汉语聋生与健听生口语叙事和书面叙事发展特征的比较研究

以小学3-5年级的汉语聋生为被试，考察其口语叙事与书面叙事的发展特征，并与健听生比较，揭示聋生叙事发展特征的特异性。结果发现：（1）无论口语叙事还是书面叙事，聋生和健听生在宏观结构上表现相当，但聋生在微观结构上表现较差。（2）在宏观结构和平均句长上，无论健听生还是聋生，书面叙事得分均显著好于口语叙事；（3）在词汇密度上，健听生在口语叙事和书面叙事上的表现相当，但聋生的词汇密度在口语叙事下表现较差。（4）在词汇丰富性和词汇密度指标上，聋生和健听生存在年级间发展特征的差异。研究结果对聋生的叙事教学有重要启示。

A Comparative Study on the Development Characteristics of Oral and Written Narrative between Deaf Students and Hearing Students in Chinese

Narrative is also called storytelling, which refers to the ability of producing a coherent language without context. Narrative can be divided into oral narrative and written narrative. Due to hearing impairment, the development of deaf students’ language is relatively poor. Narrative is often used as an intervention method for language rehabilitation and development. Deaf students’ narrative is widely concerned. Previous studies have revealed that both deaf students’ oral narratives and written narratives are inferior to normally hearing peers, but the comparison of the two narratives has not been widely concerned.The present study was aimed to examine the developmental characteristics of deaf students’ oral narrative and written narrative, and make a comparison with normally hearing students, revealing the specificity of deaf students’ narrative development. A total of 87 elementary school students were adopted in the study, including 42 deaf students and 45 normally hearing students. Three factors mixed design were used: 3(Grade: Grade3, Grade 4, Grade 5)×2(Group: Deaf students, Normally hearing students)×2(Modality: Oral narrative, Written narrative). Children were asked to conduct the oral narrative first and then carry out the written narrative. The narratives were analyzed through macrostructure and microstructure, and the microstructural device contained three indexes: Lexical diversity, lexical density and mean length of utterance.The results showed that there was no significant difference between the two groups on the macrostructure. However, the results revealed a significant grade difference, a group difference and a modality difference in microstructure. There was a significant interaction between the grade and the group in terms of lexical diversity and lexical density, deaf students and normally hearing students show a difference in grade development. In addition, in the lexical diversity index, the interaction between the grade and the modality was significant. For children in Grade 3 and Grade 4, the performance of written narratives was significantly better than oral narrative. For children in Grade 5, there were no significant differences between oral narrative and written narrative. In the lexical density index, there was a significant interaction between the group and the modality. For the normally hearing students, there were no significant differences between oral narrative and written narrative. For the deaf students, the lexical density of oral narrative was significantly higher than that of written narrative.Based on the above findings, the conclusions were:(1)Regardless of oral narrative or written narrative, deaf students and normally hearing students behaved fairly in macrostructure, but deaf students performed poorly in microstructure. (2)In macrostructure and the mean length of utterance, both deaf and normally hearing students’ written narrative scores were higher than oral narrative. (3)In terms of lexical density, deaf students behaved similarly in oral and written narratives, but the deaf students’ lexical density showed deficiency in oral narrative. (4) According to the lexical diversity and the lexical density, there were differences in the developmental characteristics between deaf students and normally hearing students. The results of the study have important implications for the narrative teaching of deaf students.