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聋人手语的语言学研究 总被引：2，自引：2，他引：2
聋人双语双文化的教育理念和方法在我国聋教育中的实验与尝试 ,为我国手语研究提供了良好的契机。本文就对聋教育中手语认知 ,聋人手语语言学研究的背景、社会意义 ,手语语言学的结构分析 ,以及语言学家参与手语研究及其意义展开的论述 ,旨在通过对聋人手语语言学的研究 ,来促进中国聋人手语 (CSL)作为一种语言地位的认可及其在聋教育中的合理使用。 相似文献
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课题通过系列实验研究探讨了聋人手语、唇读、中文阅读与语篇理解的认知基础:(1)手语是语言,有助于促进听觉障碍学生认知能力的发展。(2)唇读是一项复杂的视觉语言认知活动,能通过语音编码进行语音识别,与听觉语言认知具有相同的机理。(3)听觉障碍学生与正常学生尽管在中文阅读与语篇理解过程中认知加工方式的相似性大于差异性,但听觉障碍学生明显滞后于正常学生。据此,我们提出了构建聋人综合语言教育模式的思路,聋校在采用综合语言教育时不可偏废某种语言交流方式,应该根据听觉障碍学生个体的特点或者群体的特点来作出有效的选择。 相似文献
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中国手语是一门视觉语言,是中国聋人使用的语言。手语工具书系统汇辑手语方面的资料,并按特定方法加以编排,以供需要时查阅。本研究意在描述中国手语工具书编纂概况,梳理编纂的特征,并提出中国手语工具书编纂的建议,进而推动中国手语的基础研究,完善中国手语工具书的编纂,最终促进中国聋人参与社会生活,提高文化素质,满足聋人生活、学习和工作的需要。 相似文献
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手语多样性、标准化及手语语言建设的问题与思考——从荷兰CLSLR2会议看中国手语规范化工作 总被引：3，自引：1，他引：2
手语是人类的语言.手语在发展中因社会、政治、宗教、教育等原因出现了各种变异.为促进聋人群体的沟通,人们编纂手语词典来进行手语标准化工作,但这种手语标准化工作在一些国家并没有成功.中国手语规范化工作应该借鉴国外的经验教训,明确中国的聋人手语与中国手语的概念,处理好中国手语与中国标准手语的关系,发挥聋人在手语语言建设工作中的主导作用. 相似文献
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针对聋人中草药手语词汇数量极为缺乏的现状,深入吉林省通化市药厂,开展了聋人中草药手语词汇的调查和研究。整理归纳出了聋人中草药手语词汇近200个,并总结出手语词汇的构词规律。通过调查研究,以期丰富中草药手语词汇,拓展其使用范围,为我国聋人手语的研究和发展提供参考和借鉴。此外,中草药手语也是我国独一无二的文化瑰宝,在保护中国中医中药文化遗产的同时,作为聋人语言一部分的中草药手语,其价值如同少数民族的语言,只有加以保护,才能使这一民族的文化得以延续。 相似文献
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本文为一项实证研究的结果.研究采用了层层递进又互为补充的三种方法:观察、问卷及访谈.研究结果表明:中国聋人学习英语主要通过视觉输入和文字输出;英语书面语是学习和教学的重点;中国聋人英语学习是第三语言的语言环境--汉语书面语、中国手语以及英语;汉语书面语和中国手语作为辅助语言参与到中国聋人的英语学习之中;英语对于中国聋人既是外语又是第三语言.最后,根据此研究结果,为中国聋人英语教学提出了一些实际性的建议. 相似文献
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重视发展聋人的母语——聋人手语 总被引：3，自引：3，他引：0
聋人手语是聋人的母语。有些国家已逐步采用“双语教学” ,从语言学的角度和从生存环境对聋儿语言能力的影响看 ,聋人手语对聋儿学习第二语言 (本国语言 )有着不可低估的作用 ,值得借鉴并推广。 相似文献
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中国手语中在水平方向和垂直方向上共有"上-下"、"前-后"和"左-右"三种类型的时间空间隐喻。分析表明,中国手语中的时间空间隐喻发生的理据性和动因与汉语大致相同,均符合认知语言学中提出的"体验性"观点。但也应同时看到,中国手语和汉语对某些时间空间隐喻的理解也存在差异,如前者缺乏"未来在后-过去在前"的隐喻表达,因此在对聋人进行汉语教学时,应当着重厘清两种语言的不同,以更有效的教学方式提高聋人的汉语水平。 相似文献
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Parton BS 《Journal of deaf studies and deaf education》2006,11(1):94-101
In recent years, research has progressed steadily in regard to the use of computers to recognize and render sign language. This paper reviews significant projects in the field beginning with finger-spelling hands such as "Ralph" (robotics), CyberGloves (virtual reality sensors to capture isolated and continuous signs), camera-based projects such as the CopyCat interactive American Sign Language game (computer vision), and sign recognition software (Hidden Markov Modeling and neural network systems). Avatars such as "Tessa" (Text and Sign Support Assistant; three-dimensional imaging) and spoken language to sign language translation systems such as Poland's project entitled "THETOS" (Text into Sign Language Automatic Translator, which operates in Polish; natural language processing) are addressed. The application of this research to education is also explored. The "ICICLE" (Interactive Computer Identification and Correction of Language Errors) project, for example, uses intelligent computer-aided instruction to build a tutorial system for deaf or hard-of-hearing children that analyzes their English writing and makes tailored lessons and recommendations. Finally, the article considers synthesized sign, which is being added to educational material and has the potential to be developed by students themselves. 相似文献
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离群聋儿自创手势与中国手语的比较研究 总被引：1，自引：0，他引：1
本文通过对19名农村离群聋儿自创手势的调查分析,得出聋儿自创手势的表达特点:(1)模仿事物的基本外形特征;(2)模仿事物的典型动作和神态;(3)表达事物的用途或功能;(4)直观模拟动作行为;(5)指代现场的事物。本文通过比较离群聋儿自创手势与中国手语后得出:聋儿具有发展手语的先天的生物学基础,具有获得手语的潜能,离群聋儿的自创手势是对生活经验的符号化,但他们的自创手势有局限性,抽象程度不高,是一种前手语(Pre-Sign language),中国手语的构成不完全是任意性的。 相似文献
