Ke Yuguo, Chen Liang, Zhou Xiaozhen
Taizhou University, Taizhou, China.
Fudan University, Shanghai, China.
J Autism Dev Disord. 2024 Dec 24. doi: 10.1007/s10803-024-06662-2.
This study aimed to investigate the influence of metaphoric language intervention (MLI) on students' psychological perception in bilingual learning, focusing on both autistic and students with non-autism. Students with autism often exhibit apprehension toward engaging in bilingual learning with their peers, resulting in reduced enjoyment and unfavorable language learning outcomes. A cohort of 108 students with autism and 102 students with non-autism, who demonstrated psychological perception engagement through MLI, was recruited for the study. The findings revealed that autistic male students reported higher levels of enjoyment in MLI compared to autistic female students, with metaphoric expressions being preferred over literal ones. Additionally, a positive correlation was observed between the quality of MLI and increased psychological perception, receptiveness, and enjoyment in bilingual learning, leading to favorable perceptual outcomes for students with autism. These findings highlight the critical role of integrating MLI and implementing targeted psychological perceptions to enhance the quality of bilingual learning for students with autism. This approach shows promise as a practical and universally applicable language therapy that effectively addresses challenges in bilingual learning and fosters a deeper interest in communication, particularly among individuals with autism.
本研究旨在调查隐喻语言干预（MLI）对双语学习中学生心理认知的影响，研究对象包括自闭症学生和非自闭症学生。自闭症学生在与同龄人进行双语学习时常常表现出担忧，导致学习乐趣降低和语言学习效果不佳。本研究招募了108名自闭症学生和102名非自闭症学生，他们通过隐喻语言干预展现出心理认知参与度。研究结果显示，与自闭症女生相比，自闭症男生在隐喻语言干预中表现出更高的学习乐趣，他们更喜欢隐喻表达而非直白表达。此外，研究还观察到隐喻语言干预的质量与双语学习中心理认知、接受度和学习乐趣的提高呈正相关，这为自闭症学生带来了良好的认知结果。这些发现凸显了整合隐喻语言干预和实施针对性心理认知对提高自闭症学生双语学习质量的关键作用。这种方法有望成为一种实用且普遍适用的语言疗法，有效应对双语学习中的挑战，并培养对交流的更浓厚兴趣，尤其是在自闭症患者中。
