A Study On The Development Of Chinese Written Vocabulary For The Hearing Impaired Students In Junior High School

Vocabulary is the building material of language.Vocabulary is an important part of language and plays an important role in language system.Language learners can only communicate if they have a certain vocabulary.For hearing-impaired students,mastering enough vocabulary helps them to understand the world deeply,and using vocabulary correctly helps them to communicate socially.By studying the Chinese vocabulary of hearing-impaired students,we can find out the characteristics of their vocabulary learning and predict their vocabulary learning level,so as to provide an effective reference for front-line teaching.According to the dimension of vocabulary knowledge,this study selected a deaf education schools in jiangxi province deaf 34 junior high school students as the research object,according to the word table method principle,choose "Chinese proficiency vocabulary and grade outline Chinese characters" in the 8822 commonly used words,on the basis of preparation of the junior high school students vocabulary breadth scale with hearing loss to deaf students master vocabulary breadth measurement,after testing,scale has high validity.Meanwhile,176 written works created by 34 subjects were collected,with a total of 51019 words to construct a corpus,and the corpus was analyzed by nlpir Chinese word segmentation system.The study found that there was a significant grade difference in the vocabulary breadth of the hearing-impaired students in junior high school.With the increasing years of study,the vocabulary breadth of the hearing-impaired students in junior high school continued to increase,and the hearing-impaired students in grade 9 had mastered 90% of the vocabulary required by the syllabus.There was no significant gender difference in the vocabulary breadth of hearing-impaired students,but there was a big difference among individuals.The vocabulary mastery of students with residual hearing was significantly higher than that of students with severe and extremely severe deafness.Hearing loss is the most important factor affecting the breadth of Chinese vocabulary for deaf students.Normal preschoolers,even if they have not mastered the written form of vocabulary,have accumulated a large number of vocabulary in the daily speaking environment of language.After entering the school age stage,they can quickly connect the phonetic and textual forms of vocabulary.Due to hearing loss,deaf students lack of language input stimulus already,also the lack of language oral practice,most with eyes and ears,with hand and mouth in vocabulary learning,not only affect the deaf students vocabulary breadth,and the word speech form,written form,concept,association righteousness,grammatical features,collocation,made a profound impact on pragmatic aspects of master.Less reading amount and poor reading ability affect the breadth of Chinese vocabulary of deaf students.By analyzing the written corpus of hearing-impaired students,it can be seen that the overall class/form ratio of hearing-impaired students in junior middle school increases significantly,and the ratio of word class/form characters and form characters increases steadily per thousand students,with significant differences among different grades.With the increase of learning years,hearing-impaired students increasingly use conjunction,preposition,auxiliary words and other function words to add state,tense and logic to sentences,so as to make sentences more fluent.Students have become more and more proficient in idioms and proverbs.In the written corpus of hearing-impaired students,there are many kinds of word errors,such as Chinese character writing errors,homophone errors,near-word errors and synonym errors.The study also found that in the written language of the hearing-impaired students,there are different degrees of word order errors,improper collocation,incomplete or redundant components,mixed sentence patterns,multiple errors,and so on.The hearing-impaired students gradually used metaphors,personification,parallelism and exaggerated rhetoric in their written language.There was a phenomenon of mechanical imitation among the seventh grade students.In the written corpus of middle school hearing-impaired students,the lexical errors are similar to those of learners with Chinese as their second language.Chinese characters are a very complex system of writing symbols.The complexity of the combination of stroke,construction parts,whole glyph and sound is the main reason for the vocabulary errors of Chinese learners.Deaf students did not show visual superiority in vocabulary learning.Sign language has a negative effect on vocabulary learning.There is a lack of sign language vocabulary,which is not a one-to-one correspondence between sign language vocabulary and Chinese vocabulary.Compared with Chinese vocabulary,sign language vocabulary is very scarce.The way of expression in sign language affects the learning of Chinese vocabulary.There are many factors affecting the development of vocabulary breadth in deaf students.In order to improve students' Chinese vocabulary ability,teachers should attach importance to the guiding significance of the curriculum standard and establish an effective evaluation system.Grasp the principles of vocabulary teaching,to achieve teaching method,conscious emphasis on natural sign language,gesture Chinese,Chinese written language grammar,pragmatics,expression and other differences.Family members of hearing-impaired students should strengthen their communication with them,enrich their language environment,increase their support,and enrich their life experience.Students with hearing impairment should enrich their reading,improve their reading level,improve their metacognitive level,and choose appropriate learning methods to build a complete vocabulary knowledge system.