Journal articles: 'Ghanaian (English)'

1

Gyasi, Ibrahim K. "Aspects of English in Ghana." English Today 7, no. 2 (April 1991): 26–31. http://dx.doi.org/10.1017/s0266078400005502.

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Ofori, Dominic Maximilian, and Mohammed Albakry. "I own this language that everybody speaks." English World-Wide 33, no. 2 (July 2, 2012): 165–84. http://dx.doi.org/10.1075/eww.33.2.03ofo.

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Based on interviews conducted in ten Catholic churches of the Ghanaian capital, Accra, the paper offers a profile of English use in Ghana and reports on the attitudes of Ghanaians toward English as the official language of their country. The results reveal the influential role English plays in the different settings of Ghanaian communication as well as the high esteem afforded to the English language by the majority of Ghanaian respondents. Most of them cited the numerous benefits that English, as a language of wider communication, brings to the individual speaker and the country.

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Ahulu, Samuel. "How Ghanaian is Ghanaian English?" English Today 10, no. 2 (April 1994): 25–29. http://dx.doi.org/10.1017/s0266078400007471.

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Huber, Magnus. "Ghanaian Pidgin English." English World-Wide 16, no. 2 (January 1, 1995): 215–49. http://dx.doi.org/10.1075/eww.16.2.04hub.

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Amuzu, E., A. E. A. Kuwornu, and S. Opoku-Fofie. "“Awww, we r sorry wai”: Pragmatic functions of L1 discourse markers in Ghanaians’ English-based WhatsApp conversations." Contemporary Journal of African Studies 5, no. 2 (November 27, 2018): 60–86. http://dx.doi.org/10.4314/contjas.v5i2.3.

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The use of discourse markers (DMs) in written conversations has long been seen as features of oral conversations that chatters transfer into their written conversations when they wish to activate the informal relationships they developed in oral conversational contexts (see e.g. Landone 2012 and Ramón 2015). This paper shows this conclusion to be true of the use of seven DMs (o, wai, saa, paa, waa, koraa and la) by Ghanaians in their in-group English-based WhatsApp conversations. The DMs are from some Ghanaian languages, and using the Markedness Model of Myers-Scotton (1993, 1998, 1999) it is shown that they occur as marked codeswitches in the otherwise English texts where, in addition to informalising interactions, serve as exhibits of chatters’ Ghanaian identity and in-group solidarity; it is unlikely that such forms as wai, saa, paa, waa, koraa and la will appear in chats of non-Ghanaians. Data analysed for the study were extracts from WhatsApp platforms with only Ghanaian participants.

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Dako, Kari. "Code-switching and lexical borrowing: Which is what in Ghanaian English?" English Today 18, no. 3 (June 17, 2002): 48–54. http://dx.doi.org/10.1017/s0266078402003073.

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Mixed local feelings about the use of local words in the English of Ghana. A Ghanaianism is a vocabulary item peculiar to Ghana. It may be an English item that has undergone a local semantic shift, an item of local origin used consistently in English, or a hybrid of the two. In addition, the term Ghanaian English as used here refers, not to a variety whose features have been more or less fully recognised and described, but broadly to the English used by Ghanaians who have had at least some formal education and are able to use English in some registers. Drawing on a collection of Ghanaianisms compiled over the last 10 years, this paper looks first at some of the prevailing problems in attempting to define the transference phenomena widely identified as code-switching (CS) on the one hand and lexical borrowing (LB) on the other, then at how Ghanaians deal with the phenomenon of borrowing into English at the text level.

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Osei-Tutu, Kwaku. "The Influence of American English and British English on Ghanaian English." Ghana Journal of Linguistics 10, no. 2 (December 31, 2021): 84–102. http://dx.doi.org/10.4314/gjl.v10i2.4.

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English has been the de facto official language of Ghana since the country gained independence from Britain in 1957. According to Dolphyne (1995:31) “it is… standard written [British] English that newspaper editors and editors of journals aim at, as well as teachers in their teaching of English at all levels.” Shoba et al. (2013) also reinforce this stating that British English has remained the standard of the Ghanaian educational system since colonization. In recent times, however, American English has become more popular in Ghana, especially in the entertainment industry (Anderson et al., 2009). Using data from the International Corpus of English (Ghana component – written and spoken; British component – written and spoken; and the American component – written) and the Corpus of Contemporary American English (COCA), this paper looks at the frequencies of got, gotten and the modals will, shall, should and must with the aim of finding out which of the two native varieties Ghanaian English patterns after. The results of the study reveal that while Ghanaian English reflects some influence from American English by showing a tendency to pattern after it with regard to got and gotten, the same cannot be said regarding the modals will, shall, should and must.

