AN EXPERIMENTAL EDUCATIONAL STUDY FOR THE IMPROVEMENT OF JAPANESE GRAMMAR AND SCHOLASTIC ABILITY IN HEARING-IMPAIRED CHILDREN LEARNING IN SPECIAL CLASS OB THE ORDINARY SCHOOL.

1.我们尝试做一个句法功能诊断测试，以揭示句子的各种连接功能的基本水平.对测试结果进行分析，发现小学一年级正常儿童已经完成了句子生成任务，四年级正常儿童能够完成句子理解任务.但是听力受损的孩子没有一个能完成这个测试，他们不能理解各种各样的连词，他们不能逻辑地组成句子，并且明显地误解了一个上下文。听力广度测验结果表明，重度听力障碍儿童不能顺利完成听力任务，其工作记忆水平与学龄前儿童相当.阅读广度测验的结果表明，重度听力障碍儿童不能成功完成数字记忆广度的任务，但阅读广度测验（工作记忆）与正常儿童无差异。通过对一名听力严重障碍儿童的个案分析，说明汉字听写和数字计算很容易实现，而对日语语句逻辑关系的理解和对语法的理解却很难实现，抽象思维也很难实现。

1. WE ATTEMPTED TO MAKE A TEST TO DIAGNOSE SYNTACTIC FUNCTIONS, WHICH AMED TO REVEAL DEVELOPMENTAL LEVELS OF THE VARIOUSE CNJUNCTION FUNCTIONS OF SENTENCE.2. THE RESULTS OF ANALYSIS OF THE TEST, IT WAS FOUND THAT NORMAL 1ST GRADE CHILDREN OF ELEMENTARY SCHOOL ALREADY ACHIEVED THE TASK OF SENTENCE PRODUCT, AND 4TH FINALY COULD ACHIEVE THE TASK OF SENTENCE COMPREHENSION.3. BUT THERE WERE NOT THE HEARING -IMPAIRED CHLDRE WHO COULD ACHIEVE THIS TEST AND COULD NOT UNDERSTAND VARIOUS CONJUNCTIONS.THEY COULD NOT PRODUCT SENTENCES LOGICALLY AND MISTOOK A CONTEXT REMARKABLY.4. THE RESULT OF LISTENNING-SPAN-TEST SHAWED THAT SEVERLY HEARING-IMPAIRED CHILDREN COULD NOT SUCCES, AND THE LEVEL OF WORKING MEMORY WAS IN THAT OF PRESCHOOLERS.5. THE RESULT OF READING-SPAN-TEST SHAWED THAT SEVERLY HEARING-IMPAIRED CHILDREN COULD NOT SUCCESS IN THE TASK OF DIGIT MEMORY SPAN, BUT THERE WAS NOT A DIFFERENCE WITH NORMAL CHILDREN IN READING-SPAN-TEST(WORKING MEMORY)6. AFTER ANALYZING THE CASE STUDY OF SEVERLY HEARING-IMPAIRED CHILD IN DETAIL, IT WAS SHAWED THAT DICTATION OF KANJI AND NUMERICAL CALCULATION CUOLD BE EASILY EXECCUTED.THE UNDERSTANDING OF THE LOGICAL RELATION OF THE SENTENCES OF JAPANESE AND THE ARITHMETIC COULD NOT BE SOLVED ESPECIALLY AND ABSTRUCT THINKING ALSO.