Analysis of punctuation errors committed by Grade 10 learners in English First Additional Language at a private school in Vhembe District of Limpopo Province

Abstract

The study analyses punctuation errors committed by Grade 10 learners at a private school in the Vhembe District of Limpopo Province. It focuses specifically on punctuation mark errors committed by Grade 10 learners in English First Additional Language within the context of transactional writing, which is common both at school level and beyond. There is a concern by teachers and researchers on how and why learners overlook punctuation. Although often overlooked, punctuation plays a crucial role in conveying meaning and ensuring that written texts are clear and understandable. The quality of written work is judged not only on its content but also on the correct use of punctuation—such as capital letters, commas, full stops, sentence construction and paragraph boundaries. The study is guided by the Pause and Effect Theory by Parkes, which posits that punctuation serves as a tool to enhance the understanding of a text and historically received considerable attention from those tasked with correcting manuscripts. A case study design was adopted, employing a qualitative research method with purposive sampling. The total population of the school is 561 learners, from which 51 Grade 10 learners’ texts were purposively sampled. Of these, 20 written texts were randomly selected for detailed analysis in English First Additional Language and to give each individual potential participant an equal chance of participation. These twenty (20) essays texts were analysed using both quantitative and textual analysis to establish learners’ competence in punctuation. The findings were then analysed thematically and statistically. Data were grouped according to themes; presented in tables and compared using percentages. The study found that learners commonly make punctuation errors in their essays. These included misplacement, omission, and unnecessary addition of punctuation marks. The study further revealed contributing factors to these errors: carelessness, writing in haste, confusion, lack of skill and knowledge in using punctuation, lack of motivation and practice, intra-lingual and inter-lingual influences, and most notably, inadequate teaching of punctuation rules by language teachers.