Abstract:

According to the CEFR for English (englishprofile.org), B1 level learners’ ability to use the passive voice varies considerably. Issues that learners of English may be experiencing with the passive voice often depend on their L1 (mother tongue), educational backgrounds, cultural differences, levels of proficiency, different age groups, and various learning environments. This paper will assist language teachers in helping low intermediate and intermediate learners to understand and use the passive voice. We will examine the category of voice, that is “the ways in which a language expresses the relationship between a verb and the noun phrases which are associated with it” (Richards, 2010), a change in emphasis that may occur in the passive voice (Eatswood, 2002), its meaning, reasons for use, and forms of the passive voice most relevant to lower level learners. We will then discuss teaching suggestions for common learner challenges, such as significant underuse of the passive, misuse of the passive, misuse of verbs with two objects, students’ doubts about the agent, and pronunciation mistakes. We emphasise the importance of the ZPD (zone of proximal development) and other general pedagogical principles (Vygotsky, 1978) and explore ways to help students overcome their difficulties and frustration.

Keywords:

ELT, EFL, ESL, teaching grammar, passive voice.