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- ItemGrammaticalization in Kaakyi: From a temporal adverb to a future tense marker(Taylor & Francis, 2013) Abunya, L. N.; Amfo, N. A. A.; https://orcid.org/0000-0002-2016-4219This paper discusses the linguistic phenomenon of grammaticalization in relation to the development of the future tense marker k1´ in Kaakyi (Kwa, Niger Congo). Focusing on some characteristic features of grammaticalization such as metaphorical extension, phonetic reduction, morphosyntactic reduction and the fusion of elements, the paper examines the paths along which the future tense marker has developed. First, it shows the extension of the meaning of the time adverbial ɔ̀k1´ ‘tomorrow’, to the functional morpheme, k1´-, expressing future time. Second, it demonstrates the loss in the morphological and syntactic properties of ɔ̀k1´ and a gain in some properties characteristic of its use as a functional morpheme. Third, two of Hopper’s (1991) principles of grammaticalization, divergence and decategorization, are shown to be applicable in the development of the marker. Kaakyi appears to be the only Kwa language to have so far been identified as deriving its future tense marker from a temporal adverb.
- ItemRelativization in Kaakye(University of Ghana, 2022) Abunya, L. N.; Osam, K. E.; https://orcid.org/0000-0002-2016-4219This paper describes the relative clause (RC) in Kaakye, a Kwa (NigerCongo) language. Evidence is provided to show that Kaakye RC is strictly postnominal and that both the head noun and its referent within the RC are obligatorily expressed. Unlike RCs in some Kwa languages that are close neighbours, the head noun in a Kaakye RC obligatorily takes a determiner. The language also uses the pronoun retention strategy to indicate the canonical positions the head noun occupies in the RC. Where the pronoun retention strategy is used, a resumptive pronoun co-references the head noun in person, number, and animacy to explicitly state the referent of the head noun within the RC. Based on the available synchronic data, we argue that Kaakye object resumptives in RCs are number sensitive unlike other Kwa languages. The paper further demonstrates that all NP positions on the Accessibility Hierarchy are relativizable.
- ItemWritten corrective feedback practices in Senior High Schools in Ghana(Fakultas Sastra, Universitas Islam Sumatera Utara (UISU), 2024-06) Mensah, D.; Owu-Ewie, C.; Abunya, L. N.; Abban, A.; https://orcid.org/0009-0007-8116-5518; https://orcid.org/0000-0002-6458-4071; https://orcid.org/0000-0002-2016-4219This paper examines the practice of written error correction from different perspectives in real classroom contexts. Although a plethora of research has been done in different contexts, the subject is least exploited in Ghana, especially in senior High school contexts. This paper reports on a qualitative study of written corrective feedback practices in three Senior High schools in Ghana. Drawing on Schmidt’s noticing hypothesis and Swain’s comprehensive output hypothesis models, the study aims to determine whether teachers’ written error corrections effectively direct students towards ‘noticing’ the gaps in their written ‘output’, thereby resulting in higher degrees of learnability. A sample size of 824 students was selected from five common course areas using a systematic random sampling strategy, while a purposive sampling strategy was used to select nine English language teachers who had at least three years of continuous experience from the three schools. The findings of the study indicate that teachers have positive beliefs about the potency of written error corrections in the development of language. However, variances in the choice of strategies, practices of teachers, and preferences of students result in the provision of non-targeted feedback which affects revision and learnability. This study recommends that teachers should collaborate with learners to provide more targeted corrections which would result in enhanced ‘noticing’ and improved learnability of the English language among Ghanaian students.
- ItemInvestigating the Effectiveness of Technology-Enhanced Language Learning Tools in Supporting Second Language Acquisition.(Noyam, 2024) Darkoah, C.; Abunya, L. N.; Owusu, E.; Faleke, V. O.; https://orcid.org/0000-0002-2016-4219The level of attainment of second language (L2) proficiency in children differs. While some attain it early, others face several challenges in achieving success in language proficiency. The variance raises inquiries into the factors influencing language learning outcomes among young learners. Consequently, this paper delved into the correlation between young learner’s access to technological tools and devices at home and their proficiency levels in their second language. Twenty-five participants were randomly selected from KNUST Primary School in Kumasi, Ghana. Employing a qualitative research approach with a corresponding phenomenological research design, the study conducted semi-structured interviews with twenty-five out of forty-three learners in a basic three class. Through thematic data analysis, the study revealed a rising trend of learners utilizing technology-enhanced language learning tools beyond conventional classrooms, indicating a shift towards integrated and personalized language learning. Furthermore, the study discovered that effective utilization of technology can strengthen vocabulary and communication skills, with various tools like language apps, television channels, smartphones, and computers playing roles in facilitating Second Language Acquisition (SLA). The study recommended ensuring equitable access to technology is essential, necessitating investments in infrastructure and resources. Educators should undergo professional development to integrate technology-enhanced language learning tools effectively. Collaboration among researchers, educators, and developers is pivotal for creating high-quality tools that cater to diverse learner needs. The paper highlights the critical role of technological tools in SLA among young learners, shedding light on how access to and effective use of technology can improve vocabulary and communication skills
- ItemLexical Errors in English Language Writing –The Case of selected Senior High School students in the Ashanti Region of Ghana(Noyam, 2024-12) Mensah, D.; Owu-Ewie, C.; Abunya, L. N.; Abban, A; Jibril, H. S; https://orcid.org/0009-0007-8116-5518; https://orcid.org/0000-0002-6458-4071; https://orcid.org/0000-0002-2016-4219The present study analyses the lexical errors committed by students in their written output. Using the Quantitative approach, it examines the lexical errors of students selected from each of the three-layered categories (A, B, and C) of Senior High schools in the Ashanti Region of Ghana. A sample of 824 out of 2713 students was arrived at through Yamane’s sample size determiner. The sample was selected through the systematic random sampling strategy. A model based on Corder’s Error Analysis theory was used to analyse the data. The results revealed that the students committed lexical errors in varying frequencies. Lexical errors identified from the essays were wrong word selections, literal translation, omission, misspelling, punctuation, capitalisation, modification, collocation, and morphological/word formation errors. Punctuation errors had the highest occurrence whereas literal translation errors had the least occurrence. The findings also revealed that lexical errors in the students’ output affected clarity and hindered effective communication by causing confusion, misinterpretation, and distortion of the intended messages. The study recommends that English language teachers should employ practical teaching and error correction strategies to address the writing challenges of students. Students should keep track of their learning; identify their weaknesses and relate such to their teachers for redress.