An Analysis of the Grammatical Errors made by Grade 9 and 12 Pupils in English Composition Writing

Table of Contents

• ACKNOWLEDGEMENTS
• DEDICATION
• DISCLAIMER
• LIST OF TABLES
• LIST OF FIGURES
• ACRONYMS AND ABBREVIATIONS
• ABSTRACT
• CHAPTER ONE
  • 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

Objectives and Key Themes

This dissertation aims to analyze the grammatical errors made by Grade 9 and 12 pupils in English composition writing. The study investigates the nature and frequency of these errors, exploring factors that may contribute to their occurrence. It also explores potential implications for improving English language proficiency in Zambian secondary schools.

• Grammatical errors in English composition writing by Grade 9 and 12 pupils
• Factors contributing to grammatical errors
• Types of grammatical errors
• Implications for English language proficiency
• Potential solutions to improve grammatical accuracy

Chapter Summaries

Chapter One introduces the study's context and purpose. It outlines the problem of grammatical errors in English composition writing among Grade 9 and 12 pupils, highlighting the significance of addressing this issue. The chapter also clarifies the study's objectives, research questions, and methodology.

Chapter Two provides a comprehensive review of relevant literature, discussing existing research on error analysis, grammatical errors in English as a Second Language (ESL), and pedagogical approaches to error correction. This chapter aims to establish a theoretical framework for the study.

Chapter Three focuses on the research methodology used in the study. It explains the research design, methods, and instruments employed to collect and analyze data on grammatical errors.

Keywords

This dissertation focuses on the analysis of grammatical errors in English composition writing by Grade 9 and 12 pupils in Zambia. Key concepts include error analysis, grammatical errors, English as a Second Language (ESL), language proficiency, and pedagogical approaches to error correction.