This study reports the dominant linguistic errors that occur in the test items given to students of four Senior High Schools. The English sentence has a fairly strict word order and the elements that make up a sentence must be in concord, otherwise, the linear sequence becomes ungrammatical. This study investigated the degree of competence on concord in English attained by the Senior High School students in four selected schools in the Wa municipality of Ghana.
The need for the work was underscored by the crucial role played by the English Language in Ghana’s education. The findings of the study would be relevant in English Language learning and pedagogy. A simple survey research design was adopted for the study and the subjects of the study comprised one hundred and eighty-seven students from four SHSs in Wa. Fifteen objective questions set on different types of concord were used as the test instrument.
The students’ errors were classified and analysed using a simple percentage. The finding of the research revealed that the students have not mastered the rules guiding different types of concord. They were unable to dictate concord errors caused by a shift in the construction of the elements of sentences. The causes of concord errors were more of the misappropriation of concord rules. The implications of the findings in the teaching and learning of English are discussed and suggestions for improvement are made.
Table of Contents
CHAPTER ONE: INTRODUCTION
1.0 Introduction
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Objectives of the Study
1.5 Research Questions
1.6 Significance of the Study
1.7 Delimitation of the study
1.8 Organization of the Study
CHAPTER TWO: REVIEW OF LITERATURE
2.0 Introduction
2.1 Theoretical Framework Guiding the Study
2.2 Conceptual Framework Guiding the Study
2.2.1 The concept of grammar
2.2.2 Grammar as a set of rules
2.2.3 Grammar as a subject matter
2.2.4 The concept of concord
2.2.4.1 Subject- verb concord or grammatical concord
2.2.4.2 Notional Concord
2.2.4.3 Proximity concord
2.2.4.4 Pronoun antecedent concord
2.2.4.5 Subject- verb complement concord
2.2.4.6 Subject-object concord
2.2.4.7 Concord with the Correlatives
2.2.4.8 Concord with Intervening Phrases/Words
2.2.4.9 Concord with third person pronouns
2.3 Concept of Error
2.3.1 Causes of errors
2.3.1.1 Language transfer
2.3.1.2 Incomplete application of rules
2.3.1.3 Over-generalization
2.3.1.4 Fossilization
2.3.1.5 Ignorance of rule restrictions
2.3.1.6 Overuse
2.3.1.7 Underuse
2.3.1.8 Influence of computer or technology
2.4 Errors Analysis Studies in General
2.5 Senior High School Students’ Error Problems
2.6 Summary
CHAPTER THREE: METHODOLOGY
3.0 Introduction
3.1 The Study Area
3.2 Research Design
3.3 Population and Sampling Frame
3.4 Sample Size and Selection of Participants
3.5 Sampling Techniques
3.6 Tools of Data Collection
3.6.1 Questionnaire
3.6.2 Objectives test
3.7 Validity of Instrument
3.8 Reliability of Instrument
3.9 Methods of Data Analysis and Presentation
3.10 Conclusion
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF RESULTS
4.0 Introduction
4.1 Research Question 1: What type(s) of concord errors do students make?
4.2 Research Question 2: What is the competence level of students in their concord usage?
4.3 Research Question 3
4.3.1 Teacher training /in-service training
4.3.2 Extensive reading
4.3.3 Availability of teaching and learning materials
4.4.4 Mother tongue interference
4.5 Summary
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
5.1 Summary of Findings
5.2 Conclusions
5.3 Recommendations
5.4 Suggestion for Further Studies
Research Objectives and Focus
The primary objective of this research is to analyze the categories of concord errors made by Senior High School students in the Wa Municipality of Ghana to assess their level of competence and provide recommendations for improved pedagogical practices.
- Identification of common types of concord errors committed by students.
- Evaluation of student competence levels regarding English concord usage.
- Analysis of the influence of mother tongue interference on English grammatical performance.
- Investigation of the role of teacher training and availability of instructional materials in learning outcomes.
- Development of strategies to assist students in overcoming specific linguistic difficulties.
Excerpt from the Book
The concept of concord
Concord is another term used for grammatical agreement between two words in a sentence. Therefore, concord is the same as agreement. When sentences are made, the subject and the verb have to agree grammatically, a situation called subject-verb concord (Rober, 2008). The verb is considered to be the heart of the sentence and it has to take the same grammatical form as its controller, the subject. The subject and the verb are the two most important items in a sentence the authors in (Rober, 2008).
