Study On Phrase Forming Ability Of11Students With Medium Or Severe Intellectual Disability

Phrase forming was combining phrase with designated and other uncertain words in Chinese teaching. It’s an important approach to learn and utilize new words for students in junior grades, and significant section of new words teaching too. Normal children could naturally obtain an enough competent system of sounds, signs and language for daily life, and easily learn the advanced system after entering school. But students with medium or severe intellectual disability (hereinafter referred to as M-or-S-ID) had some defect on speech sounds and vocabulary since their language development was delayed. They couldn’t build the system to meet the demands of daily life and social communication as normal children did, they had no basic condition for abstract Chinese knowledge learning. Therefore the target of language courses was build the simple communication system and the main content of learning was spoken language for these students in special school. The experimental study on phrase forming tied to find the efficient approaches of how to input and increase vocabulary of students with M-or-S-ID in language teaching, and then achieved the aim of independent talk themselves.The study object was the abilities of phrase forming of11students with M-or-S-ID from Class one, Grade five, Shunde Special School. According to certain teaching principles and strategies, it worked on how to help these students get to known and utilize the rules of phrase forming so to improve their words association ability and increase their vocabulary by intervention on their phrase forming ability. Previous test was taken and the results were compared with those after the intervention. The study indicated these results as followings:the teaching principles of "new words conld be internalized, audio-visual combinative learning, more practice on small tasks" must be followed in order that students with M-or-S-ID could catch the points of phrase forming; The strategies of "enlightening by some scenes, words combination by right rules, sudden comprehending, helping logic clear, enhancing memory ability" could be applied to vocabulary increase; Simultaneously the importance of courses reviewing by appropriate frequency and homework designed skillfully should be emphasized. Comparing the abilities of phrase forming before and after intervention, the results revealed that education obviously promoted the phrase forming ability of students with medium intellectual disability, but the effect was inconspicuous on students with severe intellectual disability. After phrase forming teaching, the phase structures formed by students with medium intellectual disability changed much from simple modifier-main structures into main-modifier, modifier-main and verb-object ones; and parts of speech changed also from noun into noun, verb and adjective. Ultimately the phrase forming ability of students with M-or-S-ID was restricted by their intelligence and direct life experiences. So more life experiences and real society contact were required which could give them direct experiences, and combined indirect language teaching, the language ability of them could improve really.