Research On The Characteristics Of Chinese Morphological Awareness Of Middle School Students For The Deaf

Morphological awareness belongs to the category of metalinguistic awareness, it refers to the ability of identification and discrimination and interpretation and manipulation. It is the knowledge of intuition and the psychological skills, but it can showed by measuring. Morphological awareness is crucial to development of language, especially to the vocabulary learning and reading ability. The research of morphological awareness in Alphabetic writing have been developed perfectly, but it has just begun in Chinese. The direction of related research focused on the relationship between morphological awareness and vocabulary acquisition and reading comprehension as well as the development study of foreign students Chinese morpheme awareness. The research objects are hearing people. There is no investigation on special groups. Chinese is a typical of morpheme characters. From morphological awareness perspective, the study of deaf children Chinese language learning will be promote their language development and it’s worthy of exploration.In this study we based on previous research on hearing students morphological awareness, used test method, choose middle school students for the deaf as subjects, by using a self-designed test about "The test of morphological awareness of middle school students for the deaf" to explore the characteristics and rules of Chinese morphological awareness in deaf children. This study focus on the differences of grade, test type.the hearing level and the gender,and discuss the reasons for these differences, then draws the conclusion. At last we offer some advice on Chinese morphological awareness development and education of middle school students for the deaf.Results of the study are:1.The development of Chinese morphological awareness of middle school students for the deaf increased with the grade, the fast first and last shot, the rapid development period is the seventh grade and the slowly development period is the eighth and ninth grade.2.Chinese morphological awareness development of deaf students can be divided into three levels, The identification and homophone awareness develop at the same level, are the best of all. The homograph awareness is the second of all. Interpretation of morphological awareness at the lowest level, developed slowly.3.The hard of hearing middle school students for the deaf are better than the deaf students in Chinese morphological awareness development.4.The girls in middle school for the deaf are better than the boys in Chinese morphological awareness development.According to the results, we put some relevant suggestions.-1.Pay attention to the deaf middle school literacy teaching, combining the characteristics of deaf students to promote the rapid development of the deaf students Chinese morphological awareness.2.Introducing morpheme teaching to reduce the negative influence of the word replacement in sign language and promote the balanced development of all kinds of morphological awareness.3.According to the different listening level, implement the individualized education program and adhere to the road of combining medicine and education in Chinese morphological awareness development.4.Understanding of gender differences in language learning and foster strengths to promote boys and girls common development of Chinese morphological awareness.