Grammar Error Analysis of Narrative Compositions of Learners in Senior Secondary School Grades: A Case Study of Selected Public Secondary Schools in Chingola District, Zambia

Abstract

The study analysed grammar errors in narrative compositions of learners in senior grades (grades 10-12) in four selected public secondary schools in Chingola District of the Copperbelt Province, Zambia. The study relied on the Universal Grammar Theory of Noam Chomsky of 1960. The informants of the study were 60 (26 males and 34 females): 1 (one) from the District Education Board Secretary’s office, 2 (two) Head teachers, 4 (four) Deputy Head teachers, 3 (three) Heads of Departments, 2 (two) Heads of Sections, 8 (eight Subject Teachers and 40 learners. Purposive sampling was used to select participants positioned to give the needed information. Questionnaires, interview schedules, focus group discussions, lesson observation and assessment of learners’ narrative composition scripts were the methods of data collection used. Both quantitative and qualitative approaches to data collection were employed. Quantitative data was analysed using the Statistical Package for Social Sciences (SPSS) version 16 and Excel while qualitative data was analysed in a descriptive manner. The study revealed variations in the types of grammatical errors learners committed in narrative compositions in the four selected schools. The numbers and types of grammatical errors varied from school to school. Respondents further suggested to the investigation possible causes of grammatical errors learners made in narrative compositions. It was established that despite the variations as regards the types of grammatical errors learners made, some errors, namely spellings, tenses, punctuations, word order and paragraphing were common in all the four selected schools.

Keywords: Grammatical errors, narrative composition, syntax, sentence construction, English language

DOI: 10.7176/JEP/13-21-14

Publication date:June 30^th 2022