Investigating the Role of the Process of Word Formation on the Quality of EFL Learners in Composition Writing at Secondary School

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.