Browsing by Author "Adika, G.S.K."
Now showing 1 - 5 of 5
Results Per Page
Sort Options
Item Credibility and Accountability in Academic Discourse: Increasing the Awareness of Ghanaian Graduate Students. Practice and Theory in Systems of Education(2015) Adika, G.S.K.Drawing from a social constructionist perspective to written scholarly communication, this paper argues that training in academic writing for students in higher education especially in second language contexts should go beyond emphasis on grammatical correctness and paragraphing strategies, and also focus on the rhetorical character of academic discourse together with the mastery of its communicative protocols. Using the University of Ghana as a reference point, the paper reviews a selection of Ghanaian graduate students’ awareness of the protocols that govern academic discourses in scholarly writing, and in consideration of their unique educational and socio-cultural circumstances, the paper proposes strategies, from the pedagogical and institutional standpoints, aimed at increasing students’ awareness of the relevant communicative practices that engender credibility and accountabilityItem Current perspectives in phono-syntax and dialectology(Department of Gur-Gonja, Faculty of Languages, University of Education, 457pp, 2009) Adika, G.S.K.; Fabunmi, F.A.; Salawu, A.S.Item Dialogue and subject positioning in pedagogical practice: the academic literacies classroom in a Ghanaian University(Taylor & Francis Group, 2021) Ayaawan, A.E.; Adika, G.S.K.The importance of academic literacy acquisition through enculturation in higher education is self-evident. Important within the processes of enculturation is how interactants are positioned. This study examines how interactants within the writing classroom of a higher education institution in Ghana are positioned through dialogue. Data for this study are recordings of lectures of a mandatory undergraduate programme. The study indicates that though there are attempts to position the student as an active and equal participant within the writing classroom, the instructor still emerges as dominant participant. It also establishes that the pedagogical practices of the classroom adopt strategies such as peer deliberations, and epistemic discovery to help foster personal agency development in the student. It concludes that the academic literacies model has not informed what goes on in the literacies classroom of the institution. The study recommends that the enculturation processes will have to adopt a more critical approach.Item Infelicitous use of anaphoric `this’ in undergraduate academic writing(Legon Journal of Humanities. (21): 99-126, 2010) Adika, G.S.K.The objective of this paper is to describe the contexts of misuse of anaphoric pronoun "this" in paragraphs composed by undergraduate students in their academic writing assignments and account for the infelicities, with the hope that the findings would extend the frame of reference for the analysis of such infelicities for instructional purposes. The study unearthed the following infelicities: (a) Ambiguous co-reference; (b) Extensive use of "this"; and (c) Textual distance between "this" and its referent. Practical intervention measures are proposed to help both students and instructors to deal with the problem.Item The use or misuse of the relative clause as a modifier: A case of two Ghanaian Newspapers(International Journal of Educational Sciences (IJES), 2015) Adika, G.S.K.; Klu, E.This paper investigates the use of the relative clause as a modifier in two major Ghanaian newspapers – Daily Graphic and Daily Guide. Specifically, it examines how the three main relative clauses; namely, defining, non-defining and sentential have been used in the selected newspapers. Analyzing data drawn from both newspapers from 1st June – 30th November, 2011, the researchers discovered that both newspapers contained violations of the syntactic and semantic rules with regard to the use of relative clauses. These violations, the researchers argue, could create potential sources of confusion for the reader in the interpretation of the sentences. The paper describes the nature of the violations and recommends that editors pay greater attention to this aspect of written communication. Furthermore, language courses in schools and institutes of journalism as well as universities in Ghana should pay substantial attention to the teaching of relative clauses as modifiers.