http://41.74.91.244:8080/handle/123456789/746 2026-04-23T21:50:45Z 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/123456789/5193 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 http://41.74.91.244:8080/handle/123456789/5191 Examining strategies in teaching English reading in selected junior high schools in the Ga-West Municipality Atakro, G.E Despite the pivotal role of reading in education, many junior high school students in the Ga-West Municipality continue to struggle with English reading skills according to the GES exams report (2018). This study explored strategies for enhancing English reading skills among junior high school students in the Ga-West Municipality and provided recommendations for effective implementation. The research was grounded in the Reading Rope Model by Hollis Scarborough (2001). Adopting an interpretivist research paradigm and qualitative approach, the study utilized a case study design. Data was collected through semi-structured interviews with eleven junior high school teachers in the Ga-West Municipality. Thematic analysis was used to analyze the data, with ethical considerations maintained throughout the research process. The study revealed various strategies used by teachers to teach English reading, including interactive reading sessions, multimedia resources, and phonics-based instruction. Interactive reading sessions, enhanced by group discussions and role rotation, improve student participation and comprehension. Multimedia resources cater to diverse learning styles, while phonics-based instruction, supported by workshops and differentiated methods, addresses specific student needs. The effectiveness of these strategies varies, with interactive sessions and multimedia resources significantly boosting engagement, and phonics-based instruction proving most effective when tailored to individual needs. Peer tutoring and expanded comprehension exercises also show promise. The recommendations include implementing a framework for sharing best practices, conducting regular workshops, and establishing mechanisms for ongoing evaluation and feedback to enhance the effectiveness of reading strategies. The findings of this research contribute to teacher professional development programmes. Teachers can benefit from insights into effective strategies for English reading instruction. Also, policymakers can allocate resources more effectively based on the identified challenges and needs. The study contributes to the broader field of educational theory by shedding light on the effectiveness of specific strategies in improving English reading proficiency. A thesis in the Department of English Education, Faculty of Foreign Languages Education, submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (English Education) in the University of Education, Winneba NOVEMBER, 2025 2025-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5186 An analysis of Ghanaianisms in selected business letters in Ghana Avokbilla, J.A This qualitative study examined Ghanaianisms in selected business letters in Ghana with the aim of uncovering their communicative effectiveness. The study hinged on the Sociolinguistic theoretical framework, and content analytical design was employed for the analysis of the data. Through the purposive sampling technigue, 40 business letters from four local companies in the Bawku West District of Ghana were sampled for this study. The data were collected using the business letters from the four local companies. Distinctive features of Ghanaianisms were identified and their impact on communication clarity, effectiveness, and cultural appropriateness were assessed..The findings revealed different categories of Ghanaianisms which were based on their linguistic features such as omision of articles, spelling variation, borrowed local lexical items, loan words, the use of proverbs and idioms. The study concludes that Ghanaianisms are an integral part of Ghanaian business communication, with lexical, syntactic, and semantic features all playing significant roles in shaping the the language used in business correspondence. Based on these findings, the study recommends that the distinctive features identified in the selected business letters should be regularized and studied in the educational institutions in Ghana to enhance effective communication among local and international business players. It further suggests a comparative study of Ghanaianisms across different business sectors, and longitudinal study on the evolution of Ghanaianisms in business communication. This study contributes to the broader understanding of world Englishes, and it underscores the need for greater recognition and codification of Ghanaian English as a legitimate variety within the academic and profesional circles. A thesis in the Department of English Education, Faculty of Foreign Languages Education, submitted to the school of Graduate Studies, in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (English Education) in the University of Education, Winneba NOVEMBER, 2025 2025-11-01T00:00:00Z