Concord refers to a system in language where the choice of one element triggers off the use of a particular form of another element (Todd & Hancock, 1990). This is the prescription that Leech and Svartvik (1994) give as grammatical concord which specifies that certain grammatical items must agree with each other. Hurford (1994) also, in concurrence, states that agreement is the relationship between one word in a sentence or phrase and some other word, whereby the form of one word is dictated by the other word. Baker (2008) believes that in subject-verb agreement the subject and verb must agree in number. This means that both need to be singular or both need to be plural. Subject-verb agreement is essential to ensure that a sentence is grammatically correct.
Miglani (2007) explains that in English, the subject-verb agreement is when the subject and verb in a sentence agree in number. That is, they both must be singular or they both must be plural. There is no singular subject with a plural verb or vice versa. For example: “He teaches Mathematics” and “The parents plan for the children’s future”. In these situations, “teaches” is singular verb form and it agrees with the singular subject “he” whereas in the second sentence, verb “plan” is plural verb form and it also agrees with the plural subject “the parents” too. The reciprocal placement of the two verbs in the two sentences would have defied the agreement rule, thus resulting in the sentences being grammatically wrong.
Summary of Chapters
CHAPTER ONE: INTRODUCTION: This chapter introduces the challenges of English grammar in Ghana, establishes the research problem regarding concord errors, and defines the study objectives and research questions.
CHAPTER TWO: REVIEW OF LITERATURE: This section examines existing theories of Error Analysis and provides a detailed overview of various types of concord and common causes of linguistic errors, such as mother tongue interference and fossilization.
CHAPTER THREE: METHODOLOGY: This chapter details the descriptive survey research design, the selection of the four public Senior High Schools in the Wa Municipality, and the data collection tools, including objective tests and teacher questionnaires.
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF RESULTS: This chapter presents the analysis of the collected test data, categorizing the specific concord errors made by students and discussing the identified gaps in their linguistic competence.
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS: This final chapter synthesizes the research findings, concludes that students have a low mastery of concord rules, and suggests capacity-building programs for teachers and improved teaching materials.
Keywords
Concord, Error Analysis, Senior High School, Wa Municipality, Grammatical Concord, Subject-Verb Agreement, Language Transfer, Pedagogical Challenges, English as a Second Language, Linguistics, Syntax, Student Competence, Teacher Training, Teaching and Learning Materials, Notional Concord.
Frequently Asked Questions
What is the primary focus of this study?
The study focuses on analyzing the dominant concord errors made by Senior High School students in the Wa Municipality of Ghana to understand their grammatical competence.
What are the central themes discussed in the work?
The work explores themes such as the rules of English concord, the prevalence of grammatical errors among students, the impact of mother tongue interference, and the pedagogical challenges faced by teachers.
What is the core research question addressed by the authors?
The authors seek to identify the types of concord errors students make, assess their level of competence in concord usage, and determine what measures can be taken to help students overcome these difficulties.
Which scientific methodology is employed for this research?
The research employs a descriptive survey research design, utilizing quantitative data gathered through objective tests for students and questionnaires for English teachers.
What topics are covered in the main section of the book?
The main part covers the theoretical and conceptual framework of grammar, different types of concord (e.g., subject-verb, proximity, notional), the concept and causes of errors, and the analysis of collected student performance data.
Which keywords best characterize this work?
The work is best characterized by keywords such as Concord, Error Analysis, Grammatical Competence, Language Transfer, and English Language Pedagogy.
Why are collective nouns a specific area of concern in this study?
Collective nouns often lead to notional concord errors, where students struggle to decide between singular and plural verbs based on whether the collective entity is viewed as a unit or individual members.
How does the mother tongue influence student errors?
The study highlights that syntactic differences between local languages (like Dagaare) and English often lead to negative transfer, where students struggle with number distinctions that do not exist in their native language.
What is the conclusion regarding teacher training?
The study concludes that many teachers currently teaching English lack the specialized training or qualifications required, which contributes to the students' ongoing struggle with concord rules.
- Arbeit zitieren
- Justine Bakuuro (Autor:in), Basil Muokuu (Autor:in), 2019, Extensive English Concord Error Analysis. Problems, Solutions and Recommendations, München, GRIN Verlag, https://www.grin.com/document/984514
