Analysis of Syntactic and Grammatical Abilities Test Results for 3-Year-Old Hearing-Impaired and Normal Hearing Children

ZHANG Yang; SHEN Min; YANG Xin-yue

doi:10.3969/j.issn.1672-4933.2024.02.018

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Analysis of Syntactic and Grammatical Abilities Test Results for 3-Year-Old Hearing-Impaired and Normal Hearing Children

Rehabilitation Education | 更新时间：2024-04-09

- Analysis of Syntactic and Grammatical Abilities Test Results for 3-Year-Old Hearing-Impaired and Normal Hearing Children
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 22, Issue 2, Pages: 193-195(2024)
- 作者机构：
  
  1.中国听力语言康复研究中心北京 100029
  2.北京语言大学北京 100083
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2024.02.018
  CLC： G76
- Published：15 March 2024，
  
  Received：07 April 2022，
- 稿件说明：
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张阳,申敏,杨欣月.3岁听障儿童与健听儿童语法、句法能力测试结果分析[J].中国听力语言康复科学杂志,2024,22(02):193-195.

ZHANG Yang,SHEN Min,YANG Xin-yue.Analysis of Syntactic and Grammatical Abilities Test Results for 3-Year-Old Hearing-Impaired and Normal Hearing Children[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(02):193-195.
张阳,申敏,杨欣月.3岁听障儿童与健听儿童语法、句法能力测试结果分析[J].中国听力语言康复科学杂志,2024,22(02):193-195. DOI： 10.3969/j.issn.1672-4933.2024.02.018.

ZHANG Yang,SHEN Min,YANG Xin-yue.Analysis of Syntactic and Grammatical Abilities Test Results for 3-Year-Old Hearing-Impaired and Normal Hearing Children[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(02):193-195. DOI： 10.3969/j.issn.1672-4933.2024.02.018.

摘要

目的

分析3岁听障儿童与同龄健听儿童语言细节句子测试结果，为提高康复教学效果提供参考依据。

方法

在康复机构和普通幼儿园选取听障儿童与健听儿童各30例，采用言语听觉反应评估（evaluation of auditory resporse to speech，EARS）中的语言细节句子测试表进行测试，比较两组儿童的句子和词汇水平得分。

结果

儿童的听力状况对语言细节句子测试得分影响显著（T

句子

（1，58）=3.36，

0.01；T

词语

（1，58）=2.89，

0.01），健听儿童句子和词汇水平得分（M

句子

=8.47，M

词语

=58.23）均显著高于听障儿童（M

句子

=7.03，M

词语

=56.63）（

0.05）。

结论

与健听儿童相比，语言年龄达到3岁水平的听障儿童句法语法能力滞后，这可能与听障儿童输入性语言信息不足及输入环境有关。康复训练中应加强相应训练，拓展应用到生活场景中。

Abstract

Objective

To analyze the language detail sentence test scores of 3-year-old hearing-impaired children and normal hearing children of the same age

and to provide reference for improving the effect of rehabilitation teaching.

Methods

Thirty cases of hearing-impaired children and thirty cases of normal hearing children were selected from rehabilitation institutions and normal kindergartens respectively. We used the language detail sentence test form of the Evaluation of Auditory Response to Speech (EARS) to test the sentence and vocabulary level

and compared the scores of the two groups.

Results

The children's hearing condition had a significant influence on the language detail sentence test score (T

sentence

58) =3.36

0.01; T

words

58)=2.89

0.01)

the scores of sentence and vocabulary in the normal hearing children group (M

sentences

=8.47

words

=58.23) were significantly higher than those in the hearing-impaired children group (M

sentences

=7.03

words

=56.63) (

0.05).

Conclusion

Compared with normal hearing children

the syntactic and grammatical abilities of hearing-impaired children aged up to 3 years are relatively lagged behind

which may be related to the lack of language information input

and input environment for hearing-impaired children. The results of the study suggest that the corresponding training should be strengthened and applied to the life scenes.

关键词

言语听觉反应评估语言细节句子测试听障儿童健听儿童

Keywords

Evaluation of auditory response to speech (EARS)Language detail sentence testHearing-impaired childrenNormal hearing children

references

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梁卫兰,郝波,王爽,等.幼儿早期句法和句子表达长度研究[J].中国儿童保健杂志,2004,(3):206-208.

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刀维洁.言语听觉反应评估[M]. 北京:中国广播电视出版社,2006.1-4.

孙喜斌.听障儿童听觉、语言能力评估标准[M].北京:三辰影像出版社,2009.

周沙. 3～6岁幼儿句子水平研究[D].南京师范大学,2015.

杨小璐.儿童早期句法发展:基于规则还是基于使用?[J].外语教学与研究:外国语文双月刊,2012,(4): 606-615.

陈晓湘.儿童早期句法发展两大理论的对比研究--先天普遍语法理论和建构语法理论[J]. 湖南社会科学, 2007,(3):162-165.

张朋朋.语言的基本单位是"句子"[J]. 汉字文化, 2006,(03):20-24.

郑文芳,申敏.听障儿童语言细节句子测试结果分析[J].听力学及言语疾病杂志,2011,18(6):509-512.

韩孟姚.大、中、小班幼儿句法意识发展与家庭阅读环境的相关研究[D].天津师范大学,2019.

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