听障儿童听觉和言语特征及其关系的研究与训练策略
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摘要
本研究对听障儿童的听觉和言语特征进行分析,指出听觉言语康复的难点,探讨听障儿童听觉和言语之间的相互关系,并制定有效的训练策略。
论文首先使用我国聋儿康复系统通用的听觉言语语言评估体系,对151名听障儿童的听觉言语康复效果进行一年的跟踪评估。通过多组实验设计,考察康复时间等因素对听障儿童听觉和言语语言能力发展的影响,探讨了听障儿童听觉能力与言语语言能力的发展规律及两者之间关系的一般规律。听障儿童的听觉能力和言语语言能力均随康复时间的延长而显著提高；听觉能力中的声母识别、言语语言能力中的语音清晰度和语言表达是听障儿童听觉言语康复中的难点；听障儿童听觉与言语语言能力存在显著正相关,但听觉能力的提高速度显著高于言语语言能力。
为了具体分析听障儿童康复中存在的听觉识别和构音清晰度的问题所在,使用“构音语音能力评估词表”和“儿童音位对比式识别能力评估词表”对60名听障儿童的听觉辨识和构音语音能力进行对比分析,分析听障儿童音位对听觉辨识和构音语音异常的具体问题及其关系。听障儿童36对核心音位对的听觉辨识能力高于构音语音能力；声母音位对的辨识和发音较难；将听障儿童音位对的听觉辨识和构音语音对比特征分为六种类型,其中第三种和第六种类型的音位对需要进行针对性的强化训练。
为了弥补构音语音异常主观评估的不足,寻找可以区分听障儿童易混淆音位对的声学特征参数,使用构音语音测量的方法对听障儿童易混淆的音位对进行声学特征分析,分析结果表明,坡度可以作为塞音与擦音音位对的区别特征参数,第二共振峰起始音征可以作为音位对d/g的区别特征参数。
为了解决听障儿童康复中存在的精细语音辨识和发音困难的难点问题,本论文根据听障儿童音位对的发音错误走向及其与听觉辨识的关系,结合听障儿童的听觉言语康复特点,对当前构音语音训练和音位对比式听觉识别能力训练的方法进行提炼和整合,制定了针对性的听说联动训练策略,专门针对声母音位精细语音的辨识和发音训练,在听说联动评估的基础上,对21个声母音位进行开放式的音位对比听-说联动训练。
本研究主要得到以下结论：听障儿童的言语语言能力发展相对落后于听觉能力；语音清晰度和声母识别能力较差是听障儿童康复中急需解决的问题；听障儿童音位对的听觉辨识能力高于构音语音能力；对由于听不清而造成发音混淆的音位对应进行专门的音位对比训练；声学特征分析可以为精确诊断声母音位歪曲的偏向提供科学依据；“音位对比听-说联动”训练策略充分发挥了听觉和言语联动关系的作用,提高了听觉言语康复的精度,使患儿听觉言语康复中的难点问题得到改善,有助于听障儿童各项能力的综合发展,为缩短康复时间提供了有效途径。
In this study, hearing and speech function of children with hearing aids or Cochlear Implant were compared to explore the hearing-impaired children's speech perception and speech production characteristics and their relationships, and play its role in rehabilitation of deaf children in hearing and speech function.
First, To evaluate 151 hearing-impaired children for 5 times in one year, to observe the effect of rehabilitation time on Hearing and Speech development through make several designs, this Study found that hearing-impaired children's hearing and speech functions are significantly related; Consonant recognition, speech intelligibility, language expressive ability is the main difficulties in the rehabilitation for deaf children.
To analyze the phoneme contrast identification of hearing ability and speech articulation ability and find the specific problem, We evaluate 60 hearing-impaired children's identification of hearing ability and speech articulation ability on 36 Chinese phoneme core contrasts,36 hearing impairment children's phoneme recognition ability and phoneme articulation are significant correlated; Speech recognition capability is higher than phoneme articulation; Consonant phoneme recognition and pronunciation is more difficult for them; We make a score of Consonant Phoneme Contrast as 1 to 6 type, Consonant Phoneme Contrast pair of h/ k, b/f, t/k, and d/g are more prone to the bad listening Leads to "say " badly, which is level 6.
In order to explore the Acoustical Cue of the phoneme contrast which are easily be confused by children with hearing impairments, we do acoustical measurements on 4 Chinese phoneme core contrasts which are easily be confused by children with hearing impairments, and find the acoustical cue. The result showed that the slope can serve as an acoustical characteristic parameter of Consonant Phoneme Contrast pair h /k and b/f, the F2Locus can serve as an acoustical characteristic parameter of Consonant Phoneme Contrast pair d/g.
Finally, in order to solve the difficult problems showed in above results, we make a simple "phonemic contrast therapy" training strategy, specifically for the consonant phonemes fine recognition and pronunciation training, this strategy is mainly focus on the 21 phonemes, we redesign the articulator training and minimal phoneme contrasts training method, based on the type of articulation and phonological disorder on hearing-impaired children.
This Research has drawn the conclusions below:Speech development is rather later than hearing ability on children with hearing impairments. Hearing clearly and speak clearly of Consonant Phoneme Contrast is the main problem in the rehabilitation; Type 3 and Type 6 of Consonant Phoneme Contrast need specific training on both hearing and speech level, more important is their connection; Acoustical characteristic parameters analysis of can make up lack of the subjective sense on assessment. It provides a scientific basis on making specific decisions when judging distorted phoneme articulation, and provides the basic idea for future scientific research; The "phonemic contrast therapy" makes full use of hearing in speech training; it can improve the training accuracy of deaf children's hearing and speech rehabilitation, solve the difficult problems, and help hearing-impaired children in integrated development in the future.
