Abstract:
Address terms and reference terms are common but key naming behaviours that are enacted in various social interactions. Thus, unsurprisingly, they have received much attention in sociolinguistic research since the 1960s. The use of these two communicative acts in the academic setting, however, seems under-researched. This study, therefore, investigated address terms and reference terms students used for faculty in a public university in Ghana, utilizing Scott’s (1990) sociological theory on resistance to domination. An ethnographic as well as a triangulated approach, comprising participant and non-participant observations, semi-structured interview, and introspection, was used in the study. Analysis of the data revealed three major findings. First, students used three principal forms of address, namely titles, kinship terms, and nicknames for faculty. Second, students used titles, personal names, and nicknames as the major reference terms for faculty. Finally, address terms and reference terms functioned as symbols of domination and resistance to domination as well as markers of identities which were coconstructed by students. The study has implications for theory, intercultural communication, and further research
