Research On The Current Situation And Intervention Of English Writing Ability And Writing Strategies Of Deaf And Hard Of Hearing College Students

English writing is recognized by Chinese teachers and students as the most difficult English language skill to master.English writing ability can reflect students’ cognitive ability,thinking level and language skills.For deaf and hard of hearing(DHH)students.English writing ability is an important reflection of their English learning level.As a special group in language learning,many DHH students have no cognitive delay,but they are still struggling in language acquisition.In English writing,there is a considerable delay in English writing of DHH students compared with hearing students.However,this delay is also related to DHH students’ long-term neglect of how to write effectively.Mastering certain English writing strategies is very important for English writing.The study takes C university as a case to investigate the current situation of English writing ability and writing strategies of DHH college students,and to choose appropriate writing teaching methods to intervene them in order to improve their English writing ability and writing strategies level.The study is mainly divided into two parts.The first study is the current situation of English writing ability and writing strategies of hearing-impaired college students.The second study is an intervention study on English writing ability and writing strategies of hearing-impaired college students.The first study uses error analysis to analyze the writing corpus of DHH college students;A questionnaire survey was conducted to explore the level of English writing strategies of DHH college students.The study shows that:(1)In English writing ability,there are more ontological errors in the texts written by DHH college students than those written by hearing college students,which are manifested in spelling,capitalization and punctuation errors;DHH college students also show a large number of text errors,mainly focusing on word errors,grammatical errors and syntactic errors.Generally speaking,the English writing ability of DHH college students needs to be improved.(2)In terms of English writing strategies,the DHH college students’ English writing strategies are generally at a medium level;Among the four dimensions of writing strategies,the highest score is compensation strategy,followed by cognitive strategy and metacognitive strategy,and the lowest is social emotion strategy;In terms of influencing factors,there is no significant difference in English writing strategies between DHH college students and their first language;Placement forms(mainly divided into general education environment and special education environment)are important factors affecting English writing strategies.In view of the above research results,the second study applies the process writing method to writing teaching practice in order to improve the English writing ability and writing strategy level of DHH college students.In this study,27 DHH college students in C school were taken as the experimental objects,and 13 students in the experimental group were intervened in teaching for two months.As for the choice of assessment tools,the SAWL writing assessment tool specially designed for DHH students abroad is selected,which is the first exploration of SAWL in English writing assessment for DHH students in China.The results of the intervention study show that:(1)In terms of English writing ability,the total number of words,the average number of words in each plane,the morphemes in each plane and the effective usage rate of words in the experimental group have increased significantly,indicating that the fluency and maturity of English writing of DHH college students have been improved;At the sentence level,there is a significant increase in the effective utilization rate of T-unit sentences in each plane,but the total number of sentences and the complexity of T-unit sentences in each plane are not significantly increased,which shows that the accuracy of English writing of DHH college students has been improved and the complexity of writing needs to be improved.At the textual level,the ideological content and contextual coherence index of DHH college students’ writing have not been significantly increased,which shows that the richness and coherence of students’ writing still need to be improved.(2)In terms of English writing strategies,the study reveals the positive influence of process writing teaching intervention on improving the level of English writing strategies of DHH college students through quantitative and qualitative analysis.Generally speaking,the results of the second study show that the teaching intervention of process writing method is effective in improving the English writing ability and English writing strategy level of DHH college students.Through the review of the whole study,the study puts forward two suggestions:Renewing an innovative English writing teaching model for DHH college students;Providing a good English writing environment for DHH college students.