本研究以北京东城特殊教育学校初中部学生的作文为研究样本，对其书面语句子偏误现象进行分析，总结出初中听力障碍学生(以下简称听障生)句子偏误特点及其影响因素。 　　研究发现，听障生书面语表达中普遍存在句子偏误现象。其中单句使用不当少于复句。具体表现为，单句偏误按比重从高到低排序为成分残缺、搭配不当、成分多余、被字句和把字句错误、语序不当、句式杂糅；复句偏误按比重从高到低排序为搭配不当、成分多余、成分残缺、句式杂糅、语序不当、被字句和把字句错误。 　 此外，本研究以人口学因素中的年级、性别、听力损失程度、是否为聋人家庭、学语前聋或学语后聋五个方面的差异作为变量因子探究其对听障生书面语句子偏误的影响。研究发现，听力损失程度较低的听障生书面语表达正确率要显著高于听力损失程度较高的听障生；学语后聋的听障生书面语表达正确率要显著高于学语前聋的听障生。 　　针对研究成果，笔者分别从学校及家庭两方面对听障生教育康复提出建议，为听障生句子教学提供参考及理论依据。

This study was on the basis of the compositions that written by the junior school students of Dongcheng special education school in Beijing. Then in order to sum up the junior high school hearing loss student’s sentence errors characteristics and its influencing factors, we analyzed their errors in written language expression. 　 The study showed that, born the deaf in junior middle entered a higher grade, the length of their writing has been increasing, but the common sentence errors showed up in written language. According to the proportion of composition of order from high to low, simple sentence errors included incomplete, collocation is improper, composition of excess, Bei-sentence and Ba construction misusing, the improper word order and combining sentences. However, the complex sentences errors ware collocation is improper, composition, composition of the imperfect, excess sentence mix, the improper word order and Bei-sentence and Ba construction misusing. 　 Besides, we also made a cross-sectional study, which is respectively from the gender, the degree of hearing loss, whether for deaf families, deaf before or after learning language and whether enjoy reading. We use them as the dependent variable to explore the influence on hearing loss students’ errors in written language. We reached a conclusion that in the junior middle school stage, to the subjects, significant differences appeared due to different grades, their different degree of hearing loss, their different time of being deaf and being healed . 　　　According to research results, we offered some proposals to the hearing loss students’ education and recovery, respectively from two aspects of school and family. In the same time, we are looking forward to providing the hearing loss students’ education with some references and theoretical foundations.