Research On Test Material Making And The Characteristic Analysis Of Pre-school Hearing-impaired Children’s Topical Conversation Ability

Topical conversation is one of the more difficult parts of language abilities. It investigates children’s flexible use of language in communication, and well reflects the instrumental function of language. Children should formed some basic language communication ability in pre-school, such as understand the problem and give a reasonable response, to lay the foundation for the classroom teaching in school. But the existing pre-school mandarin topical conversation test materials appear a few weaknesses such as the lack of available materials, the overall difficulty is low, the evaluation dimensions and frame is not clear and the maneuverability is not strong. Therefore, the purpose of this study is to enrich the test materials of topical conversation, to explore the develop characteristics of normal and hearing-impaired children topical conversation ability, and to provide recommendations for rehabilitation. The main contents and results of this study include the following aspects:1. Preparation of pre-school children’s topical conversation test materialsBased on the existing topical conversation test materials, the characteristics of children’s language development and the framework of language assessment, this study design the evaluation index from name, function, characteristics, category, the differences and similarities, processing tasks, expression reasons and action sequences. Then according to children’s familiar content, we make two topical conversation test materials "living room" and "bedroom". At last, according to the project item analysis results, we choose the items with suitable difficulty arid differentiation as a final test material.2. Experimental study on topical conversation of pre-school normal and hearing-impaired childrenThrough quantitative research method, we analyzed develop characteristics of normal and hearing impaired preschool children in topical conversation ability. (1) 4-6 years old is the rapid development time of children’s topical conversation ability, but the development rate of each project is different and the development is not balanced between each project. To normal children, the naming ability is most prominent developed, followed by the ability of describing function, describing feature, describing similarities/differences, processing tasks and action sequences, and the less developed is category and expression reasons ability; (2) With the deepening of the rehabilitation, hearing-impaired children’s topical conversation ability has been greatly improved. However, the development order of hearing-impaired children’s them conversation ability is not the same as the normal-hearing children. To hearing-impaired children, the ability of category is the most prominent, and the ability of describing the similarities/differences and the action sequence were weak.3. Language sample analysis on topical conversation of pre-school normal and hearing-impaired childrenThrough the language sample analysis method, we analyzed the different ability level hearing impaired children’s error characteristics in the topical conversation test and provided the basis for rehabilitation training. Different levels of hearing-impaired children have their own content to pay attention in topical conversation:the low scorers should improve their speech intelligibility and vocabulary, the middle scores should pay attention to their word accuracy and language organization ability, and the high scores should increase the life experience in order to improve their flexibility of language.The innovations of this study were explored the new mode of the children’s topical dialogue test, compiled a set of topical conversation test material for preschool children which has clear structure and can be operated simply, summed up the law of development of normal-hearing and hearing-impaired children aged 4-6 years topical conversation ability, and provided useful ideas and inspiration for rehabilitation training. In future studies, we should enhance the standardized degree of the test material by increasing the number of subjects and expanding the subjects age range, to obtain the reference standard preschool children topical conversation test.