聋人和听力美国手语-英语双语者:典型的双语语言发展
Corina Goodwin1,2, Diane Lillo-Martin1,2,3
1Department of Linguistics, University of Connecticut, Storrs, CT, USA.
Journal of deaf studies and deaf education
|July 29, 2023
概括
学习美国手语和英语的聋和听力儿童表现出典型的双语发展. 虽然这两个群体的得分都低于单语英语使用者的得分,但这凸显了在手语儿童中支持双语语言学习的必要性.
科学领域:
- 发展心理学 发展心理学
- 语言学的语言学.
- 聋人教育 聋人教育
背景情况:
- 之前的研究已经讨论了手语是否会阻碍聋子和听力障碍儿童的口语发展.
- 人们担心DDH儿童的语言剥夺,但常常忽视了接触手语的好处.
- 儿童学习口语和手语双语的研究不足.
研究的目的:
- 为了比较使用美国手语 (ASL) 的聋子和听力双语儿童的口语英语发展.
- 为了比较这些双语群体和单语英语使用者.
- 调查听力状况和年龄对双语DHH儿童语言学习的影响.
主要方法:
- 对比2-6岁的聋子和听力ASL-英语双语儿童的英语口语分数.
- 使用单语英语发言者的比较数据库.
- 分析了年龄和听力状况对语言发展措施的影响.
主要成果:
- 年龄是双语群体语言成绩的重要预测因素.
- 聋人和听力双语组的得分都低于单语英语组的得分.
- 聋人双语者与单语者有更大的差异,可能是由于后来接触英语或使用耳植入物.
结论:
- 结果与早期双语语言发展的典型模式保持一致.
- 学习ASL和英语的聋子和听力儿童应该被视为双语者并被研究.
- 未来的研究和实践必须将双语语言发展原则纳入手语儿童.
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