GRAMMATICAL ERRORS IN STUDENTS’ WRITTEN ENGLISH: A CASE STUDY OF JUNIOR SECONDARY SCHOOL STUDENTS OF OROKE HIGH SCHOOL, AKUNGBA-AKOKO
Abstract
The study examines the grammatical errors in the written English of junior secondary school students in Oroke High School, Akungba-Akoko. Using the framework of error analysis, the study identifies, classifies, and analyses the most common errors in students’ written compositions. Findings reveal frequent grammatical challenges such as tense errors, subject–verb disagreement, misuse of articles and prepositions, and wrong word order. These errors are traced to factors such as mother-tongue interference, overgeneralisation of grammatical rules, inadequate exposure to Standard English, and limited writing practice. The study concludes that grammatical errors constitute a major barrier to students’ mastery of English as a second language. It recommends improved grammar-focused instruction, practical classroom exercises in writing, and the integration of error analysis into the curriculum, and constructive feedback strategies for learners.
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