Abstract:
Many reports complained about grammar errors in the written exercises of SHS
graduates in Ghana. This thesis work aimed to establish the types of grammar errors
that SHS graduates commit, the causes of the errors and how best the errors could be
addressed. Two (2) teachers and eighteen (18) students were selected through the
purposive sampling technique for the study. The data collected were written responses
from students and teachers through an administration of structured interview
questions. The teaching syllabus for the English Language (Senior High School 1-4;
2007), English language textbooks and students’ exercises were also examined. The
results showed that learners’ knowledge of morphosyntatic rules of the English
language is insufficient.
Besides, grammar errors in SHS graduates’ written exercises were caused by
inadequate knowledge and understanding of the English language and grammar rules
and lack of writing skills among students. Students’ poor use of the forms of the
English language as well as the context of learning also caused grammar errors. The
study suggests that grammar errors can be minimized when conscious teaching and
learning activities are focused on the meaning and the forms of the English language.
Also, some SHS graduates’ special needs in English grammar may be accomplished if
students are assigned mentors. Among others the study concluded that educators
should make conscious effort of assisting learners to be aware of morphosyntactic
rules of the English language through regular practice of writing where correction and
discussion of grammar errors should feature; for it is an alternative avenue for letting
students to learn and understand the rules of English grammar.
Description:
A THESIS IN THE DEPARTMENT OF APPLIED LINGUISTICS,
FACULTY OF LANGUAGES, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN
PARTIAL FULFILLMENT OF THE REQUIREMENT FOR AWARD OF
THE MASTER OF PHILOSOPHY (APPLIED LINGUISTICS)
DEGREE