An analysis of concord errors among students of Kenyase SDA Senior High School in the Kwabre East municipality of Ashanti Region

Abstract

English Language is learnt as major subject in the senior high level and as a programme at higher levels in the tertiary institutions. English Language is the official language and therefore the medium of instruction in Ghanaian schools and colleges. Student in all levels of education in Ghana are expected to learn to speak and write English Language fluently and adequately. English Language has a fairly strict word order and the elements that make up a sentence must be in concord, otherwise, the utterance becomes ungrammatical. The study investigates the nature of concord errors students of Kenyase SDA Senior High School commit and how the concord errors affect their communication. The objectives of the study are to analyze the extent to which form 3 students of Kenyase SDA SHS commit concord errors in their written scripts and to ascertain the challenges that hinder the usage of correct concord among the students. The study adopted descriptive a design. Simple random sampling technique was used to select 115 students for the study. The research instrument used included questionnaires, test items and interviews. The data gathered were analyzed using Corder’s (1974) Error Analysis mode and frequency tables. The results of the study revealed that students face a significant level of the difficulty in the use of concord. The factors that account for the errors made by students include students’ negative attitude towards the study of English and their inability to truly internalize the rules of concord in English, and inadequate scope of concord topics in the SHS syllable and the manner in which some teachers teach concord rules. The study recommends that curriculum designers develop appropriate programmes to maintain student interest and have achievable short term goals. Again, there must be a deliberate effort to improve the standard of teachers of English Language, hence, the teachers should be sent for regular in-service training and conferences. It also recommends that instructors encourage students and make the language learning process enjoyable.