A Study On Pronouns Learning Of Hearing Impaired Children Based On Interactional Linguistics

Children with hearing impairment in the lower grades of Chinese who have seven years of hearing age and have undergone some language rehabilitation have the basic ability to engage in daily verbal communication.However,due to the impact of hearing impairment,children with hearing impairment in Chinese may have different speech habits in interactive communication from those of typically developing children.In particular,the use of pronouns in narrative processes is different from that of typically developing children.This is because pronouns are difficult for children with hearing impairment to acquire because of their uncertainty of meaning and high level of abstraction,which affects their acquisition process.However,the high recurrence rate of pronouns in language life requires that children with hearing impairment acquire the pronoun system early and completely.At present,research on the acquisition of pronouns by children with special language impairment has mainly focused on autistic children,i.e.using certain tools to study the pronoun processing ability,pronoun acquisition characteristics and the differences between the acquisition of pronouns by autistic children and typically developing children,but there is a lack of systematic research on the acquisition of pronouns by hearing impaired children.Therefore,this paper,through a selfconstructed "narrative corpus of Chinese hearing impaired children" and an interactive narrative experiment,conducts a comprehensive study on the pronoun use and acquisition characteristics of lower grade Chinese hearing impaired children by comparing them with typically developing children,in order to explore the developmental patterns and characteristics of Chinese hearing impaired children’s pronoun acquisition,and further explore the main factors affecting the pronoun acquisition of this population.On the basis of this study,we propose strategies for pronoun acquisition and rehabilitation for children with hearing impairment.The thesis is divided into seven sections.The first part is an introduction,which focuses on the background of the study and defines the concepts and theoretical foundations,followed by a literature review from the perspective of interactive linguistic theory and pronoun acquisition by children with specific language impairments respectively,an overview of the main perspectives and research content of current research,and a description of the significance of this thesis,the research perspectives and methods used.The second part is the first chapter,i.e.the establishment of the Chinese language narrative corpus for children with hearing impairment,which explains the collection norms and annotation norms related to the narrative corpus for children with hearing impairment,as well as the size and structure of the corpus.Children with hearing impairment in special education schools and language rehabilitation institutions were used as subjects to generate a raw corpus through audio recording.The corpus was further processed and annotated to form a corpus of narratives from children with hearing impairment in Chinese.The corpus consisted of three parts: a spoken narrative corpus of Chinese children with hearing impairment,a written narrative corpus of Chinese children with hearing impairment and a spoken narrative corpus of typically developing children.The third part is the second chapter,that is,the corpus-based investigation of oral pronoun acquisition in Chinese hearing-impaired children,which mainly systematically describes the oral language acquisition status of hearing-impaired children,and conducts detailed analysis and quantitative statistics from multiple levels such as the category,frequency of use,syntactic function of the subject’s pronouns.Based on this,the characteristics of oral language acquisition of pronouns in hearing-impaired children are further elaborated.The fourth part is the third chapter,that is,the corpus-based investigation of written pronoun acquisition of Chinese hearing-impaired children,which systematically describes the written language acquisition status of hearing-impaired children.Based on the analytical perspective and dimension of the third part,we also systematically examine the use of pronouns in the written language of hearing-impaired children.Combined with the third part of the oral language acquisition characteristics of hearingimpaired children,a follow-up study was carried out,and finally the development characteristics of pronoun acquisition in hearing-impaired children were summarized.The fifth section is Chapter 4,an interactive narrative-based experiment on pronoun acquisition in hearing impaired children.The narrative experiment was conducted using the wordless book "Where are you going,Frog?" with hearing impaired children in the early grades and with typically developing children,in which the experiment was divided into three forms for hearing impaired subjects.The sixth part is the fifth chapter,i.e.the analysis of the factors influencing the pronoun acquisition of children with hearing impairment and the suggestions of rehabilitation strategies,which firstly,based on the systematic description and analysis in the previous chapters,systematically explains the main problems in the pronoun acquisition process of children with hearing impairment in the early grades.It also proposes specific rehabilitation strategies for the acquisition of pronouns by children with hearing impairment.The seventh part is the conclusion,which summarises the research process and the main ideas and conclusions drawn from the study,and briefly explains the innovations and shortcomings of the study.