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LOMOTEY, CHARLOTTE FOFO. "Contrastive focus in Ghanaian English discourse." World Englishes 36, no. 1 (June 10, 2016): 60–79. http://dx.doi.org/10.1111/weng.12210.

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Brato, Thorsten. "Noun phrase complexity in Ghanaian English." World Englishes 39, no. 3 (April 3, 2020): 377–93. http://dx.doi.org/10.1111/weng.12479.

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Anani, Gifty Edna. "A Review of Existing Debates That Have Persisted Over the Choice of Language as a Medium of Instruction in Ghanaian Classrooms." International Research in Education 7, no. 2 (July 1, 2019): 38. http://dx.doi.org/10.5296/ire.v7i2.15013.

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The choice of language to use as a medium of instruction across the curriculum in schools has been a contentious issue in Africa. Ghana, like many multilingual African countries, has not been spared this serious challenge of language choice. In fact, it has become a worrying issue of concern to many Ghanaians who have an interest in education. This paper provides snapshots of varied opinions on selecting a language as a medium of instruction in Ghanaian classrooms. It discusses the existing debates on the use of English language as a medium of instruction and also asserts the writer’s stance on the subject. Finally, the paper concludes by advocating the support for Ghanaian languages as a medium of instruction across the curriculum at the lower primary level.

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Owu-Ewie, Charles. "LANGUAGE PERFORMANCE AND MATHEMATICS/SCIENCE PERFORMANCE: A CORRELATIONAL CASE STUDY OF JHS STUDENTS IN SEKONDI/TAKORADI AND SHAMA DISTRICTS." Buckingham Journal of Language and Linguistics 5 (November 7, 2012): 83–99. http://dx.doi.org/10.5750/bjll.v5i0.215.

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This paper is a correlational study aimed at finding out the relationship between language (English and Fante - a Ghanaian language) performance and mathematics and science performances. The main hypothesis tested in the study was whether there is a positive correlation between performance in language (English and Fante) and mathematics and science and whether it is significant or not. The data used for the study involved Basic Education Certificate Examination results of 740 Junior High School students from 10 schools in two district; Shama and Sekondi-Takoradi. The statistical tool used in testing the hypotheses was the Spearman Correlation (t-test) of the SPSS (a statistical package for social sciences). The study identified that there was strong positive correlation between language (Ghanaian language - Fante and English) performance and that of mathematics and science. The correlation between Ghanaian language and mathematics (r = 0.803) and between Ghanaian language and science (r = 0.809), and the correlation between English and mathematics (r = 0.850) and the correlation between English and science (r = 0.873) (a = .05) were found.

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Nartey, Mark, and Richmond Sadick Ngula. "Language Corpora: The Case for Ghanaian English." 3L: The Southeast Asian Journal of English Language Studies 20, no. 3 (September 1, 2014): 79–92. http://dx.doi.org/10.17576/3l-2014-2003-07.

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Owusu, Edward, and Charles Senior Afram. "An Application of Grosjean’s (2001) Bilingual’s Language Modes on English Language Teaching as Medium of Instruction in Ghanaian Primary Schools." International Journal of Linguistics, Literature and Translation 3, no. 7 (July 31, 2020): 133–38. http://dx.doi.org/10.32996/ijllt.2020.3.7.15.

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Bialystok (2015) argues that the bilingual’s cognitive benefit is related to the continuous supervision and the need for conflict resolution that happens when dual languages are co-activated. One framework that clearly projects the experience of the bilingual, in terms of swapping languages is the bilingual’s language modes (BLMs) by Grosjean (2001). In this review paper, we have highlighted the policy of medium of instruction for teaching English in primary schools in Ghana. Again, we have briefly described the tenants of the BLMs, and demonstrated how these modes can be applied on the Ghanaian bilingual primary schools. On the basis of the BLMs, we argue that the most suitable medium of instruction for teaching and learning of English as a second language at the primary level (primary 1 - 6) of a diverse Ghanaian multilingual society should be English language, and the mother tongue of the community within which the school is situated. This argument is in conformism with Anyidoho (2009), and Owusu et al. (2015). Consequently, this paper would enable the key stakeholders of Ghanaian primary schools, to reexamine the policy of instruction for teaching English in Ghanaian primary schools, by placing prominence on the first language of the various speech communities in Ghana.

