Teaching English Grammar to form-two Learners at Kwashieman 2 basic School, Accra

Abstract

This study explored teaching English grammar to Form Two Learners at Kwashieman 2 Basic School in Accra, Ghana. A descriptive case study design together with a qualitative approach was used in this study. Ten English language teachers were sampled using a maximum variation purposive sampling technique. A semi-structured interview guide was used to gather data in this study. Themes and direct quotes were used to analyse the data. Among other difficulties, it was found that complex grammar structures, irregular verbs and verb tenses, ambiguity and homophones, pronunciation and stress patterns, and articles and word order were other difficulties JHS 2 pupils faced. Also, cultural and linguistic differences, cognitive factors, lack of motivation, limited access to resources, and teacher competence were possible reasons for the difficulties JHS 2 pupils face. Additionally, strategies that can be used to minimise difficulties JHS 2 pupils face include: technology integration, differentiated instruction, formative assessment and timely feedback, collaborative learning and peer support. In conclusion, this study highlighted the significance of adopting student-centred and interactive teaching methods for English grammar instruction at Kwashieman 2 Basic School. Recommendations were made based on the findings of the study; School administrators should foster a supportive learning environment that encourages collaboration among teachers and promotes the sharing of best practices; Teachers should be encouraged to adapt the curriculum to accommodate students' diverse learning needs and proficiency level; and school administrators and educational authorities should advocate for policy changes that support innovative teaching practices, technology integration, and the implementation of a more flexible curriculum.