Classroom practices being employed by teachers of english to teach grammar in grade 11: a case of Chongwe district, Zambia.
type: CreativeWork
description: The purpose of this study was to search for classroom practices/exercises which would facilitate communicative competence in the teaching and learning of English grammar in Zambian public secondary schools. This study was informed by the Social Constructivism research paradigm. In addition, descriptive research design was employed. The population for this study included all the public secondary schools in Chongwe district, all the grade eleven teachers and learners of English language. Sample was picked purposively using criterion sampling technique. The sample involved 3 Heads of Department for Literature and Languages, 7 English language subject teachers and 15 grade 11 learners of English language. The study also included one standard educational officer. In total, the sample comprised 26 participants. Data was collected using interview guide, focus group discussion guide, classroom observation guide and document analysis. The findings were analysed thematically. Theoretically, the study employed the Code and Pedagogic Discourse Theory by Bernstein with the focus on the notion of framing. This theory states that teachers and learners have the power to choose what works for them in the teaching and learning process. The theory helped in examining teachers’ and learners’ experiences regarding the teaching and learning of English grammar. Through the lens of framing, the theory helped in examining the context in which classroom practices are conducted during the teaching and learning of English grammar. With reference to objective 1, the findings revealed that classroom practices being employed by teachers during English grammar lessons include: Cloze exercise, transformation exercise, substitution exercise, spelling quiz, composition exercise, single word prompt, choosing a correct sentence, situational exercise, punctuation exercise, reading exercise and constructing own sentences. Out of 10 teachers, only three mentioned the use of situation practices/exercise. A…
abstract: The purpose of this study was to search for classroom practices/exercises which would facilitate communicative competence in the teaching and learning of English grammar in Zambian public secondary schools. This study was informed by the Social Constructivism research paradigm. In addition, descriptive research design was employed. The population for this study included all the public secondary schools in Chongwe district, all the grade eleven teachers and learners of English language. Sample was picked purposively using criterion sampling technique. The sample involved 3 Heads of Department for Literature and Languages, 7 English language subject teachers and 15 grade 11 learners of English language. The study also included one standard educational officer. In total, the sample comprised 26 participants. Data was collected using interview guide, focus group discussion guide, classroom observation guide and document analysis. The findings were analysed thematically. Theoretically, the study employed the Code and Pedagogic Discourse Theory by Bernstein with the focus on the notion of framing. This theory states that teachers and learners have the power to choose what works for them in the teaching and learning process. The theory helped in examining teachers’ and learners’ experiences regarding the teaching and learning of English grammar. Through the lens of framing, the theory helped in examining the context in which classroom practices are conducted during the teaching and learning of English grammar. With reference to objective 1, the findings revealed that classroom practices being employed by teachers during English grammar lessons include: Cloze exercise, transformation exercise, substitution exercise, spelling quiz, composition exercise, single word prompt, choosing a correct sentence, situational exercise, punctuation exercise, reading exercise and constructing own sentences. Out of 10 teachers, only three mentioned the use of situation practices/exercise. A…
author: Mwanza, Chester
language: en
keywords: Classroom practices--Communicative competence., Language and education., Language and languages--Study and teaching., Pragmatics., English language--Grammar.
date published: 2022
date modified: 2026-07-27T22:06:05Z
provider: University of Zambia
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The University of Zambia