An interrogation of the types of grammatical cohesive devices that are prominent in the writing of hearing-impaired learners

Abstract

This paper set out to interrogate the types of grammatical cohesive devices that learners with hearing-impaired use in their writing. Studies conducted on the subject reveal that hearing-impaired learners face several challenges in their written English. To try to aid in providing solutions for amicable communication in the written works of these learners with hearing problems, this article investigated the nature of cohesion in the hearing-impaired learners’ English written texts. It investigated ways by which hearing-impaired learners have been able to achieve cohesion in their written texts. To be able to interrogate the cohesion devices, the article located itself within the lens of Halliday and Hasan’s theory of Cohesion to identify, describe and categorise cohesive devices in the texts. In the final analysis, the paper found out that all the cohesive devices posited by Halliday and Hasan were present, but at varying frequency. Reference had the highest frequency of occurrence and ellipsis the least. The findings of this study provide a theory-governed description of cohesive ties used by the hearing-impaired learners in Kenya. The findings also contribute to the increasing body of knowledge in studies related to the writing and communication of deaf learners.