TTLV: Assessing the ability of hearing-impaired children (wearing hearing aids and undergoing speech therapy) to pronounce initial consonants.

INFORMATION ABOUT THE MASTER'S THESIS

1. Student's full name:Vu Thuy Linh

2. Gender: Female

3. Date of birth: August 3, 1989

4. Place of birth: Thai Nguyen Steel and Iron Company

5. Decision on student admission No. 1936/2011/QD-XHNV-SDH dated October 10, 2011, by the Rector of the University of Social Sciences and Humanities - Vietnam National University, Hanoi.

6. Changes in the training process: None

7. Thesis title:Assessing the ability of hearing-impaired children (those wearing hearing aids and undergoing speech therapy) to pronounce initial consonants.

8. Major: Linguistics Code: 60 22 02 40

9. Scientific supervisor:Prof. Dr. Nguyen Van Loi

10. Summary of the thesis results:

The thesis has the following objectives:

1. Assess the pronunciation ability of hearing-impaired children (TIs) for each type of Vietnamese initial consonant.

2. Assess the pronunciation ability of each group of hearing-impaired children (differing in degree of hearing impairment, intervention methods, duration of speech therapy, gender, and age).

3. Propose methods and techniques for speech therapy (teaching) for children with intellectual disabilities.

The thesis achieved the following results:

1. Indicate the pronunciation capabilities of the TKT for each type of animal sound.

1.1. TKT is capable of pronouncing all PÂĐV sounds.

1.2. The correct pronunciation of a given sound frequency is that of a low pitch, an anterior articulation, or a glottal stop consonant ///, fricative /h/

1.3 Commonly mispronounced (or mispronounced) consonants are high-pitched consonants: voiceless fricative consonants.

1.4. Consonants that are pronounced correctly with medium frequency are those with medium timbre, or those with the following articulation.

1.5. The consonant that is often replaced is the consonant ///.

2. Indicate the ability of different groups of people with hearing impairments to pronounce PÂĐV (Palmon, Parsiphonia, and Parsiphonia) sounds (differing in degree of hearing loss, duration of speech therapy, gender, and age).

2.1. All TKTs make mistakes in pronouncing words as substitutes.

2.2. Children of different developmental disorders may make the same type of substitutional pronunciation error.

2.3. The ability to pronounce PÂĐV varies depending on:

- Hearing ability of TKT after intervention

- Interventional measures (using hearing aids, cochlear implants)

- Speech therapy time (1.5 years or more of study leads to improved pronunciation).

- Gender (women pronounce PÂĐV better (number of correct pronunciations) than men)

3. Propose methods and measures for speech therapy.

3.1. Teach the pronunciation of PÂĐV from easy to difficult.

3.2. Combining teaching and correcting pronunciation errors of PÂĐV.

3.3. Classify hearing impairments according to criteria (differing in degree of hearing loss, duration of speech therapy, gender, age) and apply specific measures to each group.

3.4 Propose clinical measures before and possibly after intervention.

11. Practical applications:

This helps to make speech therapy (language teaching) for hearing-impaired children more effective after intervention.

INFORMATION ON MASTER'S THESIS

1. Full name: Vu Thuy Linh               2. Sex: Female

3. Date of birth: August 3, 1989 4. Place of birth: Gang Thep – Thai Nguyen

5. Admission decision number: no.1936/2011/QD-XHNV-SDH. Dated: October 10, 2011 by Dean of College of Social Sciences and Humanities - Vietnam National University, Hanoi.

6. Changes in academic process: No

7. Official thesis title: Evaluate the ability to pronounce consonants of hearing – impaired children (Children with hearing aids and under speech therapy)

8. Major: Linguistics 9. Code: 60 22 02 40

10. Supervisors: Prof. Dr. Nguyen Van Loi

11. Summary of the findings of the thesis:

This thesis aims to:

1. Evaluate pronunciation ability of hearing-impaired children (HIC) for each type of initial consonants in Vietnamese.

2. Assess the ability to correctly pronounce the initial consonants of different groups of HIC (regarding their differences in the degree of hearing loss, duration of speech therapy, gender, age).

3. Propose speech therapy methods for HIC.

The thesis has achieved the following results:

1. Demonstrate the pronunciation ability of HIC for each type of initial consonants.

1.1. HIC can pronounce all initial consonants.

1.2. Initial consonants which are most often correctly pronounced are consonants with lower timbre/ pitch, front articulated, or voiceless glottal /// or fricative consonant / h /

1.3 Most often mispronounced consonants (substituted consonants) are consonants with high timbre: voiceless glottal.

1.4. Consonants which are pronounced correctly with average frequency are consonants with an average timbre or further articulated back

1.5. Initial consonants are often substituted by / / / consonant.

2. Demonstrate the ability to pronounce initial consonants of different groups of HIC (based on their difference in the degree of hearing loss, duration of speech therapy, gender, age).

2.1. All HIC makes the initial consonant substitution errors.

2.2. Different groups of HIC can get the same kind of consonant substitution errors.

2.3. The ability to pronounce different initial consonants depends on:

- Hearing ability of HIC after intervention

- Intervention adopted (hearing aids, cochlear implants)

- Duration of speech therapy (more than 1.5 years of learning results in better pronunciation).

- Gender (girls have better pronunciation performance than boys for initial consonants (higher frequency of correct pronunciation))

3. Proposed speech therapy methodology and methods

3.1. Teach pronunciation of initial consonants from easy to difficult level.

3.2. Combine teaching of initial consonant pronunciation and correcting pronunciation mistakes.

3.3. Classify HIC into groups based on several criteria (degrees of hearing loss, duration of speech therapy, gender, age) and measures applied separately for each of these groups.

3.4 Propose pre- and possible post-intervention clinical methods.

12.Practical applicability: Help to improve the effectiveness of post – inrtervention speech therapy (linguistic pedagogy) among hearing impaired children.