This paper investigates the morphosyntactic features of some indigenous weed names identified among the Asante people of Ghana. Asante is a dialect of Akan and belongs to the Kwa (Congo-Niger) language family spoken mainly in Southern Ghana. This paper discusses some forty-four (44) weed names in Asante. All the data used were collected from primary sources. The data were collected from twenty (20) native speakers of Asante through unstructured interviews. The study has revealed various morphological processes in the language that include affixation, reduplication, and compounding in terms of morphological structure. The weed names were morphologically structured as single words, di-morphemic, phrases and clauses reduced to weed names. Syntactically, these sentential names can be simple, compound, and complex sentences which can function as declarative and imperative sentences.
Lecturers, teachers, and students often consider students majoring in indigenous languages in Ghana as academically weak. However, some students still pursue it as a major in the Colleges of Education in Ghana. The present study investigates the attitude of student teachers majoring in an indigenous language Akan in the Colleges of Education in Ghana. To do so, three colleges, namely, St. Joseph's College of Education, Abetifi Presbyterian College of Education, and Fosu College of Education, were purposefully selected. A total of 212 students comprising 101 males and 111 females were recruited for the study. The data were quantitatively analyzed. The results showed that most participants have a positive attitude toward the study of Akan in general at the College of Education level. Similarly, student teachers' attitude toward majoring in Akan was positive since the overwhelming majority are not perturbed by the stigma associated with studying the Akan language in general. Finally, although a slight majority believed that they would allow their loved ones to pursue Akan in the future, other responses indicated participants had diverse opinions. This attitude will go a long way to change the negative perceptions others have about the study of indigenous languages in Ghana.
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