Abstract
This article is based on a study conducted in Hong Kong which investigated the effects of different modes of communication on the style of language interaction between teachers of the deaf and hearing- impaired pupils. Three communication modes were examined: natural- oral, total communication, and cued speech. A five-minute video- recorded sample of interaction between teacher and individual hearing- impaired pupil was examined using both quantitative measures and qualitative judgments. The study revealed that there was an association between the communication approach adopted by the teachers and the style of language interaction between teacher and deaf pupil. With all three modes, however, the language used in interaction by both teachers and pupils could not be judged to be 'normal' in the sense of conforming to a conventional 'conversational' pattern.
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