Abstract:
This study aimed at investigating the impacts of Ave Senior High School students’
usage of Substandard English (SSE) on their Standard English (SE). Using both
descriptive and qualitative research designs, a cross section of 100 students and 8
teachers were randomly drawn from Ave Senior High School. Also, well vetted
questionnaires consisting of students’ and teachers’ demographics, questionnaire on the
purpose for which students use SSE, the extent at which students use SSE, interview
questions guide on the effects of the usage of SSE on SE and the frequency at which
students use SSE. There was also interview questions that was designed to source data
from the teachers on their observations and perceptions on students use of SSE. These
were used to collect data from students and teachers who agreed to partake in the study
in classrooms, and staff common room. The findings were discussed within the
framework of the Usage-based Theory, Krashen’s Monitor Model of language
acquisition and other relevant reviewed literature. The study’s findings which indicated
that consistent use of SSE negatively impacts students’ performance in SE contradicts
Omari (2010), and Amuzu and Asinyor (2016) conclusion that there is no correlation
between students use of SSE and their poor performance in SE. Limitations and
recommendations for further studies were however also discussed.
Description:
A dissertation in the Department of Applied Linguistics, Faculty of Foreign
Languages Education and Communication, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Education
(Teaching English as a Second Language)
in the University of Education, Winneba.
OCTOBER, 2020
