Abstract:
The purpose of this study was to unravel the mystery surrounding the errors
committed by some JHS pupils in the Effijam-Sekyere District of the Ashanti region.
It was necessary to find out why these errors: Tense, Spelling, Concord,
Capitalization and Preposition errors which were identified were committed by pupils
in most cases. This study adopted a qualitative approach in examining the
grammatical errors in the written essays of 150 JHS pupils of three different schools
in the district. The instruments used for the data collection were written essays,
informal interviewing and observation. A total of 3463 errors were committed owing
to the context of teaching, social networking sites complexity in the L2, differences in
the structure of the L1 and L2 and lack of practice. Subsequently four
recommendations were made; concerning how the respective stakeholders can
effectively play their roles to minimise and eventually eliminate some of the errors
and also embark on future research.
Description:
A DISSERTATION IN THE DEPARTMENT OF APPLIED LINGUISTICS,
FACULTY OF FOREIGN LANGUAGES EDUCATION AND
COMMUNICATION, SUBMITTED TO THE SCHOOL OF GRADUATE
STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF
MASTER OF EDUCATION IN TEACHING ENGLISH AS A SECOND
LANGUAGE DEGREE