Abstract:
This case study investigates the usage of English determiners in the written
compositions of learners of CRIG Junior High School (JHS) in the Abuakwa North
Municipality of Ghana’s Eastern Region. The study aimed to identify the types of
English determiners most frequently used by learners in their written compositions, the
common errors committed in their use, and the underlying causes of these errors. A total
of 90 essays collected from six classes (form 1A, B and C and form 2A, B and C) of
CRIG JHS learners were analyzed to determine the frequency and types of determiner
errors. Additionally, interviews were conducted with two English teachers and six
learners to explore the perceived causes of these errors. The findings revealed patterns
in the frequency of determiners used and highlighted specific errors in their application.
Insights from the interviews shed light on potential sources of these errors, including
factors such as first language interference and the environment of the learners. The
implications of this research highlight the importance of targeted pedagogical
interventions to improve the accurate use of English determiners among Junior High
School learners.
