A study of some phonological conditioning in Ghanaian English-A case study of some selected senior high schools in the Mfantsiman Municipality

Abstract

This study examined the production of phonologically-conditioned allophones in Ghanaian English, identifying their realizations, investigating emerging patterns, and exploring the factors influencing phonological awareness in Ghanaian English speakers. With the aid of the Speech Learning Model (SLM), a qualitative case study was employed to collect data from 140 senior high students in the Mfantsiman District and analyze auditorily and thematically. The findings showed that Ghanaian English has unique pronunciation patterns influenced by native Ghanaian languages. For instance, the past tense marker /d/ is realized as [d], [зd], or [id], diverging from Standard British English. The plural marker /s/ is realized as [s], [is], [iz], and [z], with [is] being preferred, reflecting difficulty in producing standard forms. Similarly, the possessive marker shows variations. The study also revealed that speakers often prefer [s] or [z] based on phonological context or personal choice. Factors influencing phonological awareness include educational challenges, especially in remote areas. These challenges involve transitioning from Twi to English, late school enrollment, financial constraints, and limited access to resources. Early exposure to English also affects proficiency.