【摘要】：句子是言語(yǔ)交際的基本單位,良好的句子表達(dá)能力能夠幫助我們清楚地表情達(dá)意,增強(qiáng)人際交流,更好地融入社會(huì)。在日常的溝通交流中,使用陳述句來(lái)表達(dá)的比例占到了極大部分。聽(tīng)障兒童由于先天的聽(tīng)力損失,導(dǎo)致其言語(yǔ)語(yǔ)言能力發(fā)展受到一定影響,加之康復(fù)師在進(jìn)行語(yǔ)言康復(fù)訓(xùn)練時(shí),過(guò)多關(guān)注于言語(yǔ)清晰度的訓(xùn)練,使得聽(tīng)障兒童在表達(dá)能力方面與正常兒童的差距進(jìn)一步拉大。只能運(yùn)用簡(jiǎn)單的實(shí)詞和基本句式,在一定程度上阻礙了聽(tīng)障兒童與外界的正常溝通與交流,對(duì)他們的生活造成了不便。 本研究旨在從句法結(jié)構(gòu)角度切入,以陳述句為實(shí)驗(yàn)材料,通過(guò)句子仿說(shuō)的測(cè)試形式來(lái)考察學(xué)前正常兒童與聽(tīng)障兒童的句子表達(dá)能力,總結(jié)其特點(diǎn),進(jìn)一步豐富聽(tīng)障兒童的語(yǔ)言能力評(píng)估。并以此為依據(jù),制定學(xué)前聽(tīng)障兒童的語(yǔ)言干預(yù)策略,以期為學(xué)前聽(tīng)障兒童的句子能力訓(xùn)練提供參考。 本研究的主要內(nèi)容有： 1、編制學(xué)前兒童陳述句表達(dá)能力的測(cè)試表,并建立上海市學(xué)前正常兒童陳述句表達(dá)能力的參考標(biāo)準(zhǔn)； 2、對(duì)學(xué)前聽(tīng)障兒童的陳述句表達(dá)能力特征進(jìn)行研究,分析實(shí)驗(yàn)結(jié)果,歸納其特征； 3、比較學(xué)前正常兒童與聽(tīng)障兒童在陳述句表達(dá)能力上的差異； 4、依照學(xué)前聽(tīng)障兒童的陳述句表達(dá)能力特點(diǎn),參考與正常兒童的差異,提出與之對(duì)應(yīng)的康復(fù)策略。
[Abstract]:Sentence is the basic unit of verbal communication. Good sentence expression can help us to express clearly, enhance interpersonal communication and better integrate into society. In daily communication, the use of declarative sentences to express a large proportion. Because of the congenital hearing loss, the development of speech and language ability of hearing-impaired children is affected to some extent. In addition, the rehabilitation teacher pays too much attention to the training of speech intelligibility in the process of language rehabilitation training. The gap between children with hearing impairment and normal children in expression ability is further widened. The use of simple notional words and basic sentence patterns to some extent hinders the normal communication and communication between children with hearing impairment and the outside world and causes inconvenience to their life. The purpose of this study is to investigate the sentence expression ability of preschool normal children and hearing-impaired children by taking declarative sentences as experimental materials from the perspective of syntactic structure, and to summarize their characteristics. Further enrich the language assessment of children with hearing impairment. On the basis of this, language intervention strategies of preschool hearing impaired children were formulated to provide reference for sentence ability training of preschool hearing impaired children. The main contents of this study are as follows: 1. Compile the test table of preschool children's declarative ability, and establish the reference standard of Shanghai normal preschool children's declarative ability; (2) the characteristics of the expressive ability of declarative sentences in children with preschool hearing impairment were studied, the experimental results were analyzed, and their characteristics were summarized. 3, the differences in the expressive ability of declarative sentences between normal children and children with hearing impairment were compared. 4. According to the characteristics of declarative sentence expression of preschool hearing impaired children and the difference between children and normal children, the corresponding rehabilitation strategies were put forward.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：R339.16

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