Lexicon characteristics with hearing impaired children and children who hear

Abstract

Hearing-impaired children adopt and use only those words which they are given and which they have been taught. As a result, what can often be observed in their vocabulary are the terms the meaning of which is not complete and which they hardly ever use in everyday communication. Insufficiently clear terms condition their inadequate use. The study presents a research the purpose of which was to examine the lexicon of hearing-impaired students and of students who hear, in the third to the eighth grade. The sample included 94 hearing-impaired students and 60 students who hear. We used the Lexical Competence Test (Dimitrijević, Đorđević - particular lexical areas) for examining the lexical fund. The test was done in written form. The qualitative and quantitative analysis of the obtained results was carried out. The obtained results point to the scantiness of lexicon of hearing-impaired students as compared to students who hear, in all examined age groups. What was also observed in the group of hearing impaired students was a great number of inadequately ordered words, which indicates the lack of clarity of adopted terms as well as difficulties in understanding the set requirements. .

Deca oštećenog sluha usvajaju i koriste samo one reči koje im se daju, kojima su naučena. Usled toga se u njihovom rečniku često javljaju pojmovi čije značenje nije potpuno i koje gotovo nikada ne koriste u svakodnevnoj komunikaciji. Nedovoljno jasni pojmovi uslovljavaju njihovu neadekvatnu upotrebu. Rad prikazuje istraživanje čiji je cilj bio da se ispita leksikon kod učenika oštećenog sluha i kod učenika koji čuju od trećeg do osmog razreda. Uzorak je obuhvatio 94 učenika oštećenog sluha i 60 učenika koji čuju. Za ispitivanje leksičkog fonda koristili smo Test leksičke spremnosti (Dimitrijević, Đorđević - pojedine leksičke oblasti). Test je rešavan pisanim putem. Izvršena je kvalitativna i kvantitativna analiza dobijenih rezultata. Dobijeni rezultati ukazuju na oskudnost leksikona učenika oštećenog sluha, u odnosu na učenike koji čuju, na svim ispitivanim uzrastima. Takođe se u grupi učenika oštećenog sluha pojavio veliki broj neadekvatno svrstanih reči, koji ukazuje na nejasnoću usvojenih pojmova, kao i na teškoće pri razumevanju postavljenih zahteva. .