论文首先使用我国聋儿康复系统通用的听觉言语语言评估体系,对151名听障儿童的听觉言语康复效果进行一年的跟踪评估。通过多组实验设计,考察康复时间等因素对听障儿童听觉和言语语言能力发展的影响,探讨了听障儿童听觉能力与言语语言能力的发展规律及两者之间关系的一般规律。听障儿童的听觉能力和言语语言能力均随康复时间的延长而显著提高；听觉能力中的声母识别、言语语言能力中的语音清晰度和语言表达是听障儿童听觉言语康复中的难点；听障儿童听觉与言语语言能力存在显著正相关,但听觉能力的提高速度显著高于言语语言能力。
为了具体分析听障儿童康复中存在的听觉识别和构音清晰度的问题所在,使用“构音语音能力评估词表”和“儿童音位对比式识别能力评估词表”对60名听障儿童的听觉辨识和构音语音能力进行对比分析,分析听障儿童音位对听觉辨识和构音语音异常的具体问题及其关系。听障儿童36对核心音位对的听觉辨识能力高于构音语音能力；声母音位对的辨识和发音较难；将听障儿童音位对的听觉辨识和构音语音对比特征分为六种类型,其中第三种和第六种类型的音位对需要进行针对性的强化训练。
为了弥补构音语音异常主观评估的不足,寻找可以区分听障儿童易混淆音位对的声学特征参数,使用构音语音测量的方法对听障儿童易混淆的音位对进行声学特征分析,分析结果表明,坡度可以作为塞音与擦音音位对的区别特征参数,第二共振峰起始音征可以作为音位对d/g的区别特征参数。
为了解决听障儿童康复中存在的精细语音辨识和发音困难的难点问题,本论文根据听障儿童音位对的发音错误走向及其与听觉辨识的关系,结合听障儿童的听觉言语康复特点,对当前构音语音训练和音位对比式听觉识别能力训练的方法进行提炼和整合,制定了针对性的听说联动训练策略,专门针对声母音位精细语音的辨识和发音训练,在听说联动评估的基础上,对21个声母音位进行开放式的音位对比听-说联动训练。
本研究主要得到以下结论：听障儿童的言语语言能力发展相对落后于听觉能力；语音清晰度和声母识别能力较差是听障儿童康复中急需解决的问题；听障儿童音位对的听觉辨识能力高于构音语音能力；对由于听不清而造成发音混淆的音位对应进行专门的音位对比训练；声学特征分析可以为精确诊断声母音位歪曲的偏向提供科学依据；“音位对比听-说联动”训练策略充分发挥了听觉和言语联动关系的作用,提高了听觉言语康复的精度,使患儿听觉言语康复中的难点问题得到改善,有助于听障儿童各项能力的综合发展,为缩短康复时间提供了有效途径。
In this study, hearing and speech function of children with hearing aids or Cochlear Implant were compared to explore the hearing-impaired children's speech perception and speech production characteristics and their relationships, and play its role in rehabilitation of deaf children in hearing and speech function.
First, To evaluate 151 hearing-impaired children for 5 times in one year, to observe the effect of rehabilitation time on Hearing and Speech development through make several designs, this Study found that hearing-impaired children's hearing and speech functions are significantly related; Consonant recognition, speech intelligibility, language expressive ability is the main difficulties in the rehabilitation for deaf children.
To analyze the phoneme contrast identification of hearing ability and speech articulation ability and find the specific problem, We evaluate 60 hearing-impaired children's identification of hearing ability and speech articulation ability on 36 Chinese phoneme core contrasts,36 hearing impairment children's phoneme recognition ability and phoneme articulation are significant correlated; Speech recognition capability is higher than phoneme articulation; Consonant phoneme recognition and pronunciation is more difficult for them; We make a score of Consonant Phoneme Contrast as 1 to 6 type, Consonant Phoneme Contrast pair of h/ k, b/f, t/k, and d/g are more prone to the bad listening Leads to "say " badly, which is level 6.
In order to explore the Acoustical Cue of the phoneme contrast which are easily be confused by children with hearing impairments, we do acoustical measurements on 4 Chinese phoneme core contrasts which are easily be confused by children with hearing impairments, and find the acoustical cue. The result showed that the slope can serve as an acoustical characteristic parameter of Consonant Phoneme Contrast pair h /k and b/f, the F2Locus can serve as an acoustical characteristic parameter of Consonant Phoneme Contrast pair d/g.
Finally, in order to solve the difficult problems showed in above results, we make a simple "phonemic contrast therapy" training strategy, specifically for the consonant phonemes fine recognition and pronunciation training, this strategy is mainly focus on the 21 phonemes, we redesign the articulator training and minimal phoneme contrasts training method, based on the type of articulation and phonological disorder on hearing-impaired children.
This Research has drawn the conclusions below:Speech development is rather later than hearing ability on children with hearing impairments. Hearing clearly and speak clearly of Consonant Phoneme Contrast is the main problem in the rehabilitation; Type 3 and Type 6 of Consonant Phoneme Contrast need specific training on both hearing and speech level, more important is their connection; Acoustical characteristic parameters analysis of can make up lack of the subjective sense on assessment. It provides a scientific basis on making specific decisions when judging distorted phoneme articulation, and provides the basic idea for future scientific research; The "phonemic contrast therapy" makes full use of hearing in speech training; it can improve the training accuracy of deaf children's hearing and speech rehabilitation, solve the difficult problems, and help hearing-impaired children in integrated development in the future.
引文
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