REMEDIES FOR ENGLISH INVERSION DIFFICULTIES AMONG GRADE TWELVE PUPILS

Abstract: This study explores effective remedies for enhancing the teaching and learning of English Inversion structures among Grade Twelve pupils at selected secondary schools in Luanshya District, Zambia. The study aims to explore the pedagogical approaches that can be used to mitigate the challenges associated with teaching inversion. Utilizing a qualitative research approach, the study purposively selected 30 participants, including 15 pupils from each school and 6 teachers, 3 from each school. Data were collected through in-depth interviews and comprehensive questionnaires. It was forgrounded in the theoretical frameworks of Second Language Acquisition (SLA) and Generative Grammar, The study established several pedagogical approaches as remedies for inversion challenges. Error analysis and correction can be used to systematically identify and rectify errors in students’ use of inversion to enhance their understanding. Explicit instruction can help to teach inversion rules and their application, thereby, reinforcing grammatical structures. Guided practice through structured activities allows students to practice inversion under teacher supervision, facilitating immediate feedback and correction. The use of visual aids and resource are useful when illustrating inversion concepts and they support diverse learning styles. Contextualized practice, integrating inversion exercises within meaningful context improves relevance and application. Lastly, reinforcement and feedback are emphasized to help students internalize and effectively apply inversion rules. These remedies aim to enhance instructional effectiveness and improve student performance in English Inversion and subsequently lead to better academic outcomes in language studies.

Keywords: Challenges, English Inversion, Grade Twelve, Pedagogies, Remedies, Zambia.