[Abstract] Based on the learning characteristics that deaf students are not enthusiastic about language learning and will not take the initiative to learn, this paper emphasizes the importance of learning Chinese and attaches importance to developing deaf students' language understanding and expression ability. In the process of language learning for deaf students, teachers should mobilize students' learning enthusiasm, let students review and consolidate Chinese Pinyin in their study, life and games, and use Pinyin as a tool for learning words and reading aloud, so as to create a good language learning environment for deaf students and stimulate their oral expression ability in daily life.

[Keywords:] language learning enthusiasm of deaf students

The present situation of language learning

Deaf students' deafness caused by various reasons affects the normal development of their speech organ functions, hinders their reception of external language signals, and leads to their inability to learn and master language smoothly and use language for speech activities like normal children. They can only rely on vision, touch, vibration and verbal kinesthetic perception to perceive things. Their physical defects have a certain impact on their physical and mental development, leading to their imperfect development. In addition, the development of special education in the central region is not very good, the requirements for deaf students are not very strict, and there is no pressure for further studies. Most deaf-mute students come from rural areas, and parents' attitude towards their children is mostly laissez-faire. These parents let their deaf children go to school just to let them know a few words and learn a little knowledge, or just let the school discipline them for a few years, never expecting them to get ahead and shine. Some parents think that it is enough to spend some money on school discipline and save some things at home, but it is not enough to support themselves after graduation. It is enough to go home and be a helper for parents. There is little communication between parents and children. These deaf students lack a correct and comprehensive understanding of things and are subjective and one-sided. They like to imitate, and imitation is often wrong. For example, watching movies with horror and cheating scenes or smoking and drinking with bad companions and scholars. He is not enthusiastic about learning culture, will not study consciously and actively, has no desire to make progress in learning, and has no purpose of learning.

Deaf students use eyes instead of ears in language understanding and hands instead of mouths in language expression, which brings a series of problems to their language blood deficiency. (1) It is difficult for deaf students to form concepts. For example, the hearing impairment of deaf students with the word fruit affects their complete access to external information and directly affects the development of their abstract logical thinking ability. (2) The language information obtained by visual symbols is incomplete and unclear. It is difficult for deaf-mute students to pass visual recognition. In addition, the visual organs can not clearly look at more than two targets at the same time, and the visual organs are prone to fatigue. Once they feel tired, the self-protection function of the brain will automatically turn into a state of inhibition, which will affect the language learning of deaf students. (3) Hearing impairment also brings difficulties to deaf students' oral expression, resulting in poor oral expression ability. Therefore, deaf students show the expression characteristics of replacing their mouths with their hands. Sign language is a special language, and its expression has certain limitations. (1) There are many illogical signs. Over time, deaf students will have a lot of language diseases when expressing, such as word order inversion, incomplete components, addition of words and so on. (2) A gesture can express multiple meanings, resulting in semantic confusion. (3) There are many words that cannot be clearly expressed in one sign language. Deaf students can master nouns and verbs more easily, but it is difficult for them to express adjectives with a specific gesture, so they can only understand and remember them by explaining their meanings.

Language learning emphasizes the importance of developing deaf students' language understanding and expression ability.

Forming and developing deaf students' language comprehension and expression ability is one of the important tasks of Chinese teaching in deaf schools. Chinese is not only a basic tool for study and work, but also a tool for improving ideological understanding and adapting to social life. Deaf-mute students can only communicate with others by gestures, which brings a lot of inconvenience to their social life and makes them in a weak position in social groups. Over time, they became accustomed to the communication of the deaf, closed themselves in the deaf group and divorced from the mainstream society. Although deaf people have their own language and culture, they actually live and develop in the mainstream society, and they cannot do without the influence of the mainstream society and culture. If deaf students want to make full use of and enjoy everything that life has given them, they must learn and master the cultural knowledge of the mainstream society and the language used by most people in society. Therefore, in order to make deaf students truly participate in social life on an equal footing, they must be helped to get rid of language barriers and master the language used in society. With the development of science and technology, deaf students can only rely on sign language to communicate with the outside world. They can also communicate with people through mobile phones and computers. However, this requires deaf students to master Pinyin or Wu Bi. This also reflects the instrumentality and practicality of Chinese as a basic subject.

