摘要
本研究选取武汉某聋校高一两个自然班的学生为被试,采用非随机分配控制组前后测实验设计,探讨镜前自我模仿策略在听障儿童汉英双语唇读元音学习中的作用。结果发现,镜前练习的口形模仿策略在聋校的干预成效主要体现在听障儿童的汉语唇读元音识别中,尤其是汉语唇读元音/u/、/i/和/a/的识别能力提高非常明显;尽管实验组在英语唇读元音识别中作用不显著,但该组唇读元音//与//的正确率表现出显著差异,具体而言是//后测值比前测值明显降低了,而//后测值比前测值明显升高。
This study, by using the non-randomized control group pretest-posttest design to survey certain up- per secondary school students from two classes at a school for the deaf in Wuhan City, Hubei Province, aims to explore the effect of self-imitation before the mirror in Chinese-English vowel lipreading among children with hear- ing impairment. The results show the following： the interventions in the school for the deaf by means of lip-motion imitation before the mirror achieve results mainly in Chinese vowel （especially/u/, /i/and/cd） lipreading identi- fication among children with hearing impairment; although the experimental group plays no significant role in En- glish vowel lipreading identification, it shows a significant difference in correct lipreading of vowels/a/and/a/.
出处
《中国特殊教育》
CSSCI
北大核心
2014年第4期36-40,64,共6页
Chinese Journal of Special Education
基金
教育部人文社会科学规划项目课题"口语训练在听障儿童唇读汉字语音技能发展中的作用"(项目批准号:13YJA740023)
中国残疾人联合会2014-2015年度课题"信息化背景下残疾人交流与沟通方式的变革研究"(项目批准号:2014&ZZ001)
湖北省教育厅哲学社会科学重大项目"听觉障碍儿童语言障碍的认知机制及干预研究"的成果之一
关键词
镜前自我模仿策略
听障儿童
唇读
汉英双语
元音识别
self-imitation before the mirror children with hearing impairment lipreading Chinese-English vowel identification
