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

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

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.