is qualitative and it employs case study as its design. The schools and the participants were purposively selected. The study identified that the lexical errors in the students’ writing were due to homophone problems and semantic lexical errors. The grammatical errors identified were agreement errors, tense errors, singular-plural (number) errors, prepositional errors, and article errors. The study also found that the most frequently committed grammatical error was tense errors followed by agreement errors. The implications of these findings to the teaching of English writing are that teachers where possible should have understanding of both the L1 and L2 of the students and teachers should explicitly teach for transfer, have adequate knowledge of how to identify students’ writing errors, and use effective teaching strategies to improve students’ English writing. Additionally, teachers should serve as models of using appropriate English for students to emulate and also create a conducive classroom environment for students to participate in class activities. Lastly, teachers should create more opportunities for students to write.
Commented [u1]: University of Education,Winneba http://ir.uew.edu.gh
Description:
dissertation in the Department of Applied Linguistics,
Faculty of Foreign Languages Education, 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
JUNE, 2023 University of Education,Winneba http://ir.uew.edu.gh