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2011 (Vol. 3, Issue: 5)
Article Information:

A Preliminary Report on First Year University Studentsí Knowledge of Basic Grammar: The Case of the University of Cape Coast, Ghana

William Kodom Gyasi, Theophilus A. Nartey and Wincharles Coker
Corresponding Author:  Wincharles Coker 

Key words:  Action research, communicative skills, parts of speech, performance, students, ,
Vol. 3 , (5): 399-405
Submitted Accepted Published
2011 June, 07 2011 August, 08 2011 September, 25
Abstract:

Although current research in English for Specific Purposes places premium on sharpening learnersí skills in order to enable them to maximally function in the academic world and beyond, it is still felt that students are bereft of basic language concepts. This paper, therefore, reports a preliminary investigation of first year Communicative Skills studentsí knowledge of parts of speech at the University of Cape Coast, Ghana in November, 2010. Three hundred and fifty (350) students were selected based on a multi-staged sampling method and were asked to respond to a two-pronged instrument. Using an action-driven research design, we examined whether studentsí gender and programmes of study have an influence on their performance in parts of speech. Key results showed that students who offer Communicative Skills have an abysmal knowledge of parts of speech, and that there was no significant difference among studentsí programmes of study and their performance in identifying parts of speech. We also found that there was no statistically significant difference between studentsí gender and their performance on the test. Given these findings, we recommend that a second look be given to the Communicative Skills curriculum of the University of Cape Coast, while encouraging similar studies in other universities.
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  Cite this Reference:
William Kodom Gyasi, Theophilus A. Nartey and Wincharles Coker, 2011. A Preliminary Report on First Year University Studentsí Knowledge of Basic Grammar: The Case of the University of Cape Coast, Ghana.  Current Research Journal of Social Sciences, 3(5): 399-405.
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ISSN (Online):  2041-3246
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