RECALLS AND COMPOSITIONS OF A SENTENCE IN DEAF CHILDREN

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  • ろう児の構文力に関する実験的研究 : 語句の組み合わせと文の再生
  • ロウ ジ ノ コウブンリョク ニ カンスル ジッケンテキ ケンキュウ ゴク ノ

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Abstract

This paper aimed to reveal an aspect of the language development in deaf children by the two experiments; one measuring the cognitive ability of a sentence, the other the compositive ability of a sentence. In the experiment which measured the cognitive ability of a sentence, Ss looked at a sentence written in a card, read it aloud and immediately recalled it. The 12 sentences were presented in the experiment.In the experiment which measured the compositive ability of a sentence, Ss looked at a set of a picture and a list of several cards in which a phrase consisted of an independent word and a particle. Ss had composed a sentence to represent the picture from it's list. They were 8 sets of a picture and a list. The sentence presented in each experiment were made from words which a preschool child has known, and were controlled by the number of the independent words and the tree diagram's grade which was generated by the phrase structure grammar. Ss were two groups; one of 45 children in the deafschool who were 9 in the primary school and 36 in the junior high school, and the other of 31 normal children in 2 grade of the primary school. The main results were as follows; (1) there was no significant difference for both scores, recall and composition of a sentence, between the group of the primary school and the one of the junior high school in deaf children, (2) the deaf children had lower scores in two experiments than the normal children, (3) the deaf children had lower scores of the recall than ones of the composition. If the language development was proceeded with an acquisition of the adult's speech, it would be performed by the cognition of the sentence. Therefore, we can postulate that in a normal process of the language development the cognition of a sentence will proceed the composition of a sentence. The language teaching of the deaf children should begin with an acquisition of the syntax.

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