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对《中国手语》修订意见的调查报告 总被引：1，自引：0，他引：1
《中国手语》出版已有十来年 ,为适应时代的发展和聋人的需要 ,需进行修订。在修订过程中 ,尚存在一些有争议的问题。因此 ,就对《中国手语》总体看法、修订意见 ,以及对一些有争议手语的具体修改等问题 ,在北京市部分聋人和聋校教师中进行了调查。由调查结果表明 :《中国手语》在修订过程中 ,除了应对许多手语进行具体的修改之外 ,还应当增加词汇量、增加词条的英文、合并首续集、增加手语国歌及地方手语。 相似文献
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Modality of language shapes working memory: evidence from digit span and spatial span in ASL signers
Deaf children who are native users of American Sign Language (ASL) and hearing children who are native English speakers performed three working memory tasks. Results indicate that language modality shapes the architecture of working memory. Digit span with forward and backward report, performed by each group in their native language, suggests that the language rehearsal mechanisms for spoken language and for sign language differ in their processing constraints. Unlike hearing children, deaf children who are native signers of ASL were as good at backward recall of digits as at forward recall, suggesting that serial order information for ASL is stored in a form that does not have a preferred directionality. Data from a group of deaf children who were not native signers of ASL rule out explanations in terms of a floor effect or a nonlinguistic visual strategy. Further, deaf children who were native signers outperformed hearing children on a nonlinguistic spatial memory task, suggesting that language expertise in a particular modality exerts an influence on nonlinguistic working memory within that modality. Thus, language modality has consequences for the structure of working memory, both within and outside the linguistic domain. 相似文献
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为使修改后的《中国手语》推广更有实效性 ,需了解推广工作开展多年的状况 ,及对进一步推广的意见 ,特进行此次调查。内容包括对推广的主要对象和机构、推广的有效载体、推广效果及原因、手语新闻、聋校开设手语课等的看法。调查结果表明 :在今后的推广工作中应 :1.提高对推广工作的认识 ;2 .大力利用媒体的优势进行宣传、推广 ;3.成立专门组织 ;4 .手语新闻增加字幕 ;5 .在聋校开设手语课。 相似文献
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Twelve parents of young deaf children were recorded sharing books with their deaf child--six from families using British Sign Language (BSL) and six from families using spoken English. Although all families were engaged in sharing books with their deaf child and concerned to promote literacy development, they approached the task differently and had different expectations in terms of outcome. The sign bilingual families concentrated on using the book to promote BSL development, engaging in discussion around the book but without referring to the text, whereas the spoken language families were focused on features of the text and less inclined to use the book to promote wider knowledge. Implications for early intervention and support are drawn from the data. 相似文献
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Klatter-Folmer J van Hout R Kolen E Verhoeven L 《Journal of deaf studies and deaf education》2006,11(2):238-251
The language development of two deaf girls and four deaf boys in Sign Language of the Netherlands (SLN) and spoken Dutch was investigated longitudinally. At the start, the mean age of the children was 3;5. All data were collected in video-recorded semistructured conversations between individual children and deaf and hearing adults. We investigated the lexical richness and syntactic complexity of the children's utterances in SLN and spoken Dutch, as well as language dominance and interactional participation. Richness and complexity increase over time, as well as children's participation. An important outcome is that syntactic complexity is higher in utterances with both sign and speech. SLN does not have higher outcomes on richness or complexity, but is dominant in terms of frequency of use. 相似文献
