A Comparative Study on the Expression Ability of Interrogative Sentences between Hearing-Impaired Children and Healthy Children

JIN Li-ming

doi:10.3969/j.issn.1672-4933.2023.05.025

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A Comparative Study on the Expression Ability of Interrogative Sentences between Hearing-Impaired Children and Healthy Children

Rehabilitation Education | 更新时间：2023-11-03

- A Comparative Study on the Expression Ability of Interrogative Sentences between Hearing-Impaired Children and Healthy Children
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 21, Issue 5, Pages: 545-549(2023)
- 作者机构：
  
  上海市宝山区培智学校上海 201900
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2023.05.025
  CLC：
- Published：15 September 2023，
  
  Received：17 June 2022，
- 稿件说明：
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金黎明.听障儿童和健听儿童疑问句表达能力比较研究[J].中国听力语言康复科学杂志,2023,21(05):545-549.

JIN Li-ming.A Comparative Study on the Expression Ability of Interrogative Sentences between Hearing-Impaired Children and Healthy Children[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2023,21(05):545-549.
金黎明.听障儿童和健听儿童疑问句表达能力比较研究[J].中国听力语言康复科学杂志,2023,21(05):545-549. DOI： 10.3969/j.issn.1672-4933.2023.05.025.

JIN Li-ming.A Comparative Study on the Expression Ability of Interrogative Sentences between Hearing-Impaired Children and Healthy Children[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2023,21(05):545-549. DOI： 10.3969/j.issn.1672-4933.2023.05.025.

摘要

目的

探讨听障儿童与健听儿童疑问句回应与发起能力的差异，为听障儿童疑问句干预策略的制订提供参考建议。

方法

采用自编疑问句表达材料《愉快的一天》对3～5岁听障儿童和健听儿童各20名特指疑问句“谁”“什么”“做什么”“谁在做什么”“谁在哪里做什么”进行回应和发起测试。

结果

①皮博迪图片词汇测验修订版（Peabody picture vocabulary test，PPVT-R）得分匹配的情况下，听障儿童疑问句回应和发起能力显著低于健听儿童；②两组儿童疑问句回应和发起能力的发展规律一致，习得顺序依次是1个疑问点-2个疑问点-3个疑问点；③听障儿童疑问句表达能力较弱，但回应能力好于发起能力；④听障儿童疑问句回应和发起能力依赖于句法结构，其句子缺乏复杂性；⑤在疑问句回应中，模仿问句和答非所问2种错误类型占比较大；在疑问句发起中无提问和以答代问2种错误类型占比较高。

结论

听障儿童与健听儿童疑问句回应和发起能力存在差异。

Abstract

Objective

To study the specific differences between hearing-impaired children and hearing children in the ability to respond and initiate interrogative sentences

and to provide references and suggestions for the formulation of interrogative sentence intervention strategies for hearing-impaired children.

Methods

Twenty preschool hearing-impaired children and 20 preschool hearing children were tested using self-compiled interrogative sentences.

Results

In the case of matching PPVT-R scores

the hearing-impaired children's ability to respond to and initiate interrogative sentences is still significantly lower than that of hearing children; The development rules of interrogative response and initiating ability of the two groups of children are consistent

and the order of acquisition is 1 question point-2 question points-3 question points; The children with hearing impairment are weak in the ability to express questions

but the ability to respond to questions is better than the ability to initiate questions; The ability of children with hearing impairment to respond and initiate questions depends on syntactic structure

and sentences lack complexity; In the responses to interrogative sentences

the proportion of two types of errors is imitating the question and answering not what is asked; in the initiation of interrogative sentences

the proportion of two types of errors is no question and answering instead of questioning.

Conclusion

There are certain differences in the ability to respond and initiate interrogative sentences between hearing-impaired children and hearing children.

关键词

听力障碍疑问句表达错误类型

Keywords

Hearing impairmentInterrogative sentence expressionError type

references

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