This study investigates the cochlear-implanted (CI) children’s early language development status. It mainly focuses on two issues: (1), whether and how daily parent-child interaction would influence CI children’s special belated first language (L1) acquisition; and (2), whether there are any similarities or differences between the L1 acquisition by CI children and that by children with normal hearing ability. The study recruited 16 young CI children (3-8 years old), who were born with no hearing ability and received cochlear implantation in early 2018. In the beginning of the study, the participants’ parents were informed and consented to take several home video clips containing daily parent-child interactions. After 8 months of cochlear implantation, the participants were invited to participate in a language comprehension test. Participants’ parent-child interaction patterns and language test performances were gathered for a Pearson correlation coefficient test. The results showed a significant positive correlation between parent-driven meaningful communication and participants’ language test performances, which opposes to children with normal hearing ability. This indicates that, comparing to children with normal hearing ability, CI children may need extra parental care in the process of their belated L1 acquisition. On the other hand, participants’ language test performances showed higher correction rate (CR) in noun comprehension, moderate to low CR in adjective comprehension, and zero response to verbs. This implies an acquisition order of noun → adjective → verb, which is the same as standard L1 acquisition.
Qi Zhang, City University of Hong Kong, Hong Kong
This paper is part of the ACLL2019 Conference Proceedings (View)
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