听障儿童单字调和双字调发音的关系研究

The Relationship of Monosyllabic Tone and Di-Syllabic Tone in Hearing-Impaired Children

目的探讨听障儿童单字调发音和双字调发音的相关性及差异。方法以十六种双字调组合为基础，设计32个词语，对45例使用助听器的儿童和75例植人人工耳蜗的儿童（均为3～5岁）进行单字调和双字调发音测试，比较二组儿童两种发音的得分及相互关系。结果①120例听障儿童总平均分、一声、二声、三声和四声的单字调发音得分分别为91．88％±17．12％、99．75％±1．20％、84．92％±29．79％、90．14％±24．17％和93．19％±20．47％，双字调发音得分分别为84．81％±21．82％、97．44％士7．53％、71．36％±34．81％、82．12％±28．97％和88．61％士25．84％；②相关分析表明，单字调和双字调发音的总平均分、二声、三声和四声的得分之间高度相关（0．8〈r〈l，P〈0．001），而一声的单字调和双字调发音得分显著相关（r=0．31，P=0．001）；③方差分析表明，单字调和双字调的总平均分和四个声调的得分均存在显著差异（P〈0．05）。结论听障儿童的双字调发音明显落后于单字调发音，单字调发音对双字调发音有促进作用。

Objective To study the relationship of the monosyllable tone and di--syllabic tone in hearing-- impaired children. Methods Based on 16 patterns of the di--syllabic tone, 120 hearing--impaired children including 45 hearing--aid children and 75 cochlear implant children aged 3 to 5 were tested with the monosyllabic and di--syl- labic tone. Results The total average score,the first tone score, the second tone score and the fourth tone score of the monosyllabic tone were 91.88%±17.12%, 99.75%±1.20%, 84.92%±29.79%, 90. 14%±24. 17% and 93.19% ± 20.47%, respectively, while the di-- syllabic tone scores were 84.81% ± 21.82%, 97.44% ± 7.53%, 71.36%±34.81% ,82.12±28.97% and 88.61%±25.84%, respectively. A correlation analysis showed that the total average score, the second tone score and the fourth tone score of the monosyllabic tone were highly correlated with di--syllabic tone（0.8〈r〈1 ,P=0. 000）, and the first tone score was significantly correlated（r= 0.31, P= 0. 001）between monosyllabic tone and di--syllabic tone. There were significant differences in the total average score,the first tone score, the second tone score and the fourth tone score between the monosyllabic and di--syllabic tone. Conclusion The di--syllabic tone was lagging far behind the monosyllabic tone in hearing--impaired children. The correlation between them was highly significant. Although the monosyllabic tone had a positive role in promo- ting the di--syllabic tone, they may stand for two different abilities of tone phonation at different stages.