https://www.gejournal.net/index.php/IJSSIR <p><em>The<strong> aim of journal is to publish research articles that are related to social sciences. It invites high quality studies in the fields of economics, commerce, management, public administration, political science, education, sports, public finance, business administration, and business law. It welcomes studies that are written other researchers and practitioners. It welcomes papers from both academicians and practitioners on conceptual paradigms, academic research, theories, business models, as well as organizational practices in humanities and social science. The goal of journal is to constitute a qualified and continual platform for sharing studies of academicians, researchers and practitioners. The journal welcomes manuscript submissions from scholars everywhere.</strong></em></p> <p><em><strong>ISSN: 2277-3630</strong></em></p> <p><em><strong>Impact factor: 8.036</strong></em></p> <div class="inr_header"> <h1>JOURNAL INDEXING</h1> </div> <div class="inr_con_cont"> <ul class="jr_ind_li"> <li>WZB-Wissenschatszentrum Berin Fur Sozialforschung</li> <li>Open J-Gate, INDIA</li> <li><a href="https://portal.issn.org/resource/ISSN/2277-3630">ISSN </a></li> <li>Electronic Journals Library-University Library of Regensburg</li> <li>Zeitschriftendatenbank-ZDB:German Journal Databank</li> <li><a href="http://globalimpactfactor.com/international-journal-of-social-sciences-interdisciplinary-research/">Global Impact Factor</a></li> <li><a href="http://sjifactor.com/passport.php?id=9252">SJIF Impact Factor</a></li> <li><a href="https://scholar.google.com/">Google Scholar </a></li> <li><a href="https://www.neliti.com/">https://www.neliti.com/ </a></li> </ul> </div> Green Earth en-US INTERNATIONAL JOURNAL OF SOCIAL SCIENCE & INTERDISCIPLINARY RESEARCH ISSN: 2277-3630 Impact factor: 8.036 2277-3630 <p><a href="http://creativecommons.org/licenses/by-sa/3.0/deed.en_US/" target="_blank" rel="noopener">Creative Commons Attribution- 3.0 Unported License.</a></p> https://www.gejournal.net/index.php/IJSSIR/article/view/2481 <p>This study investigates the factors that contribute to the intricacies of English inversion among Grade Twelve students at Nkulumashiba Secondary and Mikomfwa Secondary Schools in Luanshya District, Zambia. It aims to identify and evaluate persistent challenges identified in Examinations Council of Zambia reports from 2019 to 2022, which indicate poor student performance in grammatical structures such as inversion. The research involved 30 purposively selected students and 6 teachers, with data presented qualitatively. The study is framed within the theoretical perspectives of Generative Grammar and Second Language Acquisition. Key findings reveal several factors that contribute to inversion difficulties which include the following, a lack of in-depth knowledge by teachers, a shortage of teaching and learning materials as well as reliance on unguided internet resources. The reliance on unguided internet sources often results in the dissemination of incorrect information which further complicates students' understanding of inversion rules. Additionally, the study highlights an unfavorable learning environment, characterized by inadequate instructional methods and limited access to educational resources. The research uncovers a pervasive lack of knowledge among students and a significant gap in teachers' understanding of inversion concepts which contributes to poor student performance. These findings underscore the need for improved teacher training, enhanced teaching methodologies, and the development of comprehensive teaching materials to address the identified challenges. Addressing the above issues would improve English language proficiency and examination outcomes for Grade Twelve students in Zambia.</p> Nicholas Bwalya Pethias Siame Djalilova Malika Shuxratovna Copyright (c) 2024 GEJournals https://creativecommons.org/licenses/by-nc-nd/4.0 2024-09-15 2024-09-15 13 09 1 12