A Comparative Study Of Syntactic Features Between Preschool Children With Hearing Impairment And Ordinary Children

Early childhood is an important period for the development of spoken language and an important stage for children to establish a language sign system."Learning and Development Guide for 3-6 Years Old Children" points out that children should be trained to "commonly use adjectives,synonyms,etc.when speaking,and the language is more vivid." Sentences,as the basic unit of language use,are influenced by children's syntactic level.Previous studies have mostly measured children's syntactic level in terms of sentence length,sentence structure integrity,complexity,and type differences.However,pre-school hearing-impaired children are affected by their hearing impairment.They cannot receive and produce language normally as ordinary children,which hinders their language learning and acquisition,and requires special education for them.Existing studies have shown that syntax affects the oral expression of hearing-impaired children.The conclusions of studies mostly focus on the syntactic errors of hearing-impaired children,and there are few specific descriptions of the sentence structures used by them.Therefore,this study selected 30hearing-impaired children(average age 63 months)and ordinary children(average age 58 months)as subjects with vocabulary level as the matching condition,and collected the children's corpus through three scenarios.After transcription and coding,the sentence length and sentence structure were compared and analyzed,and the syntactic errors of hearing impaired children were summarized.Hearing impaired children and ordinary children have little difference in the use of sentence patterns and modified sentences,but the completeness and complexity of the overall sentence structure is weaker than the latter.The main presentation is: the use of hearing-impaired children is incomplete and context-related Sentences;Hearing impaired children use less complex sentences and use related words incorrectly;Hearing impaired children use simple and repetitive sentence modifiers.Based on the syntactic features of hearing-impaired children,the researchers made the following educational suggestions:(1)Improve the vocabulary use ability of hearing-impaired children,and promote the development of sentence length in interactive language environment.(2)Encourage hearing impaired children to make complete expressions,focusing on strengthening their learning and reinforcement of complex sentences.(3)Enrich the cognitive experience of hearing impaired children,improve their internalization of syntactic rules and use of modified sentences.