Ilustracija kao stimulans za razvoj rečnika učenika oštećenog sluha i učenika koji čuju

The differences in linguistic expression between students with hearing impairments and students who can hear are conditioned by a lack of speech experience. Many researches show that hearing impaired children lag behind children with regular hearing, in that sense. Describing is a significant form of speech communication. It is necessary for clear presentation of fundamental relations between objects, entities and occurrences in all of life's situations. Illustration is used in working with children with hearing impairments to strengthen their observatory memory, speed up the process of forming concepts and facilitate the mastering of an active vocabulary. A picture - illustration acts as stimulus in the expression of thoughts and ideas, stimulates deriving at conclusions, noticing the important and unique and affects the development of children's emotions. In working with students with hearing impairments it is not the subject of study, but a means of developing speech and vocabulary. The goal of this paper was to detect, on the basis of applying illustrations examine, the use of various types of words in speech production and to complete an analysis of the vocabulary used by hearing impaired students and regular hearing students. The sample consisted of 94 hearing impaired students and 60 regular hearing students. For examining their written vocabulary the stimulus used was a picture titled "SPRING". The evaluation was completed in two schools in Belgrade which are attended by hearing-impaired students and in one school which is attended by regular hearing students. Both groups of students included children nine to fifteen years of age, who are enrolled in grades three to eight. In processing the acquired results adequate statistic methods and procedures- frequencies and percentiles, MS and SD and Pearson's linear correlation coefficients were used. The statistical tests used were the T-test and its significance. A quantitative and qualitative analysis was completed of the acquired results, which shall be expresses in tabular and graphic format. The achieved results show a lexical deficiency in students with hearing impairments, distinct use of speech models and disproportionate use of nouns and verbs, in relation to other types of words which are at a very low level, as well as in comparison to the regular hearing children. The speech expression of students with hearing impairment is only characterized by a larger number sentences used (p=0, 01).Razlike u jezičkom izrazu između učenika oštećenog sluha i učenika koji čuju uslovljene su nedostatkom govornog iskustva. Mnoga istraživanja ukazuju na zaostajanje dece oštećenog sluha u odnosu na decu koja čuju, na tom planu. Opisivanje je značajan oblik jezičkog komuniciranja. Neophodno je za jasno predstavljanje suštinskih odnosa između predmeta, bića i pojava u svakoj životnoj situaciji. Kod dece oštećenog sluha se pomoću ilustracija učvršćuje promatračko pamćenje, ubrzava proces formiranja pojmova i olakšava ovladavanje aktivnim rečnikom. Slika - ilustracija je podsticaj za izražavanje misli i ideja, podstiče zaključivanje, uočavanje bitnog i pojedinačnog i deluje na razvoj osećanja dece. U radu sa učenicima oštećenog sluha ona nije predmet izučavanja, već sredstvo za razvoj govora i jezika. Cilj ovog rada bio je da se na osnovu primene ilustracije ispita upotreba različitih vrsta reči u jezičkoj produkciji i da se izvrši analiza upotrebljenog rečnika kod učenika oštećenog sluha i učenika koji čuju. Uzorak je obuhvatio 94 učenika oštećenog sluha i 60 učenika koji čuju. Za ispitivanje pisanog rečnika koristili smo stimulans sliku o proleću. Istraživanje je obavljeno u dve škole u Beogradu koje pohađaju učenici oštećenog sluha, i u jednoj školi koju pohađaju deca koja čuju. Obe grupe učenika obuhvatile su decu uzrasta od trećeg do osmog razreda, tj. od 9 do 15 godina starosti. Pri obradi dobijenih podataka korišćene su adekvatne statističke metode i postupci - frekvencije i procenti, AS i SD, Pirsonov koeficijent linearne korelacije. Od statističkih testova koristili smo t- test i njegovu značajnost. Izvršena je kvantitativna i kvalitativna analiza dobijenih rezultata. Dobijeni rezultati ukazuju na oskudnost leksikona učenika oštećenog sluha, izrazitu upotrebu govornih šablona i nesrazmernu upotrebu imenica i glagola u odnosu na ostale vrste reči koje su na veoma niskom nivou, kao i u odnosu na decu koja čuju. Jezički izraz učenika oštećenog sluha karakteriše i veći broj upotrebljenih rečenica (p=0,01)