Deaf students can't feel the sound and tone, and can't receive the symbols of sound, so they can't get this kind of sound photography. Their language ecology has to be replaced and supplemented by words, otherwise the environment and language will always be separated, which makes it difficult for deaf students to understand and express words. They don't know which words to use to form the language they need to express their meaning, let alone write fluently according to the norms of harmony. Therefore, deaf students often have words in their expressions when using audio language. Developing deaf students' language understanding and expression ability is helpful for their future interpersonal communication and social adaptation. Improving deaf students' language understanding and expression ability is helpful to enhance their awareness of self-protection and law. The ultimate goal of education is to cultivate them into children with all-round development, sound psychological and personality characteristics, who can actively learn, have good oral communication skills, use the right sentences in the right place and at the right time, and minimize the obstacles to language acquisition and unfavorable factors in interpersonal communication caused by hearing loss.

Measures to arouse the enthusiasm of deaf students in learning languages

(1) Review and consolidate Chinese Pinyin in study, life and games, and use Pinyin as a tool for learning words, reading and speaking.

The teaching of Chinese Pinyin should strengthen the foundation of language education and master Pinyin as a tool for learning words and reading aloud. Only by laying a good foundation can the teaching of other words and sentences be supported. Because pronunciation is the material shell of language content, without this shell, it is impossible to convey the content of language. But for the boring teaching of Chinese Pinyin, students can only passively accept rote learning, and have no motivation to learn. The popularization of computers provides favorable conditions for deaf students to learn Chinese Pinyin well. Most deaf students like chatting online, watching movies and playing games. Some deaf students have their own blogs. The development of this situation forces deaf students to learn Chinese Pinyin well and increases their motivation to learn Pinyin well. In the teaching process, we can rearrange and combine the irregular Chinese pinyin, arrange the initials and finals with similar pronunciation together, compare the syllables that are easy to be confused or give graphic meaning to some syllables, and at the same time write Chinese characters to deepen the impression. This will help students understand sexual memory, rather than just memorizing it. Besides making some minor adjustments in the teaching process, we can also change the learning environment. For example, a pinyin corner is set up in the corner of the classroom, and many movable pinyin letters are posted on the wall. Every day, arrange a student to pick out his favorite letters and combine them into a word, a word or a sentence for other students to guess, and reward them if they guess correctly. You can also label every item in the classroom with a name and put pinyin on the name, so that students can remember it anytime and anywhere. Encouraging students to read more extracurricular books with Chinese Pinyin not only enriches students' extracurricular life, but also broadens their knowledge, vocabulary and language, and consolidates the teaching of Chinese Pinyin.

(B) create a good language learning environment, stimulate the enthusiasm of deaf students to learn, and use language to communicate.

Deaf students live in a silent world without language environment, which requires teachers to create language environment for them. Psychologists believe that human activities, whether psychological or behavioral, are stimulated by certain environmental conditions, and activities are restricted by environmental conditions, which in turn react to the environment and transform environmental conditions. A good language environment is an important condition to stimulate deaf students to learn languages. Teachers should strive to create a good learning environment, so that deaf students feel that there are languages to learn and words to say everywhere. Stimulating students' enthusiasm in education and teaching activities can be achieved through the following measures:

Using intuitive teaching to improve deaf students' interest in learning languages

