Developmental Characteristics Of Oral Narrative Competence Of Hearing Impaired Students And Comparison With Typical Development Students

Narrative plays a central role in the socialization and cognitive development of children,and narrative competence is a comprehensive measure of language competence.In recent years,more and more scholars have begun to pay attention to the research of narrative competence,but domestic is still in its infancy in this field.The focus of existing research has been on the general population,and hearing impaired students have experienced delays in exchanging information due to the lack of auditory environmental stimuli,which has affected the development of their language skills.It is not only necessary and important to study the narrative ability of hearing-impaired students with Chinese-speaking mother tongue,but also an important supplement to the study of ordinary students.This study is based on combing the domestic and foreign research on narrative capabilities,and comparing the lack of research in this field,the necessity of carrying out this research is proposed.After investigating the use of a two-minute silent video story as the material for oral narration,the author established an evaluation standard for oral narration ability based on expert evaluation,including macro-structure,microstructure,problem-based reasoning and narrative errors.Study I: This paper mainly discusses the development characteristics of introductory narrative ability of students with hearing impairment and analysis of influencing factors.Sixty hearing-impaired students from four special schools were selected as subjects.According to their grades,they were divided into primary and secondary school students.The research results show that the hearing impaired students' narrative skills in terms of macrostructure,microstructure,problem-based reasoning and narrative errors are all improved with the increase of grade;girls are significantly higher than boys in terms of narrative content and condensed scores.In addition,whether there is residual hearing,region,grade,Raven IQ,degree of hearing impairment,gender significantly predicts the narrative ability of hearing impaired students.Study 2: Match subjects with grade level,non-verbal intelligence quotient and gender as the criteria.48 hearing-impaired students and 48 ordinary students were divided into primary school group and middle school group,and the oral narration skills of the two groups were compared..It was found that the hearing-impaired students in the primary school group scored significantly lower than the average students in the microstructure and narrative errors;the hearing-impaired students in the middle school group scored significantly lower than the average students in the macro-structure and microstructure.In addition,each research result was discussed in detail,and from the research results,it was proposed that the education and training of hearing impaired students should pay attention to the development of their narrative narrative abilities,and provide more “hearing” for hearing impaired students in class and in life.Opportunities,at the same time,hope that teachers and parents can provide the conditions for the development of oral English narrative capabilities.Finally,according to the different performance of each hearing-impaired student,the researcher made a targeted case report.