Abstract:
This research aims to find out the fundamental difficulties
that face third year student in secondary schools in using
affixations, blending and acronyms in composition writing, the
causes of these difficulties and the best ways preventing them.
Also the study tries to pinpoint the roles of syllabus and teachers
in preventing these difficulties in writing a composition.
Descriptive method was the methodology of data collecting, 50
students at third year grade, secondary school level were given a
test to diagnose the difficulties due to the students, the teacher, the
syllabus and even the administration. Nevertheless the researcher
has stated results and recommendations. Some of the important
results are: majority of students lack constructing a complete
paragraph with its structure, a lot of students misunderstand the
meaning of grammatical forms, lots of students commit a lot of
spelling errors. Some of the main recommendations which are
studies in this study are: Spine series should be altered by a
current English syllabus which has lots of exercise, drills and
tasks and teachers, teacher's opinions and views ought to be taken
into consideration when designing English syllabuses.
