The Use of Modal Auxiliary Verbs among Selected Pre-Service Students at a South African Rural University

Autor/inn/en	Luvuno, Monica Dudu; Ajani, Oluwatoyin Ayodele
Titel	The Use of Modal Auxiliary Verbs among Selected Pre-Service Students at a South African Rural University
Quelle	In: International Journal of Higher Education, 11 (2022) 2, S.67-81 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Preservice Teachers; Verbs; English (Second Language); Writing Skills; Essays; Grammar; English Language Learners; Second Language Instruction; Second Language Learning; Undergraduate Students; Writing Assignments; Outcomes of Education; South Africa + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Writing skill; Schreibfertigkeit; Essay; Aufsatzunterricht; Grammatik; Fremdsprachenunterricht; Zweitsprachenerwerb; Lernleistung; Schulerfolg; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study was conducted at a university based in KwaZulu-Natal, South Africa. The purpose of the study was to determine if the explicit instruction of selected grammar aspect, modal auxiliary verbs, improved students' ability to write English. The study was qualitative in nature and a case study design was adopted. The focus was in relation to a sample of 80 student teachers who were randomly selected in 2016 in the Faculty of Education. 40 participants were randomly assigned into experimental and control groups. For the experimental group, training lasted six weeks. Both groups were made to write similar essays and those essays were marked focusing on the students' ability to use modal auxiliary verbs. The study's findings revealed that the experimental group performed better than those in the control group in the use of modal auxiliary verbs. Based on the findings, the study recommended explicit grammar instruction in all the students' level of study in order to overcome the challenges they have in writing English. Thus, time should be created to ascertain that adequate explicit grammar lessons are offered to all pre-service teachers at the university. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01