Linguistic Shift among Ghanaian and Nigerian New English Native Speakers (NENS): Pedagogical Implications

Abstract

This study adopts a mixed-methods research design, incorporating both quantitative and qualitative data collection and analysis methodologies, to examine the proficiency of Non-Native English Speakers (NENS) in Ghana and Nigeria with respect to language concord usage. The research focuses on individuals who utilize English as their primary means of communication. A total of four hundred students, equally distributed between Ghana and Nigeria, participate in the study. Quantitative data is acquired through the administration of a survey questionnaire, which explores participants' language backgrounds, patterns of language use, and competence in employing concord and tense structures in English. The overall percentages of correct responses for both countries are computed, yielding approximately 42.65% for Ghana and approximately 39.15% for Nigeria in concord performance. Notably, Ghana exhibits a marginally higher overall percentage of correct responses compared to Nigeria. The findings of this investigation hold significant implications for pedagogy in both nations. To address the observed linguistic challenges in Ghana, the study advocates for the adoption of more communicative and task-based approaches to English language teaching, alongside an increased emphasis on authentic language exposure. The research underscores the pressing need for more effective pedagogical methodologies in instructing English concord usage. English language instructors in Ghana and Nigeria, as well as analogous contexts, are encouraged to acknowledge the identified challenges and devise strategies to enhance language concord instruction.