Foreign language teaching method is a science which does research, teaching and learning on the rules of the foreign language. This article chooses and compares two foreign language teaching methods: grammar- translat...Foreign language teaching method is a science which does research, teaching and learning on the rules of the foreign language. This article chooses and compares two foreign language teaching methods: grammar- translation method and communicative approach which are very influential in their own ages, tries to find out if the students perform differently in oral test when taught with grammar-translation method than when taught by communicative approach.The purpose is to improve the cognition of the teaching method theories and enhance the guide to the teaching practice, so that the teacher can choose an appropriate method when the speaking lesson is given.展开更多
目的探讨听觉口语法在语言发育迟缓儿童康复训练中应用的可行性及有效性,为临床应用提供依据。方法选取2020年9月~2023年2月我院诊治的30例1~3岁语言发育迟缓患儿,以随机数字表法分为研究组和对照组各15例。对照组实施常规语言康复训练...目的探讨听觉口语法在语言发育迟缓儿童康复训练中应用的可行性及有效性,为临床应用提供依据。方法选取2020年9月~2023年2月我院诊治的30例1~3岁语言发育迟缓患儿,以随机数字表法分为研究组和对照组各15例。对照组实施常规语言康复训练,研究组配合听觉口语法干预,在干预8周后应用格里菲斯发育评估量表(griffiths development scales-Chinese language edition,GDS-C)量表评估患儿言语行为状态、言语可懂度及总有效率,以一般自我效能感量表(general self-efficacy scale,GSES)对患儿家长效能感进行评估。结果干预后两组GDS评分、言语可懂度均比干预前提高,且研究组显著高于对照组(P<0.05)。研究组总有效率为86.67%,对照组为73.33%,差异有统计学意义(P<0.05)。研究组患儿家长干预后的GSES评分显著高于对照组(P<0.05)。结论听觉口语法可有效改善语言发育迟缓患儿的语言功能,并有助于增强患儿家长的效能感。展开更多
文摘Foreign language teaching method is a science which does research, teaching and learning on the rules of the foreign language. This article chooses and compares two foreign language teaching methods: grammar- translation method and communicative approach which are very influential in their own ages, tries to find out if the students perform differently in oral test when taught with grammar-translation method than when taught by communicative approach.The purpose is to improve the cognition of the teaching method theories and enhance the guide to the teaching practice, so that the teacher can choose an appropriate method when the speaking lesson is given.
文摘目的探讨听觉口语法在语言发育迟缓儿童康复训练中应用的可行性及有效性,为临床应用提供依据。方法选取2020年9月~2023年2月我院诊治的30例1~3岁语言发育迟缓患儿,以随机数字表法分为研究组和对照组各15例。对照组实施常规语言康复训练,研究组配合听觉口语法干预,在干预8周后应用格里菲斯发育评估量表(griffiths development scales-Chinese language edition,GDS-C)量表评估患儿言语行为状态、言语可懂度及总有效率,以一般自我效能感量表(general self-efficacy scale,GSES)对患儿家长效能感进行评估。结果干预后两组GDS评分、言语可懂度均比干预前提高,且研究组显著高于对照组(P<0.05)。研究组总有效率为86.67%,对照组为73.33%,差异有统计学意义(P<0.05)。研究组患儿家长干预后的GSES评分显著高于对照组(P<0.05)。结论听觉口语法可有效改善语言发育迟缓患儿的语言功能,并有助于增强患儿家长的效能感。
