MASTER'S THESIS INFORMATION
1. Student's full name:Vu Thuy Linh
2. Gender: Female
3. Date of birth: August 3, 1989
4. Place of birth: Gang Thep - Thai Nguyen
5. Student recognition decision No. 1936/2011/QD-XHNV-SDH dated October 10, 2011 of the President of the University of Social Sciences and Humanities - Vietnam National University, Hanoi.
6. Changes in training process: No
7. Thesis topic name:Assessment of initial consonant articulation in hearing-impaired children (with hearing aids and speech therapy).
8. Major: Linguistics Code: 60 22 02 40
9. Scientific instructor:Prof. Dr. Nguyen Van Loi
10. Summary of thesis results:
The thesis aims to:
1- Assess the pronunciation ability of hearing impaired children (DWD) for each type of initial consonant in Vietnamese (PAĐV).
2- Assess the ability to pronounce PÂĐV of each group of deaf children (different in terms of hearing loss level, intervention measures, speech therapy time, gender, age).
3- Propose methods and measures for language therapy (teaching) for TKT.
The thesis achieved the following results:
1. Show the pronunciation ability of TKT for each type of PÂĐV.
1.1. TKT is able to pronounce all the PÂĐV.
1.2. The PÂĐVs with correct pronunciation frequency are those with low timbre, front articulation, or glottal stop consonants ///, fricative /h/
1.3 The consonants that are often mispronounced (substituted pronunciation) are high-pitched consonants: Voiceless fricatives.
1.4. Consonants that are pronounced correctly with average frequency are those with average timbre, or with the following articulation.
1.5. The consonant that is often replaced is the consonant ///.
2. Indicate the ability to pronounce PÂĐV of groups of TKT (different in hearing loss level, time of speech therapy, gender, age).
2.1. All TKTs make errors in pronunciation substitutions.
2.2. TKTs from different groups may make the same type of substitution pronunciation error.
2.3. The ability to pronounce different PÂĐV depends on:
- Hearing ability of TKT after intervention
- Intervention measures (using hearing aids, cochlear implants)
- Speech therapy time (learned for 1.5 years or more for better pronunciation).
-Gender (women have better pronunciation (number of correct pronunciations) than men)
3. Proposed methods and measures for language therapy
3.1. Teaching pronunciation of PÂĐV from easy to difficult.
3.2. Combine teaching and correcting pronunciation errors.
3.3. Classify TKT according to criteria (different in terms of hearing loss level, speech therapy time, gender, age) and have separate measures applied to each group.
3.4 Propose clinical measures before and possibly after intervention.
11. Practical application:
Helps speech therapy (language teaching) for deaf children after intervention to be more effective
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.
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