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Mohr, Susanne, and Dorothy Agyepong. "The cultural adaptation of quantity judgment tasks in Ghanaian English and Akan." Contemporary Journal of African Studies 9, no. 2 (November 30, 2022): 120–46. http://dx.doi.org/10.4314/contjas.v9i2.5.

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The phenomenon of mass and countability is multifaceted and has been controversially discussed in many disciplines. For linguistics, differences in the morphosyntactic marking of the distinction cross-linguistically, and its cross-cultural ontological-semantic conceptualization are particularly interesting. However, most studies into mass and countability have focused on (American) English, and, to some extent European and Asian languages. African languages and contexts have as yet been neglected by researchinto countability, and the methodological tools employed to study it do not account for the ambient cultural contexts. This paper presents the results of a quantity judgment task designed according to Barner and Snedeker’s (2005) experiment for American English speakers, conducted in Ghanaian English and Akan. The Ghanaian experiments reveal important concerns regarding the stimuli and their applicability, especially to Akan culture. Thus, inspired by other studies into the semantics of Akan, a new set of stimuli is suggested in order to investigate mass and countability contrastively in Ghanaian English and Akan. In this vein, they emphasize the insufficiency of translations with regard to (psycho)linguistic experiments and the importance of proper cultural adaptation.

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15

Komasi, Mabel Mliwomor. "A Bibliography of Ghanaian children's storybooks in English." African Research & Documentation 103 (2007): 45–64. http://dx.doi.org/10.1017/s0305862x00022780.

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ALBAKRY, MOHAMMED A., and DOMINIC M. OFORI. "Ghanaian English and code-switching in Catholic churches." World Englishes 30, no. 4 (November 25, 2011): 515–32. http://dx.doi.org/10.1111/j.1467-971x.2011.01726.x.

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ASANTE, MABEL Y. "Variation in subject-verb concord in Ghanaian English." World Englishes 31, no. 2 (May 17, 2012): 208–25. http://dx.doi.org/10.1111/j.1467-971x.2012.01751.x.

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18

Quarcoo, Emmanuel. "The English Language as a Modern Ghanaian Artifact." Journal of Black Studies 24, no. 3 (March 1994): 329–43. http://dx.doi.org/10.1177/002193479402400307.

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T.G., Mariam, and Victoria D.A. "An Interlanguage Phonological Approach to the Analysis of Selected Ghanaian Newscasters’ Renditions." International Journal of Literature, Language and Linguistics 5, no. 1 (February 14, 2022): 1–16. http://dx.doi.org/10.52589/ijlll-eunts7sz.

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In recent years, specially marked varieties of the English language have been the thrust of many researches, and the Ghanaian English is one of them. This study examined selected Ghanaian newscasters’ renditions using the tenets of Selinker’s Interlanguage Phonology Theory: simplification, overgeneralisation of the L2 and transfer. The study also incorporated the use of Praat application for the analysis of the data. Apart from this, the interview method was used to collect the data for the study. The data collected consist of interviews recorded across twelve radio stations in Cape-Coast, Ghana. The data analysis revealed that some phonemes of the British English (BrE) are unavailable in the Ghanaian English; hence, the newscasters introduce or transfer some of the phonemic features that are characteristics of the individual's variety into the British English (BrE), especially those with similar phonemic properties. Also, phonological simplification processes were introduced by the respondents to enable them to produce words easily and as a result, the words and syllables end up reduced, restructured or re-syllabified. In conclusion, the findings from the study have reflected that there are modifications by the studied speakers and these modifications are what make the English language spoken by the newscasters distinct from what is obtainable on the job, due to the exigencies of the second language situation and specific cognitive oriented problems.

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Treve, Mark. "Ghanaian EFL Teachers Working in Asia: Benefits and Implications for English Teachers Working Overseas." English Language Teaching 13, no. 8 (July 2, 2020): 1. http://dx.doi.org/10.5539/elt.v13n8p1.

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The present study explores teachers of English as a foreign language (EFL) in Asia, their attitudes toward teaching English, the roles of teaching the English language, motivations, benefits, implications, and the reason they are highly recognized in non-English speaking countries. The researcher applied the qualitative method through semi-structured interviews with (n=4) Ghanaian teachers working in three countries in Asia as EFL instructors; their strengths and weaknesses were investigated. The result of semi-structured interviews revealed that Ghanaian teachers' primary role in Asia is to teach English and literacy skills. Moreover, the reasons they chose to work in Asia are higher salaries and better working conditions. Their inability to speak the local language and culture diversity were their weaknesses. Native and Non-native English teachers' preferences, which directly/indirectly affect English teaching, are discussed.  The respondents' positive attitude toward English teaching overseas is also investigated and presented. This empirical study revealed the globalization of English in the 21st century.

