Stylistic Structuring: Syntactic Patterns of Advertising Slogans in Bamenda Urban Council of the North West Region of Cameroon (Published)
A slogan is a short, catchy and memorable phrase designed to capture the importance of a product. It portrays the brand’s identity, creates a sense of likability in the brand name and is used to convey a message about the service of the product it represents. The article was designed to investigate the structural patterns of clauses and groups used in slogans collected from billboards, bar walls and doorposts, put up by different business establishments in Bamenda, in the North West Region of Cameroon. The study is based on the Rank Scale systematic approach of Halliday. The results reveal that there are different kinds of structures such as, the declarative, imperative, nonfinite verbal clause, parallel structure, nominal group, prepositional group and adverb group used in the slogans, and these structures, in the different ways they function, all act in persuading the consumer to buy their products.
Learners’ learning style preference is one of the vital issues in the EFL (English as a Foreign Language) arena. Different learners learn English differently. But there must be a close proximity between the teachers’s preferred teaching style and the learners’ preferred learning style. The present study was done on 145 senior cadets of Sylhet Cadet College. The situation of English in cadets is no doubt good. But there are still some teaching systems that must be reconsidered and therefore renovated teaching styles based on cadets’ style preference should be introduced. To conduct the survey a questionnaire was followed. The findings show that various cadets belong to various categories of learning style. A brief analysis of the findings is presented. Besides, this paper offers some suggestions for the teachers based on the findings of the survey.
This work used the causal-comparative research design to explore the relationship between peer group influence and students’ academic achievements in Social Studies. The sample comprised 160 Junior Secondary School (JSS) IIIA students randomly selected from ten out of nineteen secondary schools in Calabar South Local Government Area of Cross River State, Nigeria. Two instruments were used: The Peer Group Influence Assessment Questionnaire (PGIAQ) on a 4-point Likert and a 50-item multiple choice questions in Social Studies. The instruments were trial-tested and a reliability coefficient of 0.87 obtained. Data generated were analysed using Pearson Product Moment Correlation analysis (r) at 0.05 level of significance. The result permitted the conclusion that there was a significant positive relationship between peer group influence and students’ academic achievements in Social Studies. This underscores the need to study group dynamics from the point of view of the development of students whose needs are, in the main, related to group living. This finding instructs parents, guardians and caregivers to keep a close watch on the companies their children and wards keep as such surely impact significantly on the academic performances of the affected children.