Abstract:
This is a qualitative study that sought to analyse the grammatical errors in the essay writings of
3rd year students of Wapuli Community Day SHS. In the Saboba District. The study sought to
identify the types of grammatical errors and the causes of the errors in the writings of students of
Wapuli Community Day SHS. Data gathered analysis, total of 1,930 errors were identified from
the 3rd year students’ essay topics. 8 error categories were identified as: spelling errors, preposition
errors, verb tense form errors, punctuation errors, number errors, article errors, sentence fragment
errors and concord errors. From the findings, it came to light that the causes of the learner’s errors
in writing were as a result of Interlingua transfer, intralingua transfer and L1 interference. And this
happens due to the context of teaching and the difference in the structure of the L1 and L2 as well
as lack of practice on the part of the students. The study also discussed the role of learner’s errors
and the pedagogical implications of the learner’s errors.
Finally, the study made some suggestion and recommended that stakeholders should ensure that
teachers are abreast of modern methods of teaching to guarantee effective teaching and learning
of English language, to minimize the errors learners commit in their written essays.
Description:
A Dissertation in the department of
Applied Linguistics, Faculty of Languages, submitted to the school of
Graduate Studies, in partial fulfilment
of the requirements for the award of
Master of Education
Degree in Teaching English as Second Language
in the University of Education, Winneba
OCTOBER, 2020
