Exploring nominal group usage in English among students of Mpaha Community SHS, Central Gonja District - Savannah Region

Abstract

This study investigates the usage of English nominal groups among first-year students at Mpaha Community Senior High School, a rural second-cycle institution in Ghana. Nominal groups, as crucial grammatical structures, play a significant role in the development of students’ written and spoken English proficiency. However, students at Mpaha SHS often encounter difficulties in identifying and constructing these structures correctly, impeding effective communication and comprehension. The study aims to explore the nature of these challenges, assess the teaching strategies currently employed by English language instructors, and examine the availability and use of relevant teaching and learning resources within the school. Using a qualitative research design, the study draws on classroom observations, teacher interviews, and content analysis of students written exercises to provide a comprehensive analysis of how nominal groups are taught and understood. Findings indicate that students struggle particularly with the order of modifiers, the use of determiners, and constructing complex noun phrases. The challenges are exacerbated by limited exposure to proficient English usage, insufficient instructional materials, and traditional, non-contextual teaching methods that fail to meet students' linguistic needs. The research highlights the urgent need for targeted pedagogical interventions, improved resource allocation, and professional development for teachers to enhance the teaching and learning of nominal groups. The study revealed significant influences of students’ linguistic backgrounds on their English usage and highlighted effective instructional strategies that can improve understanding and application of nominal groups. The study recommended that the Ministry of Education and the Ghana Education Service frequently organize workshops, seminars and refresher courses that will help upgrade the professional skills and knowledge of the teachers. It also contributes to the broader discourse on second language acquisition by contextualizing the difficulties ESL learners face with nominal group structures in under-resourced educational settings