聋人成年人对课堂话语元素的洞察力在解释中发生了改变
Peter Kirk Crume1, Elizabeth Caldwell Langer2
1Learning Sciences, Georgia State University, Atlanta, GA, United States.
Journal of deaf studies and deaf education
|December 10, 2024
概括
教育口译员显著改变了课堂上的话语,影响了聋人成年人的信息清晰度. 这项研究强调了需要在教育环境中改进解释,以确保完整的信息传输.
科学领域:
- 语言学的语言学.
- 教育教育教育教育教育教育.
- 聋人研究 聋人研究
背景情况:
- 对于聋学生来说,在教育环境中进行有效的沟通至关重要.
- 解释者在维护课堂话语中的作用至关重要,但研究不足.
- 之前的研究还没有充分探索解释教育内容中的信息忠实性的细微差别.
研究的目的:
- 评估在对聋人成年人进行口译时,课堂话语元素的保存情况.
- 为了比较两种不同的解释器释的有效性.
- 在解释的教育信息中识别变更和遗漏.
主要方法:
- 19名受过大学教育的聋人成年人,精通美国手语 (ASL),评估了解释的教育内容.
- 参与者比较了艺术课的两个解释,评估了清晰度,完整性和连贯性.
- 一个由16名听觉成年人组成的对照组直接接受了课程以进行比较.
主要成果:
- 在听力成年人和使用口译员的聋人成年人收到的信息之间发现了显著的差异.
- 定性分析揭示了主要思想,指令和其他话语元素的改变和遗漏.
- 第二种解释,由经验丰富的ASL流利口译员,显示了一些改进,但仍然不同于直接访问.
结论:
- 当前的教育口译实践可能会导致课堂话语的大量丧失和改变.
- 解释的教育内容的忠实性需要进一步的研究和改进.
- 调查结果强调需要加强口译员培训和支持,以确保聋人平等获得教育.
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