Lexical Errors in English Language Writing –The Case of selected Senior High School students in the Ashanti Region of Ghana
No Thumbnail Available
Date
2024-12
Journal Title
Journal ISSN
Volume Title
Publisher
Noyam
Abstract
The present study analyses the lexical errors committed by students in their written
output. Using the Quantitative approach, it examines the lexical errors of students
selected from each of the three-layered categories (A, B, and C) of Senior High
schools in the Ashanti Region of Ghana. A sample of 824 out of 2713 students was
arrived at through Yamane’s sample size determiner. The sample was selected
through the systematic random sampling strategy. A model based on Corder’s Error
Analysis theory was used to analyse the data. The results revealed that the students
committed lexical errors in varying frequencies. Lexical errors identified from the
essays were wrong word selections, literal translation, omission, misspelling,
punctuation, capitalisation, modification, collocation, and morphological/word
formation errors. Punctuation errors had the highest occurrence whereas literal
translation errors had the least occurrence. The findings also revealed that lexical
errors in the students’ output affected clarity and hindered effective communication
by causing confusion, misinterpretation, and distortion of the intended messages.
The study recommends that English language teachers should employ practical
teaching and error correction strategies to address the writing challenges of students.
Students should keep track of their learning; identify their weaknesses and relate
such to their teachers for redress.
Description
Keywords
Citation
Mensah, D. et al. (2024). Lexical Errors in English Language Writing –The Case of selected Senior High School students in the Ashanti Region of Ghana. E-Journal of Humanities, Arts and Social Sciences (EHASS). 5(16), 3067-3086. https://doi.org/10.38159/ehass.202451631