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Quagie, John Kumah, Ernest Kwesi Klu, and L. M. P. Mulaudzi. "Teaching English in Ghanaian Schools: Where is the Grammar?" International Journal of Educational Sciences 5, no. 3 (July 2013): 263–70. http://dx.doi.org/10.1080/09751122.2013.11890086.

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Amuzu, Evershed Kwasi, and Ebenezer Asinyor. "Errors on Ghanaian students’ written English: is speaking school pidgin English the cause." Ghana Journal of Development Studies 13, no. 2 (October 17, 2016): 48. http://dx.doi.org/10.4314/gjds.v13i2.3.

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Safotso, Gilbert Tagne, and Ndoubangar Tompté. "Chadian Learners’/Users’ Preferred Variety(ies) of English." International Journal of English Linguistics 10, no. 6 (October 29, 2020): 410. http://dx.doi.org/10.5539/ijel.v10n6p410.

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Although French and Arabic are the official languages of Chad, for the past twenty years Chadian learners and users of English have been having a strong interest in the language. Their number in Cameroonian, Nigerian, Ghanaian and Sudanese universities as well as in linguistic centres in N’Djamena testifies to this. It can be said that the petrol boom in the country has really changed the attitudes of Chadians towards English. They see in it the language of opening and opportunities. Given that in most major languages there are accents and variants, and most especially with English the lingua franca of the 21st century, it is important to know those learners’/users’ preferred variety (ies). This paper thus aims to know which variety (ies) of English Chadian learners/users prefer to hear or speak. The data was gathered through a questionnaire administered to 106 university students, 97 secondary school learners, 18 English language teachers and 29 workers of other sectors (N = 250). Results show that most Chadian learners/users prefer American or British English and a good percentage of them favour Ghanaian or Cameroon English.

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Ankomah, Y. A. "Instructional language dilemma and challenges in Ghana's education system: any prospects?" Journal of Educational Management 5 (November 1, 2008): 153–72. http://dx.doi.org/10.47963/jem.v5i.393.

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language plays a pivotal role in educational provision and its quality as it is the main medium that facilitates communication between the learner and the teacher. Since the introduction of the first official school language policy in 1925, there has been the dilemma of what nature the policy is to take, spanning from first language as medium of instruction for the first three years of primary school, through first language usage for the first year only to an all-English usage for the first year only to an all –English usage throughout school. The study was a baseline cross-sectional survey on the perceptions of stakeholders on the language of instructions in Ghanaian basic schools. Eighty seven respondents comprising 36 pupils, 36 parents, nine teachers and three heads from three basic schools and six tutors from a college of education were interviewed on their views and perception on the used of the local language as medium of instruction in basic schools. The literature and the present study reveal that currently stakeholders will not support one exclusive language, English or Ghanaian first language, as medium of instruction at the early stages of school due to entrenched perceptions, not withstanding whatever possible advantages there may be. The obvious choice is a mother tongue-based bilingual arrangement that effectively combines the advantages of Ghanaian first language and English. But its success calls for commitment by policymakers and other stakeholders.

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Asafo-Adjei, Ramos. "Benchmarking of the English Language Component of the Mature Students’ Entrance Examinations in Ghana against the WASSCE English Language Component." Mediterranean Journal of Social Sciences 12, no. 4 (July 8, 2021): 164. http://dx.doi.org/10.36941/mjss-2021-0037.

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This paper was purposed on benchmarking the English language component of the Mature Students’ Entrance Examinations (MSEE) (administered in Ghana by universities to select undergraduate candidates) to the English language component of the West African Senior School Certificate Examination (WASSCE) which constitutes the mainstream Ghanaian university undergraduate entrance examination. The qualitative design (specifically, multiple case study design) was employed for this study. Using the multi-stage sampling technique, six Ghanaian universities (from whom eighteen English language component of the MSEE past questions were elicited) and three sets of the WASSCE English language component past questions administered in 2016, 2017 and 2018) were used for the study. O’Leary’s (2014) eight steps of conducting document analysis were used to analyse the data. The study revealed that there are major mismatches between the two sets of examinations in the areas of the test types, the basic language skills tested and the competences tested. The study advanced, to policy makers, suggestions such as testing Speaking and Listening for the improvement of the two sets of examinations. Received: 2 May 2021 / Accepted: 15 June 2021 / Published: 8 July 2021

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Torto, Richard T. "Aristotelian Rhetorical Theory as a Framework for Analyzing Advertising Texts in the Print Media in Ghana." Theory and Practice in Language Studies 10, no. 3 (March 1, 2020): 269. http://dx.doi.org/10.17507/tpls.1003.02.

