Abstract:
This research investigates the causes of transliteration errors among the pupils/students
from Basic Four to Seven in the Pokuase Community of the Greater Accra Region of
Ghana. It unravels why the Twi language has such a strong influence on the English
language usage among the basic school children even in a cosmopolitan community. The
research employed a mixed method approach which was executed through the use of
questionnaire, interview, essay writing and picture description to arrive at a valid
conclusion. The study unearthed a number of causative factors. These include
overgeneralization; where learners tend to assume that all languages are similar in
structure and have similar rules; the problem was also found to be partially teacher
induced, the Ghana Education Service Pupil Teacher Ratio (PTR) which enjoins each
teacher to teach more than one subject was equally to blame, since it has resulted in some
square pegs in round holes. Other causative factors included the electronic media, lack of
community and school libraries, the NALAP programme, social media among others.
The data were analyzed using the Contrastive Analysis and the Error Analysis as the
theoretical frameworks. The Contrastive Analysis theory was only used for analytical and
not predictive purposes to enable the researcher identify areas of similarities and
differences between the languages involved, whereas the Error analysis was employed to
assist the researcher identify errors other than the error of transliteration. The research
concludes with some corrective suggestions and recommendations to enable educators
remedy the canker.
Description:
A DISSERTATION IN THE DEPARTMENT OF APPLIED LINGUISTICS,
FACULTY OF FOREIGN LANGUAGES EDUCATION AND COMMUNICATION,
SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES,
UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILMENT OF
THE REQUIREMENTS FOR THE AWARD OF MASTER OF EDUCATION
(TEACHING ENGLISH AS A SECOND LANGUAGE) DEGREE.
AUGUST, 2017