Intuitive teaching can enable students to acquire perceptual knowledge of things and deepen their understanding and mastery of knowledge. Intuitive teaching can directly link the learning content with objective things, improve students' ability to apply what they have learned to life practice, and also make students feel the necessity of expressing what they have observed in language, stimulate the active requirements of learning language and improve students' interest in learning. (1) Use visual AIDS. Such as objects, models, pictures, etc. While providing perceptual images, it should be closely related to the language of the text, and linguistic information and visual information should be mutually induced. For example, in the lesson of "Drawing Carambola", I want students to realize that the same thing will look different from different angles, which leads us to respect the facts and seek truth from facts in everything we do. In class, I used the object carambola to demonstrate, and put two carambolas in the center of the platform, one facing the students in the middle row and the other facing the students in the middle row. Please sit in your seat and watch the carambola carefully. Please tell the students in the middle row and the students on both sides what the carambola you see looks like. Is it the same as the carambola you usually see? Ask the students to think about why some of the carambola that three students see are the same as what they usually see, while others, like the five-pointed star, lead to different things from different angles. Then let the students exchange places, experience different angles, deepen their understanding of angles and help them understand the center of this lesson. (2) Using multimedia courseware to create situations. The extensive use of computers makes it easy for teachers to create situations by making courseware according to the teaching content, and also makes use of slides, movies and wall charts to deepen the understanding of words and texts, so that students can enter the set situations as soon as possible and feel immersive, thus achieving the purpose of teaching and training. For example, in the class of "The Rich Xisha Islands", I will put a short teaching film to introduce the human and geographical environment of the Xisha Islands in detail. Xisha Islands is far from the life of deaf students. It is difficult for students to appreciate the beauty and richness of the Xisha Islands and its important geographical location only through the text and one or two illustrations in the book. Using teaching short films can bring students into this situation and make them feel immersive. Providing deaf students with a lot of visual information as a supplementary content of the text can help students better understand the center of this article. For example, do a little animation when explaining the word Hugh. First, a tree appeared in the courseware, and then a person slowly leaned against the tree. Deaf students can understand the meaning of this word immediately when they see this animation. Using multimedia teaching can make abstract words from difficult to easy to visualize, help deaf students understand the content of the text and improve their interest in learning languages.

2. Create situations in the form of games.

Using games to impart knowledge and cultivate skills to deaf students can promote their physical development, make their nervous system and various organs and tissues of the body get activities and exercises, effectively stimulate students' interest in learning, strengthen their learning motivation, and enable students to master the ability of knowledge development in activities. Performance is one of the favorite activities of deaf students. Teachers can fully tap the content of teaching materials, create situations in the form of performance, arouse students' enthusiasm and test students' understanding and mastery of the text. Students' high interest in performance will make them more interested in learning.

3. Learn a language in life to stimulate oral expression and self-confidence.

Deaf-mute students are always silent in front of strangers, which makes them feel inferior and timid. In order to help deaf students build up their confidence in learning and using languages, teachers should start with cultivating their willpower, perseverance and courage, and learn languages in situations with methods consistent with deaf students' cognitive characteristics, so that life can become a textbook for deaf students to learn languages. Make full use of people and things in deaf students' living environment, start from what deaf students can touch and see in their daily life, closely link knowledge with real life, and create problems that are beneficial to deaf students' cognitive activities, so as to support students' active learning activities and help them become masters of learning. For example, students are often taken out of the classroom and taken to public places such as campuses, shops, parks, hospitals, etc., so that students can learn languages in the social environment and teach whatever they see. Advertisements, road names and shop names are all materials for language training, which not only let deaf students know the world, but also let them learn the language. You can also take students to the streets to know all kinds of vehicles, traffic signs and traffic rules. Take them to the mall, let them choose their favorite food and daily necessities, and teach them to let the salespeople buy things. Students are required to express what they see, hear and feel in words every time they go out. This not only increases the knowledge of deaf students, but also increases the opportunities for language learning and application. At the same time, it also exercised the ability to communicate with people and stimulated their enthusiasm for speaking with their mouths. We should praise them more and encourage them to speak. Another example is teaching fog. Teachers can choose a foggy morning to bring students into the fog. When students observe, they can show word cards in time, so that students can associate fog with words. Words that are difficult to explain clearly in the text, such as shrouded, tulle, vague, outline, etc., can be well understood through students' observation, and they can also have a deeper understanding of the fog scene described in the text. [References ][ 1] Zhang Ningsheng, Psychology and Education of Hearing Disabled Children, Dalian: Liaoning Normal University Press, 2002.4.

[2] Yin Chunming, Yu, Children's Language Barriers and Correction, Beijing: People's Education Press, 200 1.

[3] Ji, Li Hongtai, 200 questions about Chinese teaching in deaf schools, Beijing: Huaxia Publishing House, 1994[4] Language learning characteristics of deaf students and their educational countermeasures, China Journal of Hearing and Speech Rehabilitation Science No.23.