Language acquisition is a complex process, which is the result of the interaction between the maturity of an individual's internal speech function and external environmental stimulation. The two are mutually conditioned. Hearing impairment in deaf children affects the development of speech functions and the input of language information, breaking the balance of internal and external factors in the language acquisition process. The delay in language development seriously affects their cognitive, emotional and social development. The early education of deaf children must shoulder the important task of restoring the balance of internal and external factors and rehabilitating language. Therefore, we should pay attention to every educational factor that affects the language rehabilitation of deaf children and strive to create a good rehabilitation education environment.

The quality of the language environment directly affects the language acquisition of deaf children, and is also the most important external factor affecting the speed of language development of deaf children. Psychology shows that children’s initial language expresses emotions, emotions and wishes, and emotions play an important role in children’s language development. This is especially true for deaf children. Parents of deaf children are also an important factor affecting the language acquisition of deaf children. Differences in parents’ mentality, emotions, and educational methods will ultimately lead to different educational results. For deaf children, good hearing aid effects are essential. This article discusses issues in four aspects.

1. Use hearing aids to improve the quality of listening and speaking

The most direct purpose of language rehabilitation education for deaf children is to guide deaf children to learn to speak. Learning to speak is based on listening and speaking. For deaf children, especially those with severe hearing loss, it is possible to hear sounds only with the help of hearing aids. Wearing a hearing aid or cochlear implant is the first step for them to hear sounds and hear good sounds.

In the teaching process, our teachers often teach tirelessly, but deaf children often do not respond accordingly. Teachers often believe that the occurrence of this situation is due to the poor emotional state or lack of concentration of deaf children, and it is easy to ignore the child's hearing aid status.

There was once a deaf child whose hearing loss was not very serious. Simply because the hearing aid he was wearing had not been adjusted for more than two years, the language learning effect has been unsatisfactory. After re-auditing and adjusting the hearing aid parameters based on the new audiometric results, the deaf child's ability to perceive sounds has significantly improved, and his pronunciation situation has also changed greatly. He also needs training in listening to sounds and pronunciation. Begin to develop a strong interest in learning and communicating with others verbally. Now, this deaf child has studied in a key primary school for a year and has achieved good results.

Obviously, the full use of hearing aid devices is of special significance in the rehabilitation education of deaf children. Parents and teachers must always pay attention to whether the hearing aid effect of deaf children is in good condition, and make timely adjustments if problems are found. Hearing tests and hearing aid effectiveness evaluations need to be conducted regularly for deaf children. Only by achieving this can the language rehabilitation education of deaf children achieve good results.

2. Pay attention to the role of the language environment

Regarding language acquisition, although there are different views and different schools, they do not deny the importance of the environment in children's language acquisition. The quality of the language environment in which deaf children live directly affects the quality of their language learning and is the most important external factor. The rich language stimulation provided by educators can subtly improve the language and thinking abilities of deaf children. One of the differences between language rehabilitation education for deaf children and education for normal children is that learning to speak is the basis for other types of learning. However, if the content learned in the classroom, especially the language content, is not consolidated and developed in life, it will inevitably be quickly forgotten. As deaf children's rehabilitation teachers, we must try our best to change the tendency of "primary education", strive to introduce deaf children's language mastery process into natural acquisition methods, and pay attention to the development of their speech ability. This requires us to create a good audio language environment for deaf children and give them the necessary conditions and sufficient opportunities to participate in communication and use language. The usual approach is to design some life situations during the teaching process, create a language environment for deaf children and provide opportunities for language communication through role games, simulation performances, etc. You can also bring deaf children into real life scenes and use real and natural situations to guide deaf children to learn language.

Take learning “buying things” as an example.

Deaf children have been exposed to similar role games in the classroom and learned corresponding words and basic verbal communication patterns through intuitive "performances"; in life, educators, mainly parents, can lead them to Deaf children go to stores to try out the shopping process and learn to properly use the language knowledge they have mastered. In addition, language communication should be rich in content and wide in scope, covering all aspects of social life, and help deaf children gradually build a language symbol system.

Due to insufficient speech perception, deaf children have difficulty understanding words that express time, space, and the relationship between things. Therefore, organizing language materials in an orderly manner, allowing indirect experience to interact with direct experience, and allowing movement symbols, image symbols, and language symbols to be constantly in transition is also a good way to speed up the language recovery process of deaf children. For example, adopting progressive theme activities to help deaf children understand the four seasons, weeks, and festivals will often achieve good results.

3. Adjust parents’ mentality and encourage deaf children to interact normally

The basis of language rehabilitation is psychological rehabilitation; to rehabilitate deaf children, we must first rehabilitate parents. Many parents regard their children's deafness as family privacy and avoid it intentionally or unintentionally, which reduces the chance of normal communication for deaf children. Coupled with hearing impairment, it greatly limits the communication activities of deaf children.

Deaf children are members of the family and society. Sooner or later, they have to face the whole society. Moreover, deaf children are children first. Like all children, they have the need to communicate and interact with others. If parents can have a "normal" mentality, often "forget" that their children are deaf, and encourage and create opportunities for them to talk to children of the same age and normal hearing people, then the chances of deaf children recovering will increase. Some scholars say that the rehabilitation of deaf children starts with the rehabilitation of parents, and this is the reason. As a rehabilitation teacher for deaf children, we should help parents build confidence and a normal mentality so that they can gradually adjust their emotions and create a good communication atmosphere for deaf children.

4. The integration of deaf and healthy children promotes the development of speech communication ability of deaf children

Playing is a child’s nature, and game activities promote the physical, mental and social development of children. The language used by children during the game is natural and real, and is integrated with the plot and scene. Therefore, conditions should be created to allow deaf children to play with hearing children and guide them to make friends with hearing children. In game activities, normal children provide a good language environment and language model for deaf children. Playing with normal children can stimulate deaf children's motivation to learn words and promote their language acquisition.

Language acquisition and consolidation are inseparable from life practice, social life and interpersonal interactions. If the direct purpose of rehabilitation education for deaf children is to allow deaf children to speak, then the ultimate goal is to cultivate children with all-round development and sound psychological and personality characteristics. Being able to take the initiative to learn, have good oral communication skills, and be able to use the correct sentences on the right occasions and at the right time, minimizing the language acquisition barriers and disadvantages in interpersonal communication caused by hearing loss to deaf children, is a comprehensive The basic guarantee for development is also the core of developing an integrated education project for the deaf and healthy.

There are many objective conditions that affect deaf children’s language acquisition. Objective conditions are external factors, which must interact with internal factors to work. We hope that more deaf children’s rehabilitation workers will continue to adopt more effective methods to promote the improvement of the external environment for deaf children’s speech rehabilitation.