Investigating Learners’ Difficulties in Analysing Drama in English First Additional Language at Capricorn North District, Limpopo Province

Abstract

The aim of this study is to investigate challenges faced by grade 12 learners in analysing drama in English First Additional Language.  This study used the qualitative approach which focuses on understanding people’s beliefs, social background, life experiences and people’s attitudes and behaviours. The study used semi-structured interviews for both the teachers and the learners to collect data. The findings of this study revealed that learners have difficulty in understanding the figures of speech because English is not their Home Language, they are not taught these figures of speech when they study literature in the lower grades and they were taught mainly to identify figures of speech but little effort is made to teach they how to establish the significance/ relevance of those figures of speech in-context. On the other hands, the study found that electronic media such as videos help learners to be able to relate well with the drama, so that they can see the characters on stage and follow the characters’ emotions. The study recommends that teachers should be creative and play a significant role in facilitating drama lessons not only by explaining elements of drama but also by allowing learners to act out the drama and expose them to a variety of electronic media which can catalyse their understanding of the drama