Department of English, Media Studies and Linguistics

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Browsing Department of English, Media Studies and Linguistics by Author "Bvuma, V. T."

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    An analysis of syntactic errors in sentence construction: a case study of selected undergraduate first-year English majors in a South African University
    (2026-05-19) Ndou, Thompho; Maluleke, M. J.; Bvuma, V. T.
    This study provides an analysis of syntactic errors in sentence construction by first-year undergraduate English students in one of rural-base university located in Limpopo. The process of arranging words to form comprehensible sentences is governed by a set of rules, known as syntactic rules, which ensure that sentences are constructed coherently and convey concise meanings to readers. Some research studies conducted in South Africa and other countries have indicated that writing is challenging, particularly for students with limited knowledge of a second language (L2). English sentences commonly consist of three important components: the subject, the verb, and the object. These components should be effectively aligned in both simple, compound, and complex sentences to convey a complete, meaningful thought. If the subjects and verbs are not effectively aligned, it may be difficult for the readers to grasp the intended messages. Therefore, this study aims to investigate syntactic errors made by the first-year English majors in simple, compound, and complex sentences at a selected South African university. This study is underpinned by error analysis theory (EA) and grounded theory (GT). An exploratory qualitative approach was adopted in this study, using a combination of document analysis, group discussions, and case studies as primary data collection methods to gain in-depth insights into sentence composition. Convenience sampling, a non-probability sampling method, was used to select 20 students as participants. A deductive approach, which is one of the thematic data analysis techniques, has been used to analyse the data collected from students’ essay writing and group discussions. Descriptive analysis has been employed to interpret the collected data and report the findings in words, making it easier for readers to understand the study's findings quickly. The results revealed that the students know about constructing simple sentences but faced difficulties in linking independent clauses with each other or with dependent clauses to form grammatical compound and complex sentences. It was because most students were identified as having a low proficiency level in the correct use of punctuation, coordinating, and subordinating conjunctions. Furthermore, the results revealed that most students were able to distinguish the structural variations between phrases, clauses, and sentences, but found it challenging to link phrases and clauses to form grammatically correct sentences, particularly complex sentences. Based on the data analysis and interpretation in Chapter 4, it was found that the omission of a comma, subject-verb agreement errors, run-on sentences, redundancy, comma splices, and pronoun-noun agreement issues were common types of errors committed by the students. In conclusion, the study wanted to identify critical challenges faced by the students in sentence construction. It is found that the students are able to align words properly to form phrases and sentences. However, most of the faced difficulties in using coordinating and subordinating conjunctions to form comprehensible sentence, which is a challenge in academic writing. Most of the students demonstrated lack of knowledge in concord rules. Some corresponded plural subjects with singular verb forms while other aligned singular subjects with verbs that are in plural states, which is regarded as subject-verb agreement errors. Lastly, the students can also use grammar books and study syntax chapters to have deep understanding in linking different words to form well-organised simple, compound, and complex sentences. The results of this study are expected to help the curriculum advisors, L2 lecturers, syllabus designers, and future researcher to be able to identify the critical challenges faced by the students in sentence construction.
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    Investigating past tense errors committed by Grade 10 English First Additional Language learners in Tshinane Circuit, Vhembe District
    (2023-10-05) Thivhafuni, Takalani Jane; Lambani, M. N.; Bvuma, V. T.
    This study was aimed at analysing the written past tense errors of irregular verbs committed by Grade 10 English First Additional Language (FAL) learners, in five selected schools in Tshinane Circuit, Vhembe District in Limpopo Province. Grade 10 serves as the basis for the Further Education and Training (FET) phase. These learners, hence, are expected to use the irregular verbs correctly since they have been learning English for ten years as a subject, as well as being exposed to it for seven years as the language of learning and teaching (LoLT). Using selected Grade 10 English FAL learners in schools under Tshinane Circuit in Vhembe District, the study’s objectives were - to identify types of irregular simple past tense errors committed; explain the causes of these errors and discuss strategies for addressing them. The study was buttressed by Robert Lado's Contrastive Analysis Hypothesis theory and Pit Corder’s Error Analysis Approach. The study used mixed-method research approach and the quantitative data was analysed statistically and presented using graphs and tables while qualitative data was analysed according to themes. The target study population was Grade 10 English FAL learners of Tshinane Circuit in the Vhembe District. A purposive sampling technique was used to select schools, circuits and districts while a simple random procedure was employed to select participants. Data were collected from a questionnaire and essays written by the sampled participants. The study revealed that learners experienced challenges with the simple past verb forms which exhibited - zero-marking, terminal consonants phoneme changes, ablaut or vowel gradation, the suppletion principle as well as the regularisation of irregular verbs. The study concluded that the learners do experience serious challenges in the use of irregular verbs as established through their errors with the verb forms in the simple past tense. It is recommended that learners should be encouraged to frequently practise the use of irregular past tense verbs, in both spoken and written forms.
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    Misappropriation of adjectives by Grade 7 non-native English language learners: A case study of four independent rural primary schools in Manombe Circuit, Mopani District
    (2022-07-15) Ticharwa, Addmore; Lambani, M. N.; Bvuma, V. T.
    The study aimed to present an analysis of adjective errors committed by Grade 7 non-native English Home Language Learners, with a special focus on independent rural primary schools in Man’ombe Circuit, Mopani District. Grade 7 is the transitional grade from senior primary phase to high school which serves an important function of preparing learners for further education and training (FET) studies. A mixed research approach (qualitative and quantitative) was used. For the qualitative approach content analysis was employed to collect data, while for the quantitative approach, data was gathered using a standardised test. The population was eighty-one (81) Grade 7, non-native learners ofEnglish Home Language, both as a subject and as the medium of instruction, in four independent schools in Man’ombe Circuit. The participants were selected using systematicrandom sampling and they comprised 25% of the population (20 learners). Boththequantitative and qualitative data show that the errors committed by non-native English Home Language learners were predominantly morphology, comparative degree and adjective identification errors.The quantitative data showed that errors on the use of similar-sounding words (homonyms) (for example, further/ farther), syntactic errors, morphology errors as well as errors in the use of semantically-similar words (latter /last) recorded the highest number of errors, compared to errors on adjectives of quantity, possessive pronouns and adjectives of quality that recorded the least number of errors. The qualitative data showed that the errors made by the participants in this study were mostly morphological and errors on the formation of comparative degree adjectives. In this study, the errors were brought about by both inter-lingual and intra-lingual transfer. The study should be relevant for learners who should be advised to make brief summaries of grammatical rules governing the use of adjectives to improve their written and spoken English. It is also essentialfor learners to be conversant with grammatical rules governing the morphology of adjectives and encourage them to internalize and make use of them when they speak and write. Learners are also advised tofamiliarise themselves with adjective error they commit so that they can work towards the avoidance of such errors.