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Article Information:
A Preliminary Report on First Year University Students’ 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
Submitted: 2011 June, 07
Accepted: 2011 August, 08
Published: 2011 September, 25 |
Abstract:
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Although current research in English for Specific Purposes places premium on sharpening learners’
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 students’ 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 students’ 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 students’ programmes of study and their
performance in identifying parts of speech. We also found that there was no statistically significant difference
between students’ 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.
Key words: Action research, communicative skills, parts of speech, performance, students, ,
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Cite this Reference:
William Kodom Gyasi, Theophilus A. Nartey and Wincharles Coker, . A Preliminary Report on First Year University Students’ Knowledge of Basic Grammar: The Case of the University of Cape Coast, Ghana. Current Research Journal of Social Sciences, (5): 399-405.
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ISSN (Online): 2041-3246
ISSN (Print): 2041-3238 |
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