Research On The Narrative Ability Of Preschool Children With Hearing Impairment

In recent years,children’s narrative ability has been highly valued by children’s linguistics scholars.With the increasing number of hearing-impaired children,this group has gradually gained attention.However,there are relatively few narrative studies on children with hearing impairment.In the past,many studies have studied children’s narrative ability from two dimensions:macrostructure and microstructure.Macrostructure refers to the potential structural features or rules in narrative,which can reflect the maturity of the narrative.Microstructure represents the vocabulary richness,the sentence structure of spoken narrative language and other information.Studies have shown that children’s narrative ability has a significant relationship with their existing vocabulary levels.When matching the foundational vocabulary level of hearing-impaired and healthy children and comparing its narrative ability,the studies reflect more accurately the special condition of hearing-impaired children in the situation of a interference due to a lack of vocabulary.The narrative characteristics of children with hearing impairment.Therefore,based on previous research,this study uses the statistical analysis method of two-factor mixed design variation analysis to compare and analyze the narrative ability of hearing-impaired children and ordinary children in different narrative modes.In this study,according to the matching degree of vocabulary level,a total of 30 children with hearing impairment and 66 children with an average age of 66 months and 55 months were selected,and a total of 60 children were selected as research subjects.Sixty narrative corpora were collected and all corpora were transcribed and scored,followed by comparative analysis.The study found that:(1)The narrative ability of hearing-impaired children is slower than that of ordinary children with the same vocabulary level,despite being able to grasp the basic structure of the story,its level of completeness is relatively insufficient;(2)The narrative story of the hearing-impaired children tend to the description of single pictures,but lacks a coherent and complete understanding of a series of pictures;(3)The length of the narrative content of the hearing-impaired children is short compared to those of ordinary children,often overlooking many details,and the narrative is not rich enough;(4)vocabulary usage in the narrative of hearing-impaired children has difficulties,and the narrative is not vivid enough;(5)In both,hearing-impaired and ordinary children,their story retelling is higher than their storytelling performance.According to the above research findings,the researchers gave the following suggestions:(1)Add narrative-related courses to guide and help children with hearing impaired narratives;(2)Promote the comprehension abilities of hearing-impaired children based on the macrostructure of narrative ability to enrich narrative content;(3)Improve the vocabulary use of hearing-impaired children,and demonstrate high-quality language;(4)Promote the storytelling ability of children with hearing impairment through various way.