评估d/DHH中学学生L2语言发展的替代方法
American annals of the deaf
|May 20, 2024
概括
聋和听障 (d/DHH) 学习者表现出与听力同龄人相似的英语第二语言 (L2) 发展模式. 这表明了共同的学习挑战和需要适应L2评估方法d/DHH学生.
科学领域:
- 语言学的语言学.
- 获得第二语言的学习.
- 聋人教育 聋人教育
背景情况:
- 关于聋和听障 (d/DHH) 学习者的第二语言 (L2) 发展的研究有限.
- 听力限制可能会阻碍d/DHH学习者参与传统L2标准化测试.
- 其他评估方法对于评估d/DHH学习者的L2熟练程度至关重要.
研究的目的:
- 使用可处理性理论探索d/DHH学习者的L2发展.
- 确定d/DHH学习者及其教师在L2学习中所面临的挑战.
- 为评估d/DHH学习者的L2发展提出替代演讲任务.
主要方法:
- 采访了d/DHH学习者及其英语L2教师.
- 对d/DHH学习者进行简短的演讲任务.
- 与典型的识字学习者相比,分析了L2发育模式.
主要成果:
- D/DHH学生的L2发育轨迹与他们的听力同龄人相似.
- 无论是d/DHH还是听力学习者,在英语L2学习中都会遇到类似的困难.
- 教师报告说,对于d/DHH学生来说,合适的英语L2测试很少.
结论:
- 可处理性理论为理解d/DHH L2发展提供了一个可行的框架.
- D/DHH学习者的L2获取与听力学习者有共同点,表明普遍的学习原则.
- 迫切需要为d/DHH个人开发和实施专门的L2评估工具.
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