Study On Deaf Junior High School Students’Writing Ability And Its Influence Factors

The writing is one kind of mental activity, fusions of thoughts, feelings, knowledge and skills, to the mental development plays an important role. Due to the deaf junior high school students’listening by damage, oral speech is extremely limited, writing becomes the important means of communication about exchange ideas and information. Good writing ability is the prerequisite to the deaf students learn other discipline, is also the chinese curriculum standard requirements of deaf students.Through to the analysis of the literature review, there are some sporadic study about the writing of deaf students inside China, but more is based on experience, lack of empirical research, the comparison study about the deaf students and health to listen students’writing ability is less, the existing research is poor about discussing the deaf junior high school student in writing ability and influence factors of the characteristics.Based on Literature analysis and previous survey, We believe that there are two factors influencing the writing ability of the deaf junior high school students:On the one hand, there are inside psychological factors include writing interest and writing self-efficacy; on the other hand, there are external environment factors include living and teaching environment.Therefore, we based on the grounded theory and correlative theories, Use the revision of the interest in writing questionnaire and writing efficacy questionnaire, By the comparison of the writing work of deaf and of health junior high school students, Combine the theme interview to the writing ability factors of the part of the deaf and health junior high school students, analyses and sums up the characteristic of the deaf junior high school students and influencing factors, points out some education methods to improve the writing ability of deaf junior high school students. It is very important significance for the deaf school teachers of Chinese language to develop writing teaching, to create the task environment, to build the writing interest of deaf junior high school students, to improve writing self-efficacy.The findings indicated:(1) We work out the deaf and normally hearing junior high school students’ writing work content analysis table, it contains four analyzing items:explore topic, structure planning, language performance and quantitative aspect. It has good reliability and validity, can be use to measure status of deaf and normally hearing junior high school students’writing ability.(2) We work out the deaf and normally hearing junior high school students’ writing interest questionnaire and the deaf and normally hearing junior high school students’writing self-efficacy questionnaire according to other people’s questionnaire. The two questionnaires have good reliability and validity, and comply with requirements of questionnaire establishment in educational measurement, and can as research tools in this study.(3) The writing ability of normally hearing junior high school students are Significantly better than deaf junior middle school students. In the ability of explore topic, normally hearing junior high school students’writing work is significantly better than deaf junior middle school students at correct style, comply with the meaning of the subject, prominent theme and total score. In the ability of structure planning, normally hearing junior high school students’writing work is significantly better than deaf junior middle school students at structural integrity, correct paragraph break, appropriate levels of details and total score. In the ability of language performance, normally hearing junior high school students’writing work is significantly better than deaf junior middle school students at word accuracy, extensive vocabulary, extensive sentence pattern, correct rhetorical methods and total score. There are not Wrong character in most of normally hearing and deaf junior high school students’writing work, reflect they are good at identify and write character. But some wrong characters still present to part of the deaf junior middle school students’writing works.(4) in the Writing interest, the direct Writing interest, indirect Writing interest and the Writing interest sum of normally hearing junior high school students are better than deaf junior middle school students; the direct writing interest, indirect Writing interest and the Writing interest sum of deaf schoolgirls are better than schoolboys.(5)In the writing self-efficacy, the writing task performance and Writing efficiency sum of normally hearing junior high school students are better than deaf junior middle school students. In the deaf junior middle school students, the writing task performance of schoolgirl are better than schoolboy, the writing task performance and writing efficiency sum of the deaf junior high school students in different grade present significant difference, higher than the second, the third higher than the second.(6) There are some inherent psychological factors that can influence writing ability of the deaf junior high school students, including cognitive features, personality. There are some external environment that can influence writing ability of the deaf junior high school students, including school teaching, home environment and social environment.