Research About The Problems In Chinese Written Language For Deaf Students And Education Strategies

Through the presentation of language recorded on papers, the written language is created based upon the spoken language. However, for those students who lost the hearing capability, the spoken language is unable to showcase their genuine language standard. Hence, the written language emerges its importance. Being the character carrier of language thought for the deaf students, the written language clearly shows the criteria of gesture and spoken languages, playing the most direct platform of their language ability simultaneously. Only by grasping the skills in written language well can the deaf students truly recognize the surroundings, develop thoughts, communicate with others and accommodate the current society.In the researching area of written language for deaf students arose recently, most of the scholars have ignore the research and analysis of the reasons for the low capacity of deaf students'written language and the common mistakes in this regard. Based upon the radical statistics and analysis of their written language expression, the dissertation summarizes the frequent errors and the pertinent major reasons, proposing a series of favorable teaching strategies to improve the capacity of deaf students'written language in accordance with the causes eventually.The research of the dissertation is divided into the following categories:Summarizing Part. It gives the introduction of the researching status quo, purpose and significance of the issue, detailing the actual studying means.First Part. Particular statistical analysis of the final results of researching purposes, objects, methods and statistics.Second Part. Reason analysis of the problems in written language for deaf students.First and foremost, The hearing obstacles greatly influence the written expression of deaf students. As the principles of language learning is from spoken to written languages, healthy children enter the language surroundings of listen and speak since the birth. They normally acquire the experience of spoken language after listening and speaking. Since the right age phase, children with the experience of spoken language will learn the written form more easily. However, the situation for deaf students is utterly diverse. As they lack the phase of listening and speaking in language acquiring due to the inborn hearing obstacles, they do not have the support of spoken language in the process of mastering written language. Secondly. there is actual dissimilarity between the symbol systems of gesture language and natural language. The diversion from the gesture language system to natural language system creates the difference, generating negative move in this process. Thirdly. The influence of academic language education to the written expression of deaf students. The traditional education conceptions and modes do not have much change. The teaching criteria are too low to cultivate the language capacity of deaf students. The academic authorities often overlook the training of language ability as the teaching conception always fells upon windbaggary. Many teachers of Chinese limit the language learning activities for deaf students at classes and they over-emphasizes the explanation of knowledge points, but not leaving plenty of time for them to understand and practice, leading to the result that the language education for these students greatly breaks away from the actual life and the emotional exchange. Finally, the influence of family and social environment to the written expression for deaf students.Third Part. The academic strategies to increase deaf students'written language capacity.Firstly. Full priority to the language training of deaf students. As the writer has mentioned that hearing obstacles place tremendous blocks for the language development of deaf students, it creates many obstacles in the process. To resolve the problems, the training of listening and oral expression abilities is particularly crucial, which builds the basis for these students to form and advance written language. The long-term language training is conducive undoubtedly. Secondly. Special training courses for deaf students to enhance written language composition. The enhancement of language ability can not be presented by deaf students themselves or the teachers exclusively, but the real composing exercises. This is most direct and effective means to develop their written expression capacity. Finally, creation of sound language environment. As most of the deaf students lag behind the normal language environment, the society, the largest common language surroundings is the society. Hoping to be of useful to the society, the accommodation to the society is the most critical issues for deaf students.It is hoped that the research of this dissertation can help the deaf students in China increase their capacities in written language and expression and at the same time, inspiring and assisting the teachers to better educate deaf students.