Processability of English grammar lessons for Ethiopian students’ books: Upper grades of primary schools in focus

  • Ebabu Tefera Adugna Associate Professor of Teaching English asForegn Language (TEFL), Department of Language Education, School of Teacher Education, College of Education, Bahir Dar University, Ethiopia
DOI: https://doi.org/10.4314/10.4314/bdje.v25i1.1
Keywords: Processability, grammar, theory, language acquisition, textbook, evaluation

Abstract

The study examinedthe processabilityof grammatical structures incorporated in grades 3-6 primary school English language students' textbooks currently in use in Amhara Regional State. To meet this objective, document analysis was used to collect data. The grammar lessons collected from fourEnglish textbooks (Grades3–6) were analyzed using qualitative content analysis techniques. The framework used to analyze the data was Pienemann‘s processability hierarchy. Findings showed that the grammatical lesson presentations in the four textbooks under study were inconsistent with the developmental sequence of the second language English acquisition process due to the material writers‘ complete reliance on a theme-based approach. Therefore, it is recommended for materials writers to revise the textbooks and rewrite the grammar lessons by balancing the theme-based approach with Pienemann‘s processability theory

Published
2025-09-02
How to Cite
Tefera Adugna, E. (2025). Processability of English grammar lessons for Ethiopian students’ books: Upper grades of primary schools in focus. Bahir Dar Journal of Education, 25(2), 64-82. https://doi.org/10.4314/10.4314/bdje.v25i1.1
Issue
Vol. 25 No. 2 (2025)
Section
Articles

Copyright (c) 2025 Ebabu Tefera Adugna

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