The Usage of Verbs in argumentative essays of English First Additional Language learners: A case of selected schools in Mvudi Circuit, Vhembe East District, Limpopo Province

Abstract

The study examined the usage of verbs in argumentative essays of selected English First Additional Language (EFAL) Grade 7 learners. It aimed to provide practical guidance for educators to enhance verb usage, highlighting common pitfalls and best practices for teaching argumentative writing. The study adopted document analysis to qualitatively analyse the use of verbs in Grade 7 learners’ argumentative essays in selected schools in Mvudi Circuit, Vhembe East District, Limpopo Province. The sample of the study comprised 36 essays from three primary schools. Sampling was done using purposive sampling method. Document analysis using a thematic approach was done. The findings highlight that Grade 7 English FAL learners use a variety of verbs in argumentative essays writings; there is variability in the argumentative verbs used across the three performance categories used in the study; the errors committed in the essays are more prevalent in the below- average category. These include, among others, concord, vagueness, and spelling errors. The recommendations included the teaching of vocabulary, with great focus on argumentative verbs to equip learners to make strong arguments, and raising awareness on the need for learners to develop critical thinking skills, and the responsibilities of different stakeholders in assisting teaching and learning.