GRAMMATICAL ERRORS AMONG PRIMARY STUDENTS: IDENTIFICATION, ANALYSIS, AND REMEDIAL STRATEGIES

Abstract

This study aims to examine the grammatical errors made by primary-level students in the English language. The research was conducted at The County School, a private institution located in Mirpur, Azad Kashmir. A qualitative research design with a descriptive approach was employed to identify and analyze common grammatical mistakes. A qualitative research design with a descriptive approach was employed to identify and analyze common grammatical mistakes (Creswell, 2014). The researcher selected ten Grade 5 students as the sample. To assess grammatical accuracy, an activity was conducted in which each participant was asked to construct at least five sentences. The analysis focused on 11 specified grammar rules, including noun number (singular/plural), subject–verb agreement, and the correct use of pairs of words. Participants were evaluated through various tests designed to reveal the types and frequency of grammatical errors. The findings of the study indicate that most students struggle with irregular plural forms, verb usage, and tenses when responding to questions. Subject–verb agreement also emerged as a challenging area for many participants. Based on these results, the researcher suggests that the institution should organize a dedicated grammar class under the supervision of well-trained teachers and incorporate interactive activities related to grammar rules. Such initiatives would enhance students’ English proficiency and improve their ability to write independently in the future.