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Advertisements are fashioned in diverse forms, but in most of them, language is absolutely essential. Although visual images, graphic and color designs and other techniques constitute aspects of print advertising, it is the language of the advertisement that enables consumers to identify a product and remember it. Indeed, language has a powerful influence on readers and their behavioral patterns. The English Language is employed in the print media in Ghana as a means of communicating information about goods and services with the goal of persuading the consuming public to take purchasing decisions. In the current article, I applied Aristotle’s Rhetorical Theory to the analysis of persuasive elements in the English used in advertisements in Ghanaian newspapers. The qualitative research design was employed in the study as the corpus was solely from written documents. The findings of the study demonstrated that copywriters in the Ghanaian print media employed Aristotle’s three artistic proofs, namely, logos, pathos and ethos in the English of advertisements for persuasive effect.

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Nchindila, Bernard M., and Richard T. Torto. "Persuasive Effect of Figures of Speech in the English of Advertisements in the Ghanaian Press." Theory and Practice in Language Studies 10, no. 5 (May 1, 2020): 492. http://dx.doi.org/10.17507/tpls.1005.03.

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Little is known about persuasive effects of figures of speech in the English of advertisements in Ghanaian press. In the current study, we focused on this persuasive effect of figures of speech in the English employed in advertisements in newspapers in Ghana. Since advertising is a genre of mass media communication which unearths the exceptional qualities of products and services in a persuasive fashion, it is also a form of marketing communication through which business organizations inform the general public about new or improved commercial endeavors. Therefore, language plays an indispensable role in the transmission of the message. The language of advertising influences the reasoning, thinking, feeling and the general attitude of the audience. The study reported about in this article was underpinned by the Conventional Figurative Language Theory, utilizing the qualitative content analysis approach as the analytical framework. The findings revealed that copywriters of the Ghanaian newspapers employed English figures of speech (tropes and rhetorical figures) in advertisements for persuasive effect.

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Lomotey, Charlotte Fofo, and Gifty Osei-Bonsu. "Speech Rhythm in Ghanaian English: An Analysis of Classroom Presentations." Englishes in Practice 5, no. 1 (April 1, 2022): 28–58. http://dx.doi.org/10.2478/eip-2022-0002.

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Abstract It has been argued that prosodic features (e.g. stress, rhythm, or intonation) contribute significantly to production and comprehension among speakers of English. While it is easy to come across studies that focus on these features in native Englishes, the same cannot be said of Englishes outside native speaker contexts, especially regarding rhythm in academic discourse, although such results greatly enhance our understanding of this prosodic phenomenon. This study examined rhythm in academic Ghanaian English, using Liberman and Prince’s (1977) Metrical Phonology theory. Lessons were recorded from 24 lecturers in a public university in Ghana and analyzed using the computerized speech laboratory (CSL). Cues measured were duration, pitch, and amplitude to help determine the rhythmic patterns of these lecturers. The results suggest that the rhythmic patterns produced bear similarities as well as differences with those produced by inner circle speakers. The preponderance of rhythmic patterns of strong-strong and weak- strong or strong-weak syllables in certain words presented exceptions to the theory. Based on this, it is argued that Ghanaian English appears to be a more syllable-based than a stressed-based variety, and so teachers might consider using a variety local and familiar to students in order to achieve intelligibility.

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Lomotey, Charlotte F. "Prominence, contrastive focus and information packaging in Ghanaian English discourse." Journal of the Acoustical Society of America 136, no. 4 (October 2014): 2177. http://dx.doi.org/10.1121/1.4899885.

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Bamiro, Edmund O. "Lexical Innovation in Ghanaian English: Some Examples from Recent Fiction." American Speech 72, no. 1 (1997): 105. http://dx.doi.org/10.2307/455612.

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Mensah, Kwadwo B. "Legal Control of Discretionary Powers in Ghana: Lessons from English Administrative Law Theory." Afrika Focus 14, no. 2 (February 11, 1998): 119–40. http://dx.doi.org/10.1163/2031356x-01402002.

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This paper develops along the following line. First, we shall attempt to explain what discretion is, why it has become very important in the modern administrative state, and the dangers that it poses in a democratic legal system. It then looks at the problems which have to be faced in justifying judicial review of discretion. It takes an in depth analysis of legal liberalism and functionalism. Armed with these ‘lenses’ it attempts to explain the theoretical basis of two important Ghanaian cases, Re Akoto and People’s Popular Party v Attorney General (PPP v AG). It examines the provisions which regulate the use of discretionary powers in the Ghanaian 1993 Constitution and it looks at the choices we have to make from the various theories and the development of the administrative state in Ghana.

