This research investigates difficulties that Francophone learners encounter in Anglophone countries.Francophone learners who pursue further studies in Anglophone countries could face academic, social, economic, religious and political difficulties due to their literary incompetence in English language (L3). Through the method of investigation and answering of questionnaires by learners, it was uncovered and affirmed that the main difficulties Francophone learners encounter in Anglophone countries were academic, social, religious, and political. It was revealed that the learning difficulties of Francophone students transcend the academic setting. Thus in the church, entertainment grounds, market and other places they visit and interact, they face difficulties.The participants of this research comprised thirty (30) level 400 Francophone students at the Ghana Technology University College, Accra.Finally, the work stresses that, finding a solution to academic difficulties could be a stepping ISSN 2327-5499 2017 http://ire.macrothink.org 73 stone to solving all other difficulties learners encounter. Thus, in finding a lasting solution to Francophone learners' difficulties, the fulcrum must be seeking solution to academic difficulties. International Research in Education

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Listening skill is one of the four important language competencies. However, it has not received the needed scholarly attention, not only in classroom pedagogy and curriculum planning but also in studies and researches in Applied Linguistics and Teaching English as Second Language. This study therefore attempts an investigation into the teaching and learning of listening skills in the language classroom in Ghana. It focuses on three issues in English as Second Language (ESL) listening comprehension; i) the strategies/methods for teaching listening skills, ii) the challenges for learning listening skills and iii) the ways to overcome the challenges. This descriptive qualitative study, having used two major instruments for data collection; observation and open-ended questionnaire, engaged 200 students and 7 teachers as the sample from selected Senior High Schools in the Agona West Municipality. The analysis of data revealed that indeed clarity of speaker, speed of delivery, learning environments, etc posed challenges to the teaching and learning of listening skills. It was also revealed that combining listening with other skills, predictive and summative strategies were the strategies teachers employed in teaching listening. Then, finally, the solutions to listening comprehension challenges, as revealed in the data, were indicated as including planning, overt student participation, clarity of speaker, assessment strategies, etc.

This paper investigates the relationship that exists in the linguistic gyration of the annual speeches delivered by Otumfo Osei Tutu and Osagyefo Amoatia Ofori Panyin, who are both paramount Ghanaian royal chiefs of the Ashanti Kingdom and the Akyem Abuakwa Kingdom respectively. Although these prominent chiefs have delivered several speeches on several times and occasions and at different places and settings, this study paid particular attention to and selected only speeches that they delivered in academic environments, specifically, in universities in Ghana. These annual speeches used for the study were therefore those that were delivered at the

The study adopted a qualitative case study approach to gather data and analyse the responses that final year university students in two universities in Ghana provided. The data used for the analysis consisted of students' written test. From the study, recurrent errors were identified and classified into four types, namely morphological fossilization, syntactic fossilization, semantic fossilization and pragmatic fossilization. A total of 840 fossilized errors were found in the study, with semantic fossilization recording the highest form of fossilization error with 300 out of the 840 representing 36% out of the total number, followed by syntactic fossilization, morphological fossilization and pragmatic fossilization each of them recording 180 fossilized errors depicting 18% respectively. Based on the findings of the study, causes of fossilization in students' writing were identified as language transfer, transfer of training and overgeneralization. The study proposes the adoption and adaptation of proper pedagogical approaches as well as the integration of technology to minimize fossilization in English (L2).