Hallássérült középiskolások szóértésének vizsgálata

Abstract

Pronunciation error is characteristic of the speech of people with hearing impairments and sometimes it is also accompanied with agrammaticality, poor vocabulary, and sentence and text comprehension difficulties. The verbal use of language presupposes the activation of the so-called mental lexicon – both in speech production and comprehension.  The primary aim of this study is to explore to what extent the word comprehension of secondary school students with hearing impairments is delayed in comparison to that of their hearing peers of the same age. This research investigates the mental lexicon of hearing students and students with hearing impairments with a word comprehension test. Findings show that hearing impairment has an effect on speech process and that the word comprehension of students with hearing impairments lags behind their hearing peers. Age, however, does not always influence the activation of the vocabulary. The results of the research contribute to the understanding of the mental lexicon of secondary school students with hearing impairments and they also provide help to development experts.