This study has analysed the grammatical errors pupils make when writing English Compositions. This study paper aimed at investigating the grammatical errors committed by grade 9 and 12 pupils in English compositions. The study had the overall goal of identifying the kind of grammatical rules the pupils break. These errors hinder learners from understanding the language and sometimes block or slow down communication.
The objectives of the study were: to discover types of grammatical errors that learners make when writing compositions and 2. to discuss rules that were broken for pupils to commit such errors. The research design was a mixed method design which involved both qualitative and quantitative methodologies. Its targeted population was twenty-five (25) teachers of English and one hundred (100) grade 9 and 12 pupils from five selected secondary schools. Random sampling technique was used to arrive at Pupils to be included in the sample. Data for this research was collected using semi-structured interviews and written composition scripts. The compositions were marked with the help of other language teachers. Data was analysed and presented thematically using tables, graphs and discussions of findings. Composition scripts from the pupils were analyzed by looking at the types of errors made. The findings of the research revealed that the common grammar errors committed by secondary school pupils in Petauke District are: Verb tense, subject- verb agreement, pronoun, spellings, word order, and use of articles, double negative, preposition, and wrong word. It was also discovered that Pupils break grammar rules to make grammatical errors. The findings of this research may inform educators and language material developers about the grammatical errors pupils make and the rules they break to make such errors. The findings might also serve as guidance to teachers on how to assist learners to become better sentence writers. Ultimately, the project ends with conclusion and recommendations.
Table of Contents
1.0 General
1.1 Introduction
1.2 Background
1.3 Statement of the Problem.
1.4. Purpose of the study
1.5. Specific Objectives
1.6. Research Questions
1.7. Significance of the Study
1.8. Limitations
1.9. Delimitation
1.10. Conceptual Framework
1.11. Operational Definition of Terms
CHAPTER TWO: LITERATURE REVIEW
2.0. General
2.1. Error and Mistake
2.2 Approaches to Error Studies
2.3 Studies on Grammatical Errors
2.4. Types of Grammatical Rules Commonly Broken According to Writers
CHAPTER THREE: RESEARCH METHODOLOGY
3.0. General
3.1 Research Design
3.2 Research Methods
3.3 Research Instruments
3.3.1 Document Analysis
3.4 The Study Sample and Population
3.5 Sampling Procedure
3.6 Data Analysis
3.7 Ethical Considerations
CHAPTER FOUR: PRESENTATIONS AND DISCUSSIONS OF FINDINGS
4.0. General
4.1. Types of Grammatical Errors that were discovered
4.1.1. Verb Tense
4.1.2. Subject-verb Agreement.
4.1.3. Noun/Pronoun
4.1 4. Spelling
4.1.5 Prepositions
4.1.6 Article
4.1.7. Double Negative.
4.1.8. Sentence Fragment.
4.1.9. Wrong Word.
4.1.10. Summary
CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS
5.0. General
5.1. Conclusion
5.2. Recommendations
Research Objectives and Key Topics
The primary objective of this study is to identify and analyze the specific grammatical errors committed by grade 9 and 12 pupils in their English compositions and to determine the underlying grammatical rules that are violated, thereby providing guidance for teachers to help learners improve their writing proficiency.
- Analysis of grammatical error types (verb tense, subject-verb agreement, etc.)
- Evaluation of rule violations in L2 English writing
- Assessment of the impact of mother tongue and language transfer
- Development of pedagogical guidance for improved sentence construction
Excerpt from the Book
4.1.1. Verb Tense
Tense errors (present, past, progressive, perfect, future): Verb tense refers to the way a verb is formed to communicate when an action or occurrence takes place. Verb tense errors occur when a wrong verb tense is used. They are common grammar mistakes among second language learners of English. The verb tense makes the reader aware of when the action expressed in the sentence took place-in the past, the present, or the future.
Hergenhahn and Olson, (1997, p 334) notes that Banduras language learning theory of reinforcement has two major functions. First it creates expectation in observers. Second it acts as an incentive for translating learning into performance. Contrally to this theory, the study has discovered that the pupils were confused in choosing the correct verb form to use. The inability to write the correct form of the verb indicates that learners cannot translate learning into performance and also reflects their insufficient grammar mastery level. In some cases, pupils switched from one tense to the other as shown in examples below.
Summary of Chapters
CHAPTER ONE: Introduces the topic and background, stating the research problem, objectives, questions, significance, and limitations of the study.
CHAPTER TWO: LITERATURE REVIEW: Provides the theoretical foundation by discussing the distinction between error and mistake, various approaches to error studies, and previous research on grammatical errors.
CHAPTER THREE: RESEARCH METHODOLOGY: Details the research design, including the mixed-method approach, population, sampling procedures, and the instruments used for data collection and analysis.
CHAPTER FOUR: PRESENTATIONS AND DISCUSSIONS OF FINDINGS: Analyzes the types of grammatical errors identified, stipulates the rules broken, and provides examples with their corresponding corrections.
CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS: Concludes the study by summarizing the findings and offering recommendations for future research and pedagogical practice.
Keywords
Grammatical Errors, Composition Writing, English as a Second Language, Error Analysis, Verb Tense, Subject-Verb Agreement, Language Transfer, Pedagogical Guidance, Sentence Structure, Interlanguage, Petauke District, Language Proficiency, Educational Research, Linguistic Competence, Secondary Education
Frequently Asked Questions
What is the core focus of this dissertation?
The research focuses on analyzing the grammatical errors made by grade 9 and 12 pupils in Petauke District when writing English compositions.
What are the primary themes investigated in this work?
The work explores types of grammatical errors, rule violations in second language acquisition, the influence of first language (L1) on L2 writing, and teaching methodologies for grammar.
What is the main objective of the research?
The primary objective is to identify specific error types and determine the grammatical rules that pupils violate, aiming to assist educators in improving students' sentence writing skills.
Which methodology does the author employ?
The study utilizes a mixed-method research design, combining qualitative interviews with teachers and quantitative document analysis of pupils' composition scripts.
What does the main body of the work cover?
The main body presents the findings regarding various error categories (such as verb tense, subject-verb agreement, and articles), explains the broken rules, and offers corrected versions of the faulty sentences.
Which keywords best describe this study?
Key terms include Grammatical Errors, Error Analysis, English as a Second Language, Language Proficiency, and Secondary Education.
How does the author define a "grammatical error" in the context of this study?
The author defines it as an instance of faulty or unconventional usage, reflecting a deviation from the norms of the target language.
What significance do the findings have for educators?
The findings provide insights into common student pitfalls, allowing teachers to target specific areas of deficiency and improve their instructional strategies.
What role does mother tongue interference play according to the research?
The research concludes that while native language influence and direct translation contribute to errors, a lack of compliance with English grammatical rules is the primary cause of most observed errors.
- Arbeit zitieren
- Rabecca Tembo (Autor:in), 2020, An Analysis of the Grammatical Errors made by Grade 9 and 12 Pupils in English Composition Writing, München, GRIN Verlag, https://www.grin.com/document/979363
