聋儿和重听儿童语用发展的研究进展

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Danielle E. Matthews, Ciara M. Kelly
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引用次数: 1

摘要

尽管技术的进步和手语意识的提高,许多失聪和听力障碍儿童由于难以获得语言模型而存在语言延迟。这种延迟通常在语用学领域尤为明显,在语用学领域,语言使用者会考虑与他们交流的人以及他们对当前上下文的共享访问。这篇综述考虑了儿童耳聋对语用发展的影响,回顾了前语言阶段、早期语言交流和更高级语用学的研究,这些研究通过一般语用检查表和更具体的信息结构和推理、欺骗和非字面语言(包括讽刺)以及对话的评估来衡量。在目前的情况下,延迟一直被解释为获得流利的自然语言模型的累积效应,这既影响语言形式的习得,也影响在互动中使用它们所需的社会和认知技能。简要地考虑了对教育工作者的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pragmatic development in deaf and hard of hearing children: A review
ABSTRACT Despite the advances in technology and sign language awareness, many Deaf and Hard of Hearing (DHH) children have language delays as a consequence of difficulty accessing a language model. These delays are often particularly pronounced in the domain of pragmatics, where the language user takes into account the people they are communicating with and their shared access to current context. This review considers the effect childhood deafness can have on pragmatic development, reviewing studies of the pre-linguistic stage, early linguistic communication and more advanced pragmatics as measured both by general pragmatic checklists and more specific assessments of information structure and inference, deception and non-literal language (including sarcasm), and conversation. Where present, delays are consistently explained by the cumulative effects of access to a fluent natural language model, which affects both the acquisition of linguistic forms and the social and cognitive skills needed to use them in interaction. Implications for educators are briefly considered.
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来源期刊
Deafness & Education International
Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
7.10%
发文量
14
期刊介绍: Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.
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