本研究的主要目的在瞭解單側聽力損失學生的溝通問題與溝通因應策略，以及比較不同就學階段、不同性別和不同聽力損失程度的單側聽力損失學生在溝通問題與溝通因應策略上的差異情形。
研究者以自編的「單側聽力損失學生溝通行為問卷」為研究工具，問卷由溝通問題（包括語音聽取困難和溝通困擾）及溝通因應策略組成。研究對象為246位年滿九歲以上的單側聽力損失學生，回收201份問卷，有效問卷為200份，回收率為81.7％。所得的資料以次數分配和百分比統計來瞭解單側聽力損失學生語音聽取困難的情境、溝通的困擾和經常採用的溝通因應策略；另外就不同就學階段、不同性別和不同聽力損失程度的單側聽力損失學生進行卡方檢定，以瞭解其在語音聽取有困難、溝通困擾和常用溝通因應策略的選答百分比是否有顯著的差異。
本研究獲致的研究結果如下：
一、單側聽力損失學生的溝通問題與溝通因應策略
單側聽力損失學生在學校環境中，不管是安靜或吵雜的情境，當溝通情境有語音訊息來自劣耳側、後面、無視覺線索、對著劣耳講悄悄話以及距離遠的任一個向度時，學生就較會有聽取上的困難；較常發生聽錯別人說話內容和被誤會沒有專心聽人說話的困擾；常用積極性的溝通因應策略。
二、比較不同就學階段、不同性別和不同聽損程度的單側聽力損失學生在
溝通問題與溝通因應策略上的差異
高中職以上的單側聽力損失學生語音聽取有困難的知覺高於國中以下的學生；女學生在無視覺線索之下聽取劣耳側的語音以及分組討論時聽同一組同學說話時，其聽取有困難的知覺顯著高於男學生；極重度單側聽力損失學生對於吵雜環境下後方音源定位的困難顯著高於重度者。
不同就學階段、不同性別、和不同聽力損失程度的單側聽損學生在溝通困難上的選答情形沒有顯著的差異。高中職以上的單側聽損學生較國中以下的學生經常採用積極性的溝通因應策略，而這些策略較不易讓說話者知道其有單側聽力的損失；國小學生較其他階段學生常採用的是積極性和消極性的溝通因應策略都有，而其中有些因應策略容易讓他人知道其有單側聽力的損失；女學生較男學生常採用「再說一遍」、「看著說話者臉部表情、嘴唇及其他動作」以及「請說話的人和你換位置，讓聽力好的耳朵靠近說話者」的策略；極重度單側聽力損失學生比重度學生常採用「再說一遍」、「依自己聽到的內容來猜想說話者所說的內容」及「有人叫你而找不到他在哪裡時，你會一面轉頭一面用眼睛尋找他在哪裡」的策略。

The purpose of this study is to understand the communication problems the students with unilateral hearing loss（UHL） have at school and the coping strategies they use to overcome their hearing difficulties. Also, comparisons of these problems and coping strategies are made among unilaterally hearing impaired students with different schooling stages, genders, as well as hearing loss levels.
A questionnaire formed by communication problems (i.e., speech hearing difficulties and emotional disturbance associated with hearing difficulties ) and coping strategies is designed and distributed to 246 students above 9 years old with UHL. 201 copies of them are returned（with 81.7% return rate），and 200 copies of which are of effect. The gathered data is analyzed by frequency, percentage, and chi-square test. The following results are obtained:
1.Communication problems and communication coping strategies
In school no matter the hearing environments are quiet or noisy, the students with UHL have more difficulties in hearing the speaker when 1.1) the speaker is at the side of the affected ear or at the back; 1.2) the speaker’s face cannot be seen; 1.3) the speaker’s voice is too soft for the affected ear; 1.4) the speaker is in a long distance. The emotional disturbances associated with unilaterally hearing impaired students are mishearing the speaker’s words and being misunderstood as not paying attention to the speaker. And to cope with their problems, they often adopt Positive strategies（as defined in this study）.
2. Comparisons of communication problems and coping strategies
Self-awareness of the hearing problems is higher in students with UHL at regular/vocational senior high school and college stages than at junior-high or primary school stages. Female students with UHL significantly feel more difficulties than male students with UHL in hearing from the affected ear side without visual clues, as well as in group discussion situations. In noisy situations, students with profound UHL have more difficulties than students with severe UHL in localizing voices coming from their back sides.
In respect of the emotional disturbances associated with hearing difficulties, no significant discrepancies are found among students with UHL of different schooling stages, genders, and hearing loss levels. The students with UHL at regular/vocational senior high school and college school stages, more often than at the primary school and junior high school stages, adopt Positive strategies. These strategies don’t easily lead people to know of their hearing problems.
The students with UHL at primary school stages, more often than at other schooling stages, adopt both Positive and Negative（as defined in this study）strategies. These strategies can easily lead people to know of their hearing problems.
Female students with UHL, more often than male students, adopt such strategies as asking the speaker to repeat his words; looking at the speaker’s facial expressions, lips and other movements; and asking the speaker to change his position so as to directly talk to the good ear.
Students with profound UHL, more often than students with severe UHL, adopt such strategies as asking the speaker to repeat his words; guessing at the speaker’s words according to what he has heard; and turning around to localize the speaker with searching eyes while the ear fails.

一、中文部份
王政彥（民80）：溝通恐懼：面對人際溝通的焦慮與害怕。台北：遠流。
何華國（民84）：特殊兒童心理與教育。台北：五南。
林寶貴（民83）：語言障礙與矯治。台北：五南。
林寶貴、錡寶香（民89）：語言障礙學生輔導手冊（特殊教育學生輔導手
冊【二】）。台北市：教育部特殊教育工作小組。
孫瑜雯（民81）：大學生溝通策略與溝通滿意之相關因素研究。國立台灣
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黃惠惠（民85）：自我與人際溝通。台北：張老師。
劉秀丹（民87）：噪音型聽力損失勞工之溝通問題及聽力保健教育計畫。
國立高雄師範大學特殊教育研究所碩士論文（未出
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劉俊榮（民87）：老年期聽覺老化、溝通策略與生活適應之研究。國立高
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劉麗容（民80）：如何克服溝通障礙。台北：遠流。
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台北：遠流。
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