Abstract:
Sufficient English vocabulary in language learning is a fundamental tool for academic
success in Further Education and Training (FET). In every school where English is the
medium of instruction, learners are anticipated to be proficient and competent in
English. This is a target language for content comprehension and content engagement
for academic success. The aim of the study was to explore the vocabulary deficiencies
of English First Additional Language (EFAL) learners at a selected public high school
in Limpopo Province, South Africa. A mixed method approach was used to accumulate
the qualitative data and quantify the results. The study used a purposive sampling for
the population of twenty (20) EFAL learners and one (1) EFAL teacher. The data
collection methods in the study incorporated criterion-referenced test, semi-interviews,
and a focus group discussion. The data was analysed thematically. The findings show
that EFAL Grade 10 learners have challenges with EFAL vocabulary deficiencies,
which causes academic failure, delay, and school drop-out. The implication is that
strategic interventions are required to eradicate the vocabulary deficiencies of EFAL
Grade 10 learners in the selected school. The limitation of the study is that it sampled
a small population which does not reflect the predicament of every EFAL Grade 10
learner. However, the findings have shown that vocabulary deficiencies is a challenge
for EFAL Grade 10 learners.
