A Study On The Processing Characteristics Of Chinese Phonological Awareness Of Students In The School For Intellectual Disability

Phonological awareness is a kind of speech processing skill.In this study,phonological awareness refers to the ability of individuals to judge the consistency of different phonological units.Chinese phonological awareness specifically refers to syllable awareness,initial awareness and rhyme awareness.Phonological awareness is one of the bases for improving students' literacy ability and promoting their reading development,so the study of phonological awareness should be one of the focuses in the field of students' language development.In this study,30 students from the school for intellectual disability were selected as the research object.Using the test method,supplemented by the observation method,the research tool was the phonological awareness test compiled by the researcher.The test included the task of judging syllable consistency,the task of judging initial consistency and the task of judging rhyme consistency,to examine the processing characteristics of students' Chinese phonological awareness.In this study,data were collected in the form of field records and sound recordings,and SPSS22.0was used to further analyze and collate the data.The study found that there was no significant difference in the syllable awareness among the students based on different levels,and that students with intellectual disability and autism spectrum disorders had the same level of syllable awareness.In the part of initial awareness,initial awareness of the students was significantly different based on different pronunciation parts and pronunciation ways.According to different ways of pronunciation,the specific performance of the students from high to low was fricative,affricate,plosive,nasal and lateral.According to the different pronunciation parts,the specific performance of the students from high to low was blade-alveolar,blade-palatal,dorsal,bilabial,supradental,velar and labiodental.From the perspective of initial awareness bias,the students had great difficulties in distinguishing aspirated sound from unaspirated sound,affricate and fricative.In the part of rhyme awareness,there was no significantdifference in rhyme awareness based on different structures among the students,and the ability of rhyme awareness among students with autism spectrum disorders was significantly better than that of students with intellectual disability.From the perspective of rhyme awareness bias,the students had great difficulties in distinguishing rhyme with the same tongue position,rhyme with similar main vowels and rhyme with similar initial vowels.In addition,this study analyzed the reasons for the above results from two aspects: students' ability and teachers' phonetic teaching.According to the research,the students' cognitive ability and academic adaptability were the main factors affecting the development of phonological awareness of the students.The problems in teachers' phonetic teaching included the low degree of standardization of teachers' oral language,the failure to correct students' wrong pronunciation and the neglect of teaching the phonetic structure.On this basis,the author provided some feasible suggestions on how to train students' Chinese phonological awareness,how to promote the phonological teaching in the schools and how to conduct a study of students' Chinese phonological awareness in the schools.In terms of training students' phonological awareness and promoting the phonological teaching in the school,the school should carry out rich phonological awareness activities,standardize the phonological teaching in the school and focus on the errors of initial awareness and rhyme awareness.In terms of conducting a study of students' Chinese phonological awareness in the schools,researchers should further increase the number of subjects,further enrich and examine the interference alternatives,and carry out various forms of phonological awareness research.