ABSTRACT
The aim of the work is to the error students often commit in their written compositions in the West African Examinations Council examination (WAEC), which by , shows their language inabilities. The work also offers an analysis of these errors in the table showing their scores.
It finally explains how it affects their . Error analysts distinguish between errors, which are systematic, and mistakes, which are not. They often seek to develop a of errors. Errors can be classified according to basic type: omissive, additive, substitutive or related to word order.
Closely related to this is the classification according to a , the breadth of context which the analyst must examine, and extent, the breadth of the utterance which must be changed in order to fix the error.
Errors may also be classified according to the level of language: phonological errors, vocabulary or lexical errors, syntactic errors, and so on. They may be assessed according to the degree to which they interfere with communication.
In the study of error analysis of this kind, the errors identified are dully classified into lexis and structure. It not only purviews all kinds of errors associated with lexis and structure but also stated the kind of errors that often occur more than others. The task, however, is by no means an easy one.
This is because very often classes of errors overlap, and occasionally some errors simply do not lend themselves to a clear-cut categorization.
However, the West African Examinations Council (WAEC) marking guide seems to produce a near-perfect idea model of classification of the tremendous varieties of errors found in students’ compositions.
The way in which errors are counted or enumerated affects directly the score frequencies, and statistics of errors, and therefore the results, conclusions, and evaluative power of the results.
The data used in the study is adopted from the live examination scripts of the West African Examinations Council (WAEC) of which the researcher is an assistant examiner (marker). They were part of the examination scripts he examined in the 2013 May/June WAEC examinations.
TABLE OF CONTENTS
Title page —— i
Approval page ———– ii
Certification —- iii
Dedication — iv
Acknowledgments —— v
Table of Contents —- vii
Abstract ———– ix
Chapter One: Introduction
1.1 Background to the Study—– 1
1.2 Statement of the Problem——— 7
1.3 Purpose of Study ———- 10
1.4 Significance of the Study ——- 11
1.5 Scope and Delimitation of the Study ———- 12
Chapter Two: Review of Related Literature
2.1 Conceptual Framework ——– 13
2.2 Theoretical Framework ————– 14
2.3 Error Analysis —————- 17
2.4 Lexis and Structure —— 20
2.5 Lexis and Structure as Grammar — 22
2.6 Lexis or Vocabulary Studies? —- 24
Conclusion ———————- 28
Chapter Three: Research Methodology
3.1 Research Design ————– 30
3.2 Research Population and Instrument ———- 31
3.3 Method of Sampling——— 31
3.4 Method of Analysis———— 32
Chapter Four: Data Presentation and Analysis
4.1 Presentation ———– 33
4.2 Interpretation of the Table —– 41
Chapter Five: Summary and Conclusion
5.1 Summary ———— 45
5.2 Conclusion ——- 45
5.3 Recommendations ——– 49
5.4 Suggestions for Further Studies ————- 51
REFERENCES——- 53
Appendices ——- 59
INTRODUCTION
1.1 Background to the Study
In a world where English is employed for both national and international communications, the knowledge of oral and written forms remains a great asset.
In addition, the contents and requirements of the NERDC curriculum for English language learning at the senior secondary school level recommend its mastery strongly (Ademola- Adeoye et al v).
This stresses the need for the development of a rich vocabulary and acquiring the skills for using the English lexis and structure with the aim of making students become proficient in the language.
Edge claims that the problem of correctness in the students’ use of English cannot be ignored ‘because successful results depend on a certain level of accuracy in grammar’ (20).
A study by Lehmann showed that secondary school students’ language achievements were unexpectedly low and that the students themselves were not even aware of how poorly they perform (5). He blamed this poor level of performance on their focus on oral communication at the expense of real grammar work and writing.
It is the experience of Lehmann, as a teacher of English in a secondary school that there are many students who perform poorly in their examinations in English. This seems to suggest a lack of serious attention in the teaching of the core language features of lexis and structure.
REFERENCES
Ademola-Adeoye, S. et al. New Concept English for Senior Secondary Schools. Book 1. Ikeja: Learn Africa Plc, 2012. Print.
Aka, S.M.O. Model Essays and Letters for G.C.E. and School Certificate English. Benin City: S.M.O. Aka and Brothers Press, 1985. Print.
Akudolu, R.L. & Nneka Osakwe. ‘Parts of Speech’ in Functional English for Higher Education Eds. Emmanuel O.O. and E.A. Ogbonna- Ohuche. Enugu: 1996. Print.
Akwanya, A.N. Semantics and Discourse: Theories of Meaning and Textual Analysis. 2nd Enugu: Acena Publishers, 2007. Print.
Alatis, T. Ed. Report of the 19th Annual Round Table Meeting on Linguistics and Language Studies: Contrastive Linguistics and its Pedagogical Implications. Monograph Series on Language and Linguistics (2) Washington: Georegetown University Press, 1968, P.5. Print.
Anyachonkeya, Ngozi. The English Language and Communication. Owerri: Hudson –Jude Nigeria, 2005. Print.
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