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Poku Boansi, Michael, and Clifford Amoako. "Dimensions of spatial inequalities in Ghanaian cities." Journal of Geography and Regional Planning 8, no. 5 (May 31, 2015): 131–42. http://dx.doi.org/10.5897/jgrp2014.0477.

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Haybatollahi, Mohammad, and Seth Ayim Gyekye. "Organizational justice: A cross-national comparative study of ghanaian industrial workers and their finnish counterparts." International Journal of Organization Theory & Behavior 18, no. 2 (March 1, 2015): 231–52. http://dx.doi.org/10.1108/ijotb-18-02-2015-b004.

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The increased globalization in organizations has created the challenge to investigate and understand the organizational behaviours of employees from different cultural backgrounds. The current study investigated organizational justice from a cross-national perspective. Participants were Ghanaian (N = 320) and Finnish (N = 520) industrial workers. Data was collected with Blader and Tyler's (2003) scale. The Ghanaian participants responded to the English version, and the Finnish participants, a Finnish version. The analyses investigated differences on the three justice components (distributive, procedural and interactional). Further analyses examined which of the three best predicts job satisfaction, the relationships between demographic variables and justice perceptions. T-test, correlations, and regression analyses were used to test the hypotheses. Contrary to our expectations, Ghanaian respondents evaluated higher distributive and procedural justice. As predicted, they indicated more sensitivity to interactional justice than their Finnish counterparts. Significant links between all three justice components and job satisfaction were recorded in both samples. Interactional justice indicated the strongest influence. Demographic variables showed more impact on justice perceptions among Ghanaian workers than their Finnish counterparts. The study's theoretical and practical implications are discussed.

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Edu-Buandoh, Dora F., and Gloria Otchere. "“Speak English!” A prescription or choice of English as a lingua franca in Ghanaian schools." Linguistics and Education 23, no. 3 (September 2012): 301–9. http://dx.doi.org/10.1016/j.linged.2012.06.003.

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Owusu, Edward, John Agor, and Evershed Kwasi Amuzu. "Second Language Learners’ Family Background and Their English Writing Competence: The Case of a Private Tertiary Institution in Ghana." Studies in English Language Teaching 3, no. 4 (December 29, 2015): 466. http://dx.doi.org/10.22158/selt.v3n4p466.

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This work assesses the effects of family background of second language learners on their academic writing competence in English. A cursory study of some examination scripts of first-year students reveals some poor writing skills of students in areas such as concord, spelling, capitalization, and fragmentation errors.30 participants were selected from a class of 121 students from the Ghana Baptist University College, a private institution in Kumasi, Ghana. Initially, the class of 121 was sorted out into three groups—those who said they used only English at home, those who said they used only Ghanaian language(s) at home, and those who said they used both English and Ghanaian language(s) at home. Each group was further divided along gender lines and 5 students from each of the 6 sub-groups were picked randomly. The participants were then made to write a sit-in assessment on a topic and were graded by an independent assessor. The findings of the study reveal that the performance of the bilingual English and Ghanaian language learners outweighed those of their contemporaries. The study also revealed a positive correlation between attitudes of parents about English and learners’ academic writing skills. These have pedagogical and theoretical implications for the teaching and learning of English as a second language in Ghana. Language proficiency involves the development of skills in listening, speaking, reading, and writing. All these four aspects of language development are equally vital in the language learning process, but the current paper focuses on the development of writing skills by second language learners of English in Ghana.

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Adika, Gordon Senanu Kwame. "English in Ghana: Growth, Tensions, and Trends." International Journal of Language, Translation and Intercultural Communication 1 (January 1, 2012): 151. http://dx.doi.org/10.12681/ijltic.17.

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This paper provides snapshots of the growth of English in Ghana by reviewing the debates that have characterised its usage, recapitulating the distinctive features of Ghanaian English (GhaE), and examining current directions of its growth. From its fi rst implantation in Ghana, then the Gold Coast, in the early part of the 16 th century to date, English in Ghana, like in other West African countries has shown formidable resilience as the language of formal education, and a medium for cross-ethnic communication in a predominantly multilingual environment. The tensions attendant upon which language to use as a medium of instruction at the lower levels of education appear to be yielding to the logic of complementarities and bilingualism within the local language ecology. English in Ghana, as an outercircle phenomenon, has been travelling the delicate expansionist path of innovation, adaptation, and maintenance of standards over the years. The distinctive Ghanaian linguistic and cultural colouration continues to permeate the English language on all levels, including vocabulary, idiomatic usage, and pronunciation.

