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dc.contributor.advisor Ngoepe, L.J. Mashiane, Mmetlane Valery 2022-05-17T13:04:42Z 2022-05-17T13:04:42Z 2019
dc.description Thesis (M. A. (English Studies)) -- University of Limpopo, 2019 en_US
dc.description.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. en_US
dc.format.extent xi, 73 leaves en_US
dc.language.iso en en_US
dc.relation.requires PDF en_US
dc.subject Grammar en_US
dc.subject English first additional language en_US
dc.subject Teachers en_US
dc.subject Further Education and Training en_US
dc.subject English language learners en_US
dc.subject.lcsh English teachers -- South Africa -- Limpopo en_US
dc.subject.lcsh English language -- Grammar -- Study and teaching en_US
dc.subject.lcsh English language -- Study and teaching -- South Africa -- Foreign speakers en_US
dc.subject.lcsh Grammar, Comparative and general en_US
dc.title An exploration of the handling of grammatical structures by Limpopo Province EFAL teachers in FET Phase en_US
dc.type Thesis en_US

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