由于听力受损，书面英语是听力障碍学生用英语与健听人沟通以及融入主流社会的重要方式。因此，英语教学的重点是培养他们的读写能力。本研究就基于语法的教学法对听力障碍学生写作能力的作用进行了实验研究，旨在验证语法教学法对写作能力的作用以及从哪些方面对听障大学生的英语写作能力有作用；探讨了听障大学生对于语法教学法应用在培养写作能力方面的态度以及适当用母语呈现语法重点、进行例句分析的方法对于听障大学生的适用性。听障大学生学习英语的方式主要是通过视觉输入与书面输出。因此，北京联合大学特殊教育学院英语教学重点是通过培养残疾学生掌握写作技能从而挖掘他们的潜力、提高书面沟通能力。由于词汇量有限，语言基础非常薄弱等原因导致听障大学生普遍认为用英语写作对于他们而言是一项非常困难的任务。本研究通过实验、测试、问卷调查、访谈等方法，对特殊教育学院一年级的两个听障本科非英语专业班进行了为期一学期系统的写作教学实验研究。68名学生按照各自所在的班级被随机分为实验班（36名学生）和控制班（32名学生）。经过一学期侧重语法训练的写作教学，使用模糊二元对比分析法、T检验、测试、问卷、访谈等方法进行了定性与定量分析。实验结果显示如下：1）应用T检验方法对实验班和控制班学生实验后写作成绩进行对比，当我们取 时, , 结果表明T检验值大于临界值，即写作成绩对比呈现统计学意义上的显著差异。因此有95%的把握说明该教学法生效,即语法教学法的应用对于培养听障大学生写作能力有较大作用。2）通过对学生作文的分析发现: 语法教学法对于学生写作能力的作用主要体现在：对学生写作中语言的准确度、连贯性；句法的多样性和复杂度；词汇的丰富性与结构的完整性以及限定时间内语言的输出量有较大作用。3）使用模糊二元对比分析法对实验前的调查问卷进行统计，结果表明学生对写作要素排序依次为连贯性、句型、词汇和语法。实验后的访谈表明绝大多数（90%）的学生认为语法教学法的应用能够提高他们的写作水平。全体学生认为打好语法基础对于提高英语写作水平非常重要。4）经过一学期的强化训练，在访谈中大多数（70%）的学生表示他们对写作提高了兴趣，降低了写作焦虑感，变得更加自信。绝大多数（90%）的学生反映由于语言、语法基础比较薄弱；生理受限制等原因，对于课堂上教师适当用母语呈现语法难点持欢迎和肯定的态度，认为是适合听障大学生学习语法的一种有效的辅助手段。本研究为残疾人大学英语写作教学提供了许多重要启示，展示了新的视角和方法。建议从事听障大学生英语教学的教师在写作语境中应用语法教学法提高学生写作的准确度、内容的丰富性、复杂度和结构的完整性。同时建议教师关注影响听障大学生二语写作能力发展的学习内部因素如信心、态度、动机和兴趣等，让听障大学生获得成功的体验，从而培养和提高他们的写作思维和能力，增强听障大学生英语写作教学的有效性。

Due to loss of hearings, written English is vital for the students with hearing impairments to communicate with hearing people in English and integrate with the main-stream society. The focus of English teaching is to develop their reading and writing competence. The present research conducts a study on the effects of grammar-based approach on writing competence of the students. It aims to examine the effects of grammar-based approach on FL writing competence of the students, in what aspects to what degrees the approach affect their writing competence, probe their attitudes towards the approach. It also explores whether grammar analysis with examples in mother tongue is an appropriate and practical aid for these students. English is generally acquired in visual input and written output for the students with hearing impairments. The focus on writing teaching in Special Education College of BUU is to make the students master writing skills to develop potentials and promote communication competence in written English. The students feel that English writing is a tough work to accomplish because of limited vocabulary, weak language and grammar foundations. The present study employed an experiment conducted among two non-English major classes with 68 freshmen. Two classes were divided into Experimental Group (36 students) and Control Group (32 students) according to their classes, and they received one-term systematical writing training with a particular guide in grammar. The study adopted such statistical methods as fuzzy paired comparison, T-test, writing and grammar tests, questionnaires and interviews to make quantitative and qualitative analysis. Results are shown as follows:1) T-test result, , indicated that when we took , the experimental result could own 95% assurance to tell that Experimental Group and Control Group had a significant difference in the scores of writing. It reflected that the grammar-based approach has come into effect. Grammar-based approach had a great effect on the writing competence of the students with hearing impairments. 2) Grammar-based approach affected the following writing skills such as accuracy and coherence of the language, variety and complexity of the syntax, lexical richness and structural integrity and words output in a limited time of the students’ writings.3) The questionnaires results indicated that the students value coherence of the writings, sentence patterns, vocabulary and grammar orderly about the order of important factors in writing before the experiment. The interview results after the experiment indicated that a great majority (90%) of them felt that grammar-based approach can improve writing competence. All of them realized that laying a sold grammatical foundation is of significance to improve writing proficiency.4) The interview results indicated that most (70%) of the students became more confident, interested in writing and decreased anxiety after the experiment. A great majority (90%) of them held a positive attitude towards the appropriate involvement of native language to instruct grammatical difficult points and they felt that it was a practical aid because of the weak basis of language and physiological characteristics. The study has important implications and conducted a significant exploration from the new perspectives. It suggests that grammar-based approach should be applied in writing contexts to promote the students’ writing skills such as accuracy, coherence of language, lexical richness and complexity of syntax and structural integrity to change the situations of writing teaching. It is also suggested that teachers should attach importance to the students’ internal learning factors such as confidence, attitude, motivation and interest, which contribute to a successful learning experience for the purpose of improving the students’ writing thinking and competence and enhancing the effectiveness of writing teaching.