Evaluation of sentence construction in English essays: A case study of Grade 10 learners of Malamulele Northeast Circuit

Abstract

Sentence construction in essay writing seems to be a problem that students face in secondary schools. This has been shown consistently in English First Additional Language Paper 3 examination results. Hence, the purpose of the current study was to evaluate sentence construction in English essays written by Grade 10 learners in Malamulele Northeast Circuit. The objectives of this study were to identify the types of sentences used by Grade 10 learners in the Malamulele Northeast Circuit in their essays, explore the usage of grammar and examine how different types of conjunctions were used in English sentences by Grade 10 learners in the Malamulele Northeast Circuit. The study was underpinned by the Communicative Competence Theory by Swain and Canale (1980) and qualitative research methods were employed. The study further used thematic analysis to analyse data obtained. The target population of the study was Grade 10 First Additional Language learners in the Malamulele North East Circuit in the Malamulele Township, Vhembe District of the Limpopo Province. Stratified random and purposive sampling techniques were used to select the sample for the study. The data were collected from English essays written by the sampled Grade 10 First Additional Language learners in the Malamulele North East Circuit. The study established that although Grade 10 learners in Malamulele Northeast circuit used different types of sentences, their structural composition were often syntactically inadequate. Common errors displayed included incorrect punctuation, concord error, vague expression, dangling participles as well as incorrect ad overuse of connective devices.