A Study On The Present Situation Of Language Teaching In Classroom Teaching Of Deaf School Teachers

At present,Chinese teaching in schools for the deaf is always in the inefficient state,the oral and written capacity of deaf students being not reach to the expected level.Aiming at the poor efficiency of Chinese teaching,numerous educators focusing on deaf education have made a lot of discussion and put forward corresponding suggestions,but the problem has never been effectively resolved.If the deaf students can well fit the mainstream society depends on their ability of communicating and understanding of the mainstream social norms,rules and cognition,so the school education plays a decisive role for them to gain relative knowledge and ability.For deaf students,the fundamental premise to acquire classroom knowledge is the fully understanding of teaching content,as a result,stating clearly with the language that deaf students can understand is the important precondition for teachers to carry out the teaching goal.Most researchers attributed the poor efficiency of deaf students' language teaching to two aspects: the first is the physical defects and cognitive characteristics of deaf students,and the second is researchers pay much attention on the classroom,studying from the general teaching methods,teaching content and teaching environment,few of them concentrating on the effectiveness of teacher-student communication in classroom.Teacher-student communication in classroom is mainly achieved through teachers' teaching language so that the application of the teaching language directly relate to the cultivation and improvement of mainstream language competence of deaf students.At present,the majority of relevant deaf education researchers do not have good communication ability of sign language,leading to their difficult access to the class to conduct empirical researches,while a few empirical researches mostly are empirical experience and description from the front line teachers.Based on the good communication ability of sign language,the author analyze the Chinese teaching language in schools for the deaf at micro level and explore the deep reasons of the poor effectiveness of teacher-student communication in classroom by the method of observation and interview.Research conclusions:1.Affected by teaching idea of traditional oral language,the teaching language in Chinese class of schools for the deaf is mainly oral language,while sign language is auxiliary.The employ of sign language primarily focus on Sign supported Chinese and supplemented by Chinese Sign Language.2.In the class,Language teachers in the schools for the deaf adopt Sign supported Chinese as main teaching language,a few of Chinese Sign Languagevocabularies and grammars being borrowed in the use of Sign supported Chinese.3.There are three main problems for Language teachers in the schools for the deaf in the process of using Sign supported Chinese: the replacement of gesture by finger letters,the lack of some gesture in words and vocabulary leakage.In these three kinds of problems,vocabulary leakage is the most severe phenomenon,senior teacher of Chinese making the most errors in terms of three above problems.In addition,there are other negative phenomena such as improper gestures and casually-formed words4.Without getting fully recognition by teachers on its linguistics position and function,the Chinese Sign Language is infrequently used in Chinese classes of schools for the deaf is extremely low,and it is often regarded as an explanation of difficult content of Sign supported Chinese which cannot be understood by deaf students or teachers' brief questions and evaluations for students.5.The pure oral language accounts for a certain proportion in schools for the deaf.Under the circumstances,the primary stance of language teachers is the front side so that it is not convenient for deaf students to see the gesture of teachers from the lateral and back sides.6.The interview of deaf students shows that the majority of deaf students don't like the language teacher to use a large number of oral language and Sign supported Chinese in the classroom,and they prefer more Chinese Sign Language adopted by language teachers in classroom teaching.Through the analysis of the above conclusions,this paper puts forward the following suggestions: first,changing traditional education idea for deaf students;second,avoiding blind use of sign language on the premise of correct understanding of the Chinese Sign Language;third,raising language teachers' level of sign language;fourth,pointing out linguistics status and significance of Chinese Sign Language;fifth,establishing cognitive concept of "deaf" under the social mode.