GRADE 10 ENGLISH FIRST ADDITIONAL LANGUAGE LEARNERS’ COMMUNICATIVE COMPETENCE IN BOCHUM WEST CIRCUIT, LIMPOPO PROVINCE

Abstract

English First Additional Language learners face challenges to develop communicative competence. Hence, this study explored factors that negatively impact on learners’ communicative competence in enhancing their English First Additional Language (FAL) proficiency. The study used a simple random sampling to sample 16 Grade 10 learners from one secondary school in Bochum West Circuit. The qualitative approach was used in which semi-structured interviews were employed to collect data. The data was analysed thematically. The results indicate that learners are impacted negatively by linguistic and cognitive factors (lack of vocabulary knowledge, pronunciation, knowledge of grammar rules, and code-switching), and psychological factors (lack of confidence, anxiety, and shyness). The findings highlight that an overemphasis on formal aspects of language such as grammar and written skills often undermines learners’ ability to participate confidently in spoken and social communication. In conclusion, improving EFAL learners’ communicative competence requires a balanced approach that values both linguistic knowledge and the ability to use language effectively in context. The study recommends that teachers should design activities that require learners to negotiate meaning, such as discussions, debates, and problem-solving tasks. This aligns with the idea that language competence includes not only grammatical accuracy but also appropriate use in context. It also recommends that DBE formally introduce group presentations, dramatisation, and debate in various circuits in a form of competitions.