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Kuranchie, Alfred, and Hillar Addo. "Analysis of adolescents social competence: A Ghanaian perspective." International Journal of Sociology and Anthropology 13, no. 1 (March 31, 2021): 9–19. http://dx.doi.org/10.5897/ijsa2020.0883.

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Ernest, Christian Winful, and Jnr Sarpong David. "Determinants of efficiency in the Ghanaian banking industry." Journal of Economics and International Finance 9, no. 8 (September 30, 2017): 80–88. http://dx.doi.org/10.5897/jeif2017.0854.

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Gerald, Dapaah Gyamfi. "International responses to human trafficking: The Ghanaian experience." International Journal of Peace and Development Studies 7, no. 7 (November 30, 2016): 62–68. http://dx.doi.org/10.5897/ijpds2016.0282.

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Mensah, Adinkrah. "Confessions: Suicidal ideation on a Ghanaian radio program." Journal of Public Health and Epidemiology 6, no. 7 (July 31, 2014): 229–34. http://dx.doi.org/10.5897/jphe2013.0603.

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ADJOE,, CASIMIR. "English Studies and Future Career Opportunities: How English Students Construct Themselves in a Ghanaian University Department." IOSR Journal of Humanities and Social Science 22, no. 05 (May 2017): 01–08. http://dx.doi.org/10.9790/0837-2205030108.

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Schmidt, Sebastian. "New Ways of Analysing the History of Varieties of English – An Acoustic Analysis of Early Pop Music Recordings from Ghana." Research in Language 10, no. 2 (June 30, 2012): 123–31. http://dx.doi.org/10.2478/v10015-011-0045-6.

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Focusing on English in Ghana, this paper explores some ways in which early popular music recordings might be used to reconstruct the phonology of colonial and post-colonial Englishes in a situation where other recordings are (mostly) absent. While the history of standard and, to a certain degree, non-standard varieties of “Inner Circle Englishes” (Kachru 1986) has received linguistic attention, diachronic investigations of Outer Circle varieties are still the exception. For the most part, descriptions of the history of post-colonial Englishes are restricted to sociohistorical outlines from a macro-sociolinguistic perspective with little if any reference to the linguistic structure of earlier stages of the varieties. One main reason for this lack of diachronic studies is the limited availability of authentic historical data. In contrast to spoken material, written sources are more readily available, since early travel accounts, diaries or memoirs of missionaries, traders and administrators often contain quotes and at times there are even documents produced by speakers of colonial Englishes themselves (cf. the diary of Antera Duke, a late 18th century Nigerian slave trader; Behrendt et al. 2010). Such material provides insights into the morphology, syntax and the lexicon of earlier stages of varieties of English (cf. Hickey 2010), but it is inadequate for the reconstruction of phonological systems. Obtaining spoken material, which permits phonological investigation, is far more difficult, since there are comparatively few early recordings of Outer Circle Englishes. In such cases, popular music recordings can fill the gap. I will present first results of an acoustic analysis of Ghanaian “Highlife” songs from the 1950s to 1960s. My results show that vowel subsystems in the 1950s and 1960s show a different kind of variation than in present-day Ghanaian English. Particularly the STRUT lexical set is realized as /a, ɔ/ in the Highlife-corpus. Today, it is realized with three different vowels in Ghanaian English, /a, ε, ɔ/ (Huber 2004: 849). A particular emphasis will also be on the way Praat (Boersma and Weenink 2011) can be used to analyze music recordings.

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Gyamfua, Afriyie, Huang Shunkai, Dong Zhongdian, Guo Yusong, K. A. Kuebutornye Felix, Ayisi Larbi Christian, Asiedu Berchie, and Wang Zhongduo. "DNA barcoding of Ghanaian fish species: Status and prospects." African Journal of Biotechnology 18, no. 27 (July 31, 2019): 659–63. http://dx.doi.org/10.5897/ajb2019.16792.

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Oteng Acheampong, Dorcas, and Michael Kwarteng. "A Pragmatic Analysis of Impoliteness in Selected Ghanaian Social Interactions." Journal of English Language Teaching and Applied Linguistics 3, no. 3 (March 30, 2021): 32–40. http://dx.doi.org/10.32996/jeltal.2021.3.3.5.

