A Study On The Metaphorical Ability Of Hearing-impaired Children Aged 5-6

Due to hearing impairment,the development of language of preschool hearing-impaired children is hindered.Language is not only a tool for human communication and expression,but also a carrier of cognitive thinking.Metaphor,which generally exists in children's daily language environment,is also a way of thinking and cognition and an important means for human beings to know the world.By constructing the common characteristics between the two conceptual domains,human beings form a cross-category conceptual cognitive mode.By virtue of the known,concrete and tangible conceptual categories,human beings can understand and express more complex and abstract concepts.Therefore,the purpose of this study is to investigate the development of metaphorical competence of preschool hearing-impaired children aged 5-6.Starting from the two aspects of metaphorical construction competence and understanding competence,by comparing with healthy hearing children of the same age,the development level and characteristics of metaphorical competence of preschool hearing-impaired children are analyzed,and its forming factors are deeply analyzed.In order to understand preschool hearing-impaired children's metaphorical cognition and conceptual structure,and provides scientific and efficient educational suggestions for development of children's language and cognitive abilities.The results show that:(1)the metaphorical constructive competence of preschool hearing-impaired children aged 5-6 was significantly lower than that of healthy hearing children of the same age.And the metaphor constructive competence of preschool hearing-impaired children with higher vocabulary level perform better than that of hearing-impaired children with lower vocabulary level.(2)There are significant differences in between 5-6 years old hearing-impaired children and healthy hearing children's metaphorical constructive competence in different metaphorical types.The hearing-impaired children with lower vocabulary level have no significant differences in the four types of metaphorical constructive competence.The hearing-impaired children with higher vocabulary level metaphor constructive competence of configurational metaphor and mixed metaphor is significantly better than that of conceptual metaphor and physiognomic metaphor.The healthy hearing children's metaphor constructive competence of configurational metaphor is the best,followed by conceptual metaphor and mixed metaphor,physiognomic metaphor is the worst.Although the performance of hearing-impaired children with higher vocabulary level is lower than that of healthy hearing children in the four types of metaphor,both of them show cognitive advantages of constructive competence in the configurational metaphor,while hearing-impaired children with lower vocabulary level do not show cognitive advantages in the types of metaphor.(3)Conceptual metaphor comprehension competence of preschool hearing-impaired children aged 5-6 is significantly lower than that of healthy hearing children of the same age.However conceptual metaphor comprehension competence of hearing-impaired children with lower vocabulary level and hearing-impaired children with higher vocabulary level is equal.(4)There are significant differences in metaphorical comprehension competence between hearing-impaired children aged 5-6 and healthy hearing children in different metaphorical types.There is no significant difference in the comprehension competence of hearing-impaired children with lower vocabulary level and hearing-impaired children with higher vocabulary level in three types of conceptual metaphor.However,the healthy hearing children's comprehension competence of orientation metaphor is best,followed by structural metaphor and ontological metaphor.(5)The metaphorical competence of hearing-impaired children aged 5-6 with low vocabulary level is still in primary germination stage.The hearing-impaired children aged 5-6 with high vocabulary level have gained certain metaphorical competence,and their metaphorical construction competence is significantly better than metaphorical comprehension competence,and their cognitive advantages in metaphorical types are similar to those of healthy hearing children.According to the level and characteristics of preschool hearing-impaired children's metaphorical competence development and preschool hearing-impaired children's own developmental characteristics.Some relevant educational enlightenments are drawn: using metaphorical language teaching to increase educational interest and expand children's metaphorical experience;Incorporating metaphor into content of education,and combining with intervention methods to improve the language and cognitive level of hearing-impaired children;tapping the perceptual potential of "visual compensation" to promote the acquisition of abstract concepts of hearing-impaired children;Combining with the thinking characteristics of hearing-impaired children,and enlightening children to perceive the similarity of things to promote the development of metaphorical cognition of hearing-impaired children.