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A Move Analysis of the Concluding Sections of Televised Sports News Presentations in Ghana

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Amoakohene B., Amoakohene M. I.
Language, Discourse & Society
|
2021
|
vol. 9 (1)
12
EN
The study presents an analysis of the concluding sections of televised sports news (TSN), an aspect of a stand-alone sports news broadcast, of selected Ghanaian television stations aimed at exploring their schematic structure. The study uses the genre-based theory from the perspectives of Swales (1990) and Bhatia (1993) to analyze 50 televised sports news from Ghana Television (GTV), Metropolitan Entertainment Television (Metro TV) and TV3 Network Limited (TV3). The findings reveal that this unique genre has five rhetorical moves and the move sequence is characterized by irregular patterns. The results further reveal that the choice of words (language use) in the concluding sections of the TSN is influenced by the distinct communicative purposes of the five moves. Also, Move 4 (Creating Awareness of Impending Sporting Activities) has the largest space in the concluding sections of TSN whilst Move 5 (Well Wishes) occupies the least space. The study has implications for media and communication studies serving as a model to assist novice radio and television sports presenters by facilitating their successful acculturation into the discourse community of sports journalism. The study also has implications for the genre theory in general and sports discourse in particular.
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An Analysis of Students’ Knowledge in Spelling: A Case of a Technical University in Ghana

100%
Atatsi E. A., Amoakohene B.
Language, Discourse & Society
|
2019
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vol. 7
|
issue 1
239-257
EN
High proficiency level in spelling is considered to be an important literally skill writers need to be able to establish shared meaning with their readers. However, the Applied Linguistic literature reveals that spelling errors dominantly plaque the essays of students who speak English as Second Language (ESL). In lieu with this, this study sheds light on students’ knowledge in spelling in a Technical University in Ghana. The participants for the study involve 275 students who were randomly selected from three academic levels. The random sampling procedure was further used by the researchers to select 30 English words out of 50 words that have been compiled by the Communicative Skills Unit as the most consistent misspelled words in the written English essays of students of the Technical University over a period of four years. The respondents were further tested on how well they could spell those words. The findings confirm three main types of spelling errors: “insertion errors”, “substitution errors” and “transposition errors”. The findings further reveal that the students’ inability to correctly spell most of the words that were dictated to them is a result of their unfamiliarity with the words, their inability to account for the right pronunciation associated with those words that were dictated to them as well as the failure of students to edit their work after the spelling exercise. It is also confirmed that the academic levels of the students do not have a significant influence on their performance in the spelling.
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