Use of Cohesive Devices in Speech by Students of Ichuni Girls and Moi Gesusu Boys in Kisii County

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dc.contributor.advisorEunice A. Nyamasyoen_US
dc.contributor.advisorPurity M. Nthigaen_US
dc.contributor.authorMichael, Gisesa James
dc.date.accessioned2023-02-08T06:50:03Z
dc.date.available2023-02-08T06:50:03Z
dc.date.issued2022
dc.descriptionA Research Project Submitted to the School of Law, Arts and Social Sciences in Partial Fulfilment of the Requirements for the award of the Degree of Master of Arts of Kenyatta Universityen_US
dc.description.abstractThis study presents an analysis of the use of cohesive devices in English speeches delivered by Form Four Students in select Extra-County Secondary Schools in Kenya. The objectives of the study were to identify and discuss indicators of cohesion and attainment of objectives of English teaching in Secondary School. This study adopted the Halliday and Hassan (1976) Model of Cohesion which was considered appropriate since it elaborately categorizes cohesive devices making it easy to identify and analyze them in texts. The Halliday and Hassan (1976) Model of Cohesion was used to identify indicators of cohesion (cohesive devices), analyzing their frequency and effect in the speeches in order to evaluate competency of the learners and suitability of English language curriculum and applied pedagogy in the classroom. A descriptive research design was applied to investigate use of cohesive devices by the learners in their speeches as supported by (Kombo and Tromp, 2006) who posit that the method can be applied in the study of selected issues, cases or events in depth and detail. A total of ten speeches were analyzed for this study. The sample population was arrived at through purposive sampling. The data was collected through content analysis of recorded English speeches. The collected data was analyzed using a descriptive research design. A summary of major findings indicated that the learners employed various categories of cohesive devices in their speeches in varying frequencies with a notable observation being that ellipsis and substitution were the least employed of all the categories. It is recommended that the findings be applied by teachers of English in Kenya Secondary Schools in teaching cohesion in spoken text and the Kenya Institute of Curriculum Development in designing a language curriculum that brings out the most effective mastery of various language skills. The findings can also be applied in classroom practice for control of cohesive texts and development.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/24698
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectCohesive Devices in Speechen_US
dc.subjectStudentsen_US
dc.subjectIchuni Girlsen_US
dc.subjectMoi Gesusu Boysen_US
dc.subjectKisii Countyen_US
dc.titleUse of Cohesive Devices in Speech by Students of Ichuni Girls and Moi Gesusu Boys in Kisii Countyen_US
dc.typeThesisen_US
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