Concord in English Grammar. Problems and Recommendations for Senior High School Students

Table of Contents

1.0 Introduction

1.1 Background to the study

1.2 Statement of the problem

1.3 Purpose of the study

1.4 Research objectives

1.5 Research questions

1.6 Limitations of the study

1.7 Delimitations of the study

1.8 Significance of the study

1.9 Organization of the study

1.10 Theoretical Framework

2.0 Introduction

2.1 Attitudes towards Grammar instruction

2.2 Student expectations on grammar instruction

2.3 The use of grammatical terminology

2.4 Concord

2.5 Aspects of concord and their underlying principles

2.6 Difficulties of studying concord

2.7 English grammatical concord in perspective

2.8 Summary

3.0 Introduction

3.1 Research Design

3.2 Population of the study

3.3 Sample

3.4 Instrumentation

3.5 Using the research instruments

3.6 Validity and Reliability

3.7 Demographic Characteristics of the research participants

3.8 Conclusion

4.0 Introduction

4.1 Difficulties SHS students encounter in studying concord

4.2 Performance analysis of concord learning difficulties among students

4.3 Why SHS students encounter difficulties in studying concord

4.4 How SHS students can be helped to overcome their problems in studying concord

4.5 Performance analysis of students in intervention tests

4.6 Overall performance index

4.7 Summary

5.0 Introduction

5.1 Summary of findings

5.1.1 What difficulties do senior high school students encounter in studying concord in English ?(Research Qn. one)

5.1.2 Why do senior high school students encounter difficulties in studying concord in English ? (Research Qn. two)

5.1.3 How can senior high school students be helped to overcome difficulties in studying concord in English?(Research Qn. three)

5.2 Recommendations

5.3 Summary

Research Objectives and Themes

The study investigates the difficulties encountered by second-year senior high school students in Ghana regarding English concord and seeks to identify underlying causes and effective remedial intervention strategies.

• Difficulties in subject-verb, verb-verb, noun-pronoun, and point-of-time-past concord.
• Impact of mother tongue (L1) interference on English language acquisition.
• Efficacy of intervention-based teaching models in improving grammatical proficiency.
• The importance of subject identification and rule application in writing.
• Feasible teaching strategies for senior high school level students.

Excerpt from the Book

Summary of Chapters

CHAPTER ONE: Provides an introduction to the study, defining the importance of grammar and concord, and establishing the research objectives and questions.

CHAPTER TWO: LITERATURE REVIEW: Examines existing literature on grammar instruction, student attitudes, and various aspects of concord and their underlying principles.

CHAPTER THREE: METHODOLOGY: Details the research design, including the use of intervention exercises, the population, and the sample selection of students.

CHAPTER FOUR: DATA ANALYSIS: Analyzes the data collected from the intervention tests to identify specific concord difficulties faced by students.

CHAPTER FIVE: FINDINGS AND RECOMMENDATIONS: Synthesizes the findings of the study and provides actionable recommendations to improve the teaching and learning of English concord.

Keywords

Concord, Agreement, English Grammar, Senior High School, Subject-verb Concord, Verb-verb Concord, Noun-pronoun Concord, Point-of-time-past Concord, Language Interference, Intervention Teaching, Action Research, Grammatical Accuracy, Linguistic Competence, Dependency Grammar, Educational Assessment.

Frequently Asked Questions

What is the primary focus of this research?

The research focuses on the difficulties senior high school students in Ghana encounter when applying English concord rules in their writing and speech.

What are the main thematic areas of concord covered?

The study categorizes concord into four main areas: subject-verb, verb-verb, noun-pronoun, and point-of-time-past-verb concord.

What is the central research question?

The study aims to identify the specific concord challenges students face, the reasons for these challenges, and how intervention procedures can help overcome them.

Which scientific method is employed?

The research uses a qualitative action research design involving pre-intervention, intervention, and post-intervention testing phases.

What does the main body of the work address?

It provides a theoretical review of concord, details the methodology used, presents a comprehensive analysis of the test results, and offers recommendations based on the findings.

Which keywords characterize this work?

The key themes include concord, English grammar, senior high school, language interference, and intervention-based education.

Why did the researcher focus on senior high school students?

The researcher targeted second-year students because this stage is considered critical for academic progression in the Ghanaian educational system.

How significant is mother tongue (L1) interference in this study?

The study identifies L1 interference as a significant factor, showing that differences in linguistic structure between native languages and English can lead to specific concord errors.