學前聽障班聽語法第一年實驗研究

The Effectiveness of an Aural-oral Teaching Method on Preschool Hearing Impaired Children: the First Year Repopt

陳小娟(Hsiao-Chuan Chen)

《特殊教育與復健學報》 5期 (1997/06) Pp. 139-168

摘要

本研究之目的是探討語調聽覺法與聽覺口語法對集中式與分散式教學之聽障兒童在語音聽覺能力與說話清晰度方面之教學成效。集中式小組之七名兒童與分散式之五名兒童分別接受約402.7小時與26.8小時的教學。研究結果顯示（1）集中式小組之聽障兒童，其語音聽覺能力各項後測分數顯著高於前測（p＜0.05）。（2）分散式小組之聽障兒童，其語音聽覺能力多項後測分數顯著高於前測（p＜0.05）。（3）集中式與分散式小組之聽障兒童，其說話清晰度後測分數雖比前測佳，但是並未達到0.05之顯著水準。（4）兩組兒童經過教學，語音聽覺能力與說話清晰度都有進步；但是這些成績與受教組別無關。

並列摘要

The purpose of the study was to investigate the auditory speech perception ability and speech intelligibility of hearing-impaired preschoolers taught individually versus in groups. Seven children received 402 hours of group teaching, while five children received 26.8 hours of individual teaching. Result showed that: (1)Both groups of children made significant progress in auditory speech perception tests (p＜0.05). (2)Both group of children made progress in their speech intelligibility. However, the difference was not statistically significant. (3)Both groups of children obtained higher scores in auditory speech perception tests and the speech intelligibility test. Nevertheless, the type of grouping had no significant effect on the progress of scores.