Teaching Noun-Class To Primary School Students: A Socio-Cognitive Perspective

Abstract

This research paper investigates the instruction of noun class to primary students in the Pakistani education system by analyzing the English language curriculum materials used in grades one to five. Grammar serves as the bedrock upon which linguistic competence is based, wielding significant influence over language development in young learners. Among the intricate components of grammar, noun class emerges as a foundation, influencing how individuals perceive and interact with the world through language. To unravel the complexities of noun class instruction, this study adopts a corpus-based approach, methodically examining English language curriculum materials and drawing insights from cognitive development theories. This study aims to determine how n[1]oun class is introduced and taught to young learners of grade 1 to 5 and whether these methods align with cognitive development theories, specifically Piaget's abstract thinking theory and cognitive theory of learning. The overarching objective is to dissect curriculum materials, assess the naming strategy's efficacy, explore its congruence with cognitive development stages and investigate its application in the Pakistani educational landscape. Additionally, this study compares primary education materials to those from developed education systems in the world to gain insights into potential improvements in grammar instruction. The findings offer implications for primary educators, curriculum developers, and policymakers.