Volume 30, Issue 3, September 2020, Pages 723–727
Ombeni Namirhi Gloire1
1 Junior Lecturer, The Teacher Training College of Walungu, South Kivu, RD Congo
Original language: English
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Teaching and evaluating English as a Foreign Language (EFL) are challenging ventures. Teachers of English as a Foreign Language must constantly adapt to their students’ needs. In many ways, this means to select various subjects for the learning process. Evaluation is that step of the process at which the teacher examines the value of his/her learning material in order draw to conclusions that it is success or failure. In the case of this study, an accent is put on the evaluation of the acquisition of the present perfect and the present perfect continuous tenses by 94 form four pupils selected in 3 schools of Walungu District in South Kivu DRC. To achieve the research, a questionnaire was submitted to those learners to assess them on the basis of a written exercise and then define together what happens so that they fail. At the end, it has been noticed that a number of causes at the origin of the poor mastery of these English Language include the lack of background knowledge of the Conjugation at the above-mentioned tenses of English verbs, and the late exposure to the language in their respective schools. That has led to suggesting helpful measures to decision makers of the DR Congo in a bid to improve the learning of this second language.
Author Keywords: Acquisition, Evaluation, Present Perfect, Present Perfect Continuous, Pupils.
Ombeni Namirhi Gloire1
1 Junior Lecturer, The Teacher Training College of Walungu, South Kivu, RD Congo
Original language: English
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Teaching and evaluating English as a Foreign Language (EFL) are challenging ventures. Teachers of English as a Foreign Language must constantly adapt to their students’ needs. In many ways, this means to select various subjects for the learning process. Evaluation is that step of the process at which the teacher examines the value of his/her learning material in order draw to conclusions that it is success or failure. In the case of this study, an accent is put on the evaluation of the acquisition of the present perfect and the present perfect continuous tenses by 94 form four pupils selected in 3 schools of Walungu District in South Kivu DRC. To achieve the research, a questionnaire was submitted to those learners to assess them on the basis of a written exercise and then define together what happens so that they fail. At the end, it has been noticed that a number of causes at the origin of the poor mastery of these English Language include the lack of background knowledge of the Conjugation at the above-mentioned tenses of English verbs, and the late exposure to the language in their respective schools. That has led to suggesting helpful measures to decision makers of the DR Congo in a bid to improve the learning of this second language.
Author Keywords: Acquisition, Evaluation, Present Perfect, Present Perfect Continuous, Pupils.
How to Cite this Article
Ombeni Namirhi Gloire, “Evaluating the acquisition of the present perfect and present perfect continuous tenses by 4th form pupils: Case of Izirangabo, Mulezi Wa Bana and Walungu secondary schools in Walungu, South Kivu (2019-2020),” International Journal of Innovation and Applied Studies, vol. 30, no. 3, pp. 723–727, September 2020.
