Analysis of Syntax Errors in Written Language of 8th Grade Students with Hearing Impairment

Iram Batool Alvi, Abdul Hameed

Abstract

Children with hearing loss confront a diversity of developmental
challenges in the areas of language and literacy. This research studied
‘Syntactical Error Analysis’ in the written Urdu language of students with
hearing impairment of 8th grade. The sample of the study consisted on the
conveniently selected 100 students of 8th grade with hearing impairment
studying in public and private institutions of Lahore and Sahiwal
divisions. A self-developed writing test, consisting three open-ended
questions was used to collect data. Data obtained were organized,
tabulated and analyzed by using SPSS. Besides calculating the frequency
distributions of demographic variables, descriptive statistics were used for
data analysis. The analyses include mean, standard deviation, minimum
and maximum value. Inferential statistical analyses e.g. independent
sample t-test and analysis of variance (ANOVA) were used to compare
errors of students on different institutions. On the basis of analysis, it is
found that the majority of the respondents committed Syntactic Omission
Errors whereas the Syntactic Addition Errors and Syntactic Substitution
Errors are highly related with each other. Committing Syntax errors in
written language is not affected by the gender of respondents and
divisional difference, but on the basis of institutions