The forms and functions of English verbal group in L2 writing-The case of SHS final year students in Lower Manya Krobo Municipality

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.