زبان‌آموزی وشناخت در کودکان کم‌توان ذهنی خفیف: مطالعه‌ای مقایسه‌ای

نویسندگان
1 استادیار زبان شناسی، دانشگاه تربیت مدرس، تهران، ایران
2 دانشجوی مقطع دکتری رشته زبان‌شناسی همگانی دانشگاه علامه طباطبایی، تهران، ایران
چکیده
در زبان‌شناسی شناختی، زبان بخشی از قوای شناختی انسان تلقی می‌شود و هرگونه تحلیل زبانی با تحلیلی از توانایی‌های شناختی انسان همراه است. اثر حاضر کوششی است در جهت مقایسه توانایی‌های زبانی کودکانِ کم‌توان ذهنی خفیف با کودکان عادی در چارچوب نظریه شناختی و یافتن پاسخی به این سؤال که آیا اختلالات گفتاری کودکان کم‌توان ذهنی با ضعف آن­ها در فعالیت‌های شناختی مرتبط است یا خیر؟ فرضیه مطرح‌شده ما این بود که فراگیری زبان درمورد کودکان با نیازهای ویژه مانند کودکان عادی، مستقل از دیگر قوای شناختی نیست و اختلالات گفتاری این کودکان ناشی از اختلالات شناختی آن­هاست. به منظور بررسی صحت این فرضیه، 20 کودک عادی و 20 کودک کم‌توان ذهنی خفیف از دانش‌آموزان پایه اول و دوم دبستان‌های شهرستان بیرجند انتخاب شدند و چهار فعالیت شناختی تشخیصِ مقوله­ها، بیان اسم و رویداد، شناخت تصویرگونگی و تشخیص نقطه ارجاع در قالب رفتار زبانی آن­ها، مورد توجه قرار گرفت. برای تجزیه و تحلیل داده‌های به‌دست‌ آمده از دو روش آماری ـ توصیفی (فراوانی و درصد) و استنباطی (آزمون‌های کوکران، کای اسکویر و آزمون تحلیل واریانس) استفاده شد. نتایج هر دو دسته تحلیل، تفاوت­های چشمگیری را میان دو گروه آزمودنی‌ها (کودکان عادی و کودکان با نیازهای ویژه) نشان دادند. ضمن اینکه، تفاوت معنادار درون‌گروهی تنها میان پسران و دختران عادی مورد مطالعه و آن نیز، در تشخیص مقوله­ها بود؛ به طوری که طبق آزمون تحلیل واریانس یک‌طرفه، دختران عادی با بیشترین درصد تشخیص مقوله­ها، در طبقه‌ای مجزا از پسران عادی قرار گرفتند. بدین ترتیب، نتیجه آزمون‌ها صحت فرضیه مطرح‌شده را تأیید می‌کند.

کلیدواژه‌ها

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