Abstract:
This study was to assess the Teaching of Tense and Aspect in Senior High Schools focusing
on Ghana Senior High School. The study investigated issues such as teachers making
teaching and learning of tense and aspect meaningful and important to students, difficulties
of teaching and learning of tense and aspect in English Language as well as the future
prospect for teaching and learning tense and aspect in English Language in Senior High
Schools. The research utilized mixed methods approach. The research investigates a
proposed model through the implementation of quantitative cross-sectional survey. The
study highlights the preferences for interactive, applied activities that incentivize and
motivate student’s English usage without fear of failure. Teacher modeling through
consistent target language using dynamic instructional approaches were also viewed as
impactful. There were mixed perceptions on whether L1 usage enables or impedes the
English-speaking environment. Furthermore, the findings show respondents agreed on the
vital role of tense and aspect for English acquisition, but training and resources to support
tense teaching are viewed as inadequate. There was less consensus on other issues like
curriculum and environment supports. The research study found that boosted English
interaction between students and teachers is important for improving language mastery.
Institutions should offer even more platforms for the teaching and learning of tense and
aspect in English.
Description:
A Dissertation in the Department of Applied Linguistics, Faculty of Foreign
Languages Education, submitted to the School of
Graduate Studies in partial fulfillment
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
