http://41.74.91.244:8080/handle/123456789/636 2026-04-23T20:32:41Z http://41.74.91.244:8080/handle/123456789/5198 Language shift and maintenance a study of Sefwi (Esahie) language in the Bia East and West Districts in the Western North Region Akrobotu, M This study examined language shift and maintenance of Sefwi (Esahie) language in the Bia East and West Districts in the Western North Region. It is one of the minority languages in Ghana experiencing pressure from Asanti Twi. A qualitative research approach with a case study design was employed. A sample of 24 respondents was selected using purposive and convenience sampling techniques for this study. A semistructured interview and non-participant observation were used to gather data, which were analyzed through thematic analysis. Fishman’s domains of use and Batibo’s (Triglossic Models were the theories used to underpin this work. The research questions were answered using descriptive thematic analysis. The findings indicate that cultural pride attached to their festival is partially maintaining the language but the language is eroding due to the pervasive dominance of Twi in daily communication, education and media. Intergenerational transmission is weakening as families are increasingly adopting Twi at home, reducing children’s exposure to their native language. Factors driving language shift include the perception that speaking of Twi leads employment opportunities, government policies supporting the dominant language over native language and feeling pressured to speak the dominant language in social settings. The lack of institutional support for Sefwi has significantly hindered its maintenance. It was recommended that Sefwi language integration into educational curricula in the Sefwi area and developing written materials and teaching the language within schools will promote and preserve the language. Promoting multilingual policies in the use of indigenous languages like Sefwi in institutions and public spaces should be advocated. Families should be encouraged to speak Sefwi at home, in creating an environment for natural transmission. This study provides critical, localized insights for developing language preservation strategies for Sefwi language. A thesis in the Department of Applied Linguistics, Faculty of Foreign Languages Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Teaching English as a Second Language - TESL) in the University of Education, Winneba JUNE, 2025 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5195 Intelligibility of the English spoken in Ghana A case study of the Upper West Region Nero, V The aim of the research was to assess how well English spoken in the Upper West Region of Ghana (UWR) is understood by people from Southern Ghana. In order to do so, a qualitative case study was conducted, which included the analysis of 200 speakers from the Upper West Region, and 200 listeners from Southern Ghana using recordings. Thematic analysis revealed the results, which showed that the Upper West speakers were 93%-100% intelligible to listeners in connected speech, 28%-100% in phoneme contrast, and 49%-100% in nucleus placement of words. This suggests that connected speech is more intelligible than isolated words and sentences. The research also pointed out that, although the English speakers from the Upper West Region exhibit the connected speech processes (CPS), the shifts in nucleus placement in words, and the vowel and consonant alternation, they were still and highly intelligible. However, there were few cases of unintelligibility due to segmental features from the side of the Upper West Region that were detected by Southern listeners. The mostly affected phonetic aspects were vowel length, weak forms, and consonant substitution/alternation in the area of speech intelligibility. Hence, there is an implication of the findings in cross-cultural communication as the speakers will have to be very attentive to each other to achieve intelligibility. In general, the findings imply the need for a reconsideration of the oral assessment of students in Ghana A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (English) DEPARTMENT OF DEPARTMENT OF ENGLISH EDUCATION FACULTY OF FACULTY OF FOREIGN LANGUAGES EDUCATION UNIVERSITY OF EDUCATION, WINNEBA MAY, 2025 2025-05-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5194 Grammatical errors in the written exercises of JHS1 students of Njau-Tanoso RC JHS in the Tain District Nyame, E.G The purpose of this study was to examine the types, causes, and implications of grammatical errors in the written exercises of JHS1 students at Njau-Tanoso R/C Junior High School in the Tain District of Ghana. Using a qualitative approach, the researcher analyzed written samples from students and conducted interviews with English language teachers to gather data. Widespread grammatical faults were found, including problems with subject-verb agreement, inconsistent tenses, overuse of articles, incorrect use of prepositions and pronouns, sentence fragments, punctuation and spelling, and interference from the mother tongue. Poor teaching methods, little exposure to standard English, a lack of feedback, and inadequate basic knowledge were blamed for these mistakes. The study came to the conclusion that these grammatical problems are systemic and need to be fixed by integrating digital learning resources, improving curricular focus, training teachers, and providing explicit grammar teaching. Grammar instruction is advised as a fundamental part of language instruction. The study adds to the body of knowledge on second language learning in educational environments with limited resources and has policy implications for curriculum reform, teacher preparation, and resource allocation. A dissertation submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Education (Teaching English as a Second Language) DEPARTMENT OF APPLIED LINGUISTICS, FACULTY OF FOREIGN LANGUAGES EDUCATION UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5193 Exploring nominal group usage in English among students of Mpaha Community SHS, Central Gonja District - Savannah Region Issahaku, Z.A This study investigates the usage of English nominal groups among first-year students at Mpaha Community Senior High School, a rural second-cycle institution in Ghana. Nominal groups, as crucial grammatical structures, play a significant role in the development of students’ written and spoken English proficiency. However, students at Mpaha SHS often encounter difficulties in identifying and constructing these structures correctly, impeding effective communication and comprehension. The study aims to explore the nature of these challenges, assess the teaching strategies currently employed by English language instructors, and examine the availability and use of relevant teaching and learning resources within the school. Using a qualitative research design, the study draws on classroom observations, teacher interviews, and content analysis of students written exercises to provide a comprehensive analysis of how nominal groups are taught and understood. Findings indicate that students struggle particularly with the order of modifiers, the use of determiners, and constructing complex noun phrases. The challenges are exacerbated by limited exposure to proficient English usage, insufficient instructional materials, and traditional, non-contextual teaching methods that fail to meet students' linguistic needs. The research highlights the urgent need for targeted pedagogical interventions, improved resource allocation, and professional development for teachers to enhance the teaching and learning of nominal groups. The study revealed significant influences of students’ linguistic backgrounds on their English usage and highlighted effective instructional strategies that can improve understanding and application of nominal groups. The study recommended that the Ministry of Education and the Ghana Education Service frequently organize workshops, seminars and refresher courses that will help upgrade the professional skills and knowledge of the teachers. It also contributes to the broader discourse on second language acquisition by contextualizing the difficulties ESL learners face with nominal group structures in under-resourced educational settings A dissertation submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Education (Teaching English as a Second Language) DEPARTMENT OF APPLIED LINGUISTICS, FACULTY OF FOREIGN LANGUAGES EDUCATION UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 2025-01-01T00:00:00Z