Abstract:
This study explores the handling of grammatical structures by the Limpopo Province (LP)
English First Additional Language (EFAL) teachers in the Further Education and Training
(FET) phase. The problem is that the majority of English language learners’ language
proficiency and accuracy are not at an acceptable level. This problem also brings into
close scrutiny, the quality of teaching and learning that takes place in English language
classrooms, and in particular, the effectiveness of teaching grammar structures in EFAL.
The research design was exploratory and the approach was qualitative. A selected
number of EFAL FET grammar teachers and English Language Curriculum Advisors
(ELCAs) in the LP participated in the study. The study was underpinned by an integration
of Behaviourism, Mentalism, Cognitive, and Universal Grammar theories. The study
findings indicate some learner language interlanguage and grammar permeability, as well
as inadequate handling of grammar knowledge and grammar learning assessment.
