Abstract:
Language evolves in response to the specific needs of the society in which it is used.
The English verbal group, a core element of the language without which there is no
English, focuses on the forms and functions of the verbal group in Senior High School
students’ L2 writing and investigates the challenges in its teaching and learning across
four public Senior High Schools in the Lower Manya Krobo Municipality. The research
approach is qualitative, with a case study design. The study’s sample consists of 75
General Arts Form Three students enrolled in Literature-in-English and 10 English
teachers, totalling 85 participants. A convenience sampling technique is employed. The
researcher used interviews, focus group discussions, observation, and students’ essays
to gather data. The analysis of the forms and functions of the verbal group in students’
L2 writing revealed a significant gap in teaching and learning within English language
classrooms. Teachers mainly focus on the forms of the verbal group rather than its
functions, which hinders students’ effective written communication. Although explicit
instruction is provided on simple and extended verbal group structures, students
continue to struggle to select and combine these forms appropriately and meaningfully
in their writing. The students’ essays contained numerous grammatical errors, including
omissions of finite operators, subject-verb agreement issues, saliency problems,
inflectional errors, incorrect conjugation of irregular verbs, and non-standard
constructions. This disparity in teaching strategies emphasises the need for targeted
professional development to improve teachers' proficiency in teaching the verbal group.
Finally, students require motivation and encouragement that foster inclusive and
effective learning environments.