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Traditionally, working memory has been divided into two major domains: verbal and visuo-spatial. The verbal domain of working memory can be characterized either by its relationship to language or by its grounding in auditory processing. Because of this ambiguity, languages that are not auditory and vocal (i.e., signed languages) pose a challenge to this conception of working memory. We describe several experiments with deaf users of American Sign Language (ASL) that explore the extent to which the architecture of working memory is determined by the constraints of auditory and visual processing and the extent to which it is determined by the characteristics of language. Various working memory effects were investigated: phonological similarity, word length, and articulatory suppression. The pattern of evidence strongly supports the existence of a sign-based 'rehearsal loop' mechanism parallel to the speech-based rehearsal loop. However, we also discuss evidence pointing to differences between the speech loop and the sign loop from forward and backward digit span tasks with deaf and hearing subjects. Despite their similarities based on linguistic properties, the speech loop and the sign loop appear to diverge due to the differing processing demands of audition and vision. Overall, the results suggest that the architecture of working memory is shaped both by the properties of language structure and by the constraints imposed by sensorimotor modality. 相似文献
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To This is a 1 test per thousand learn more about normal language development in deaf children, we have developed the MacArthur Communicative Development Inventory for American Sign Language (ASL-CDI), a parent report that measures early sign production. The ASL-CDI is an inventory of sign glosses organized into semantic categories targeted to assess sign language skills in children ages 8 to 36 months. The ASL-CDI uses a recognition format in which parents check off signs that their child produces. The form has demonstrated excellent reliability and validity. To date, normative data have been collected from 69 deaf children with deaf parents who are learning sign language as a first language. We discuss the development of the ASl-CDI and preliminary cross-sectional and longitudinal findings from this early data collection with particular focus on parallels with spoken language acquisition. We also discuss the acquisition of first signs, negation, wh-questions, and fingerspelling with developmental patterns provided based on age, as well as vocabulary size. 相似文献
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Rodríguez Ortiz IR 《Journal of deaf studies and deaf education》2008,13(3):378-390
This study aims to answer the question, how much of Spanish Sign Language interpreting deaf individuals really understand. Study sampling included 36 deaf people (deafness ranging from severe to profound; variety depending on the age at which they learned sign language) and 36 hearing people who had good knowledge of sign language (most were interpreters). Sign language comprehension was assessed using passages of secondary level. After being exposed to the passages, the participants had to tell what they had understood about them, answer a set of related questions, and offer a title for the passage. Sign language comprehension by deaf participants was quite acceptable but not as good as that by hearing signers who, unlike deaf participants, were not only late learners of sign language as a second language but had also learned it through formal training. 相似文献