听觉障碍儿童言语行为发展研究  

Hearing-impaired Children in the Study of Communicative Act Development

作　　者：贺利中[1] 

机构地区：[1]上海社会科学院青少年研究所,上海200020

出　　处：《教育理论与实践（学科版）》2009年第10期54-56,共3页

摘　　要：在半结构环境下,借鉴美国哈佛大学语用研究框架,采用国际通用CHIDES儿童语言资料系统、INCA-A母子言语互动交流行为编码系统以及CLAN数据分析程序对4-6岁重度听障儿童与其健听母亲言语行为发展进行研究发现:(1)4-6岁汉语重度听障儿童在言语交流行为中的三个水平上所使用的类型种类随年龄逐步提高,但未见显著性年龄差异。(2)言语交流行为中的三个水平上,听觉障碍儿童言语行为类型使用的比例和使用率随着听觉障碍儿童年龄的增加都有明显的增加,其复杂程度体现了儿童认知能力的发展和其他语言发展的相关状态。(3)听觉障碍儿童在与其健听母亲言语交流过程中存在主要的言语倾向类型、言语行动类型和言语变通类型,这种言语交流行为的存在体现了儿童语用能力和认知的发展。It investigates into characteristics of pragmatic development of children with severely hearing impairment aged from 4 to 6 in the process of the mother-child interactions within a semi-structured context,especially the study framework of Havard University, employing Child Language Data Exchange System （CHIDES）,Abridged Inventory of Communicative Act （INCA-A） and CLAN. Finds that（1）As they are growing,deaf children＇s language capacities are on the rise,but without significant difference between by age groups of 4-6.（2）As the year goes,the proportion and ratio of speech interchange types are on the rise,and the complexity of speech interchange shows a revalant relation between children＇s cognition and language.（3）The speech interchanges,major speech acts and main speech flexibility all exist in the process of the mother-child interactions. The existence of communicative acts shows both the development of language and that of cognition.

关 键 词：听觉障碍儿童 言语行为 研究 

分 类 号：G762[文化科学—特殊教育学]