Remedies for English Inversion Difficulties Among Grade 12 Pupils
DOI:
https://doi.org/10.63385/ipt.v1i1.32Keywords:
Challenges, English inversion, Grade 12, Pedagogies, Remedies, ZambiaAbstract
This study examines effective strategies for improving the teaching and learning of English language structures among Grade 12 students at selected secondary schools in Zambia. While there are existing studies on approaches to teaching English, no study in Zambia and globally has ascertained pedagogical remedies to inversion intricacies. The study aims to explore the pedagogical approaches that can be used to mitigate the challenges associated with teaching inversion. Utilizing a qualitative research approach, the study purposively selected 30 participants, including 15 pupils from each school and 6 teachers, 3 from each school. The research used in-depth interviews and comprehensive questionnaires to collect data. The Second Language Acquisition (SLA) and Generative Grammar theories guided the analysis of the data. The study established that several pedagogical approaches could be used as remedies. Error analysis and correction can be used to systematically identify and rectify errors in students' use of inversion to enhance their understanding. Explicit instruction can be used to teach inversion rules and their application, thereby reinforcing grammatical structures. Guided practice through structured activities allows students to practice inversion under teacher supervision, facilitating immediate feedback and correction. The visual aids and resources are useful when illustrating inversion concepts and support diverse learning styles. Contextualized practice, integrating inversion exercises within meaningful contexts, can improve relevance and application. Lastly, reinforcement and feedback can help students to internalize and effectively apply inversion rules. These remedies can enhance instructional effectiveness and improve student performance in English Inversion.
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