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This study investigates impolite natural Ghanaian conversations using a pragmatic approach. It is aimed at describing the types of impoliteness strategies, how they are linguistically represented and identifying responses toward the impoliteness strategies. This research employed a qualitative collection. The data were ten natural Ghanaian conversations which portray a distinct Ghanaian society in terms of norms, relationship, status and power. The sources of the data were documented transcribed into English because some were in the local language (Twi). In this research, descriptive and investigative approach was used in analyzing the data. The results of this research are stated as follows. The five types of impoliteness strategies are used by interlocutors in the conversations. They are, positive impoliteness, negative impoliteness, sarcasm or mock politeness, withhold politeness and bald-on-record impoliteness. Negative impoliteness is the most dominant type of impoliteness strategy, while positive impoliteness is the least strategy to occur in this research. The impoliteness strategies were linguistically represented by the use of vocatives, dismissal, threats and silencers. Accepting impoliteness is the most frequently used response. The interlocutors choose to use this response because they tend to prevent any further face attack.

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Insah, Baba. "Sources of real exchange rate volatility in the Ghanaian economy." Journal of Economics and International Finance 5, no. 6 (September 30, 2013): 232–38. http://dx.doi.org/10.5897/jeif2013.0517.

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Adu, George. "Mismatch between Office Furniture and Anthropometric Measures in Ghanaian Institutions." International Journal of Innovative Research in Science, Engineering and Technology 04, no. 02 (February 15, 2015): 2687–93. http://dx.doi.org/10.15680/ijirset.2015.0402005.

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Fenyi, Kojo, Enoch Mensah Awukuvi, John Andoh, and Francis K. Pere. "Language Policy vrs Language Reality in the Ghanaian Classroom: A Study of Colleges of Education." EduLine: Journal of Education and Learning Innovation 1, no. 1 (March 24, 2021): 34–51. http://dx.doi.org/10.35877/454ri.eduline391.

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This descriptive qualitative study attempted to understand, explore and report the occasions and reasons for which a tutor or a student would use the native language in the second language classroom in a national language policy context, like Ghana, where such practice is disallowed. To use the L1 in the L2 classroom or not has been an ongoing debate in Applied Linguistics and Teaching English as Second/Foreign Language (TESL/TESOL, TEFL), in that, while a group insists on a strict monolingual English-only ESL classroom, another group thinks a reasonable quantity of L1 and appropriate use of same in the ESL classroom could actually facilitate the teaching and learning of English. Data collection instruments were participant observation and semi-structured interviews. Participants were 13 language tutors and 53 second-year language specialism students, all from four Colleges of Education, and selected through purposive sampling. Results revealed that L1 is used as functional strategy in the L2 classroom, and serves various reasons; empathy, classroom management, identity, lack of comprehension, nurturing bilingualism. It is recommended, therefore, that, the national language policy of Ghana which limits the language of classroom instruction to English be made lax enough to allow for some appreciable amount of the L1 to aid ‘understanding’, which is the bedrock of education.

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Bukari, Francis, Ramos Asafo-Adjei, and Ernest Kwesi Klu. "Repair organisations in English as second language classrooms in a Ghanaian Technical University." Technium Social Sciences Journal 30 (April 9, 2022): 170–82. http://dx.doi.org/10.47577/tssj.v30i1.6213.

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Communication breakdowns usually occur in teaching and learning interactions, necessitating repair. This study investigated the types of conversation repair organisations utilised by both lecturers and students during classroom interaction at the Takoradi Technical University. The study adopted the Conversation Analysis (CA) theory as a framework and methodology. The repair organisations identified in the study included self-initiated self-repair, self-initiated other-repair and other-initiated self-repair. Also, during classroom interaction, lecturers and students use paralinguistic elements such silence, cupping of the ear and smiling to convey their feelings and thoughts. Some implications of the study are that university lecturers should repair in their classroom interactions to make them more aware of communication breakdowns and what to do when there are issues with comprehensibility and intelligibility. Additionally, they have to design courses that will educate students on the application of various types of repair organisations and paralinguistic features in classroom discourse to engender effective communication.

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Lomotey, Charlotte Fofo. "The Significance of the Level Tone in Ghanaian English: Evidence from Spoken Discourse." Legon Journal of the Humanities 27, no. 1 (June 19, 2017): 144. http://dx.doi.org/10.4314/ljh.v27i1.7.

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Adika, Gordon S. K., and Alfred Quartey. "Ghanaian university students’ entry grades in English and their performance in academic writing." Journal for Language Teaching 50, no. 2 (November 28, 2018): 103. http://dx.doi.org/10.4314/jlt.v50i2.5.

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Journal articles on the topic 'Ghanaian (English)'

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