COMMON GRAMMATICAL ERRORS OF THE HIGH SCHOOL STUDENTS: THE TEACHERS' PERSPECTIVE

Abstract

The teaching of grammar has been a constant struggle for many teachers in the different parts of the world. This is due to its complexity in form and structure. This study investigated the common errors that students encountered as they study English, especially the case of the second language learners. With the use of qualitative research design, specifically conducting interviews and focus group discussion. The study involved fifteen (15) high school teachers who have served for at least ten (10) years. The data were analyzed following the Colaizzi’s seven steps method. Findings showed that students have difficulty using prepositions, observing noun-pronoun antecedent, distinguishing English spelling variations, determining the plural and singular forms of foreign nouns, using correct verb tenses, observing the agreement of subject and verbs and writing active and passive sentences. As a result, students’ performance has been greatly affected. As conclusion, students have not mastered some of the competencies despite the repetition of these lessons in previous grade and year levels. Recommendations include using strategies that are technology-based and suited to the learners.