故事呈现方式对5-8岁聋童故事复述的影响

The Effect of Story Presentation on Story Retelling of Hearing-Impaired Children Aged 5-8

采用叙事分析法考察视频、结合图画书的口头讲述、口语讲述和手语讲述4种故事呈现方式对聋童故事复述的影响。80名口语优势聋童和80名手语优势聋童均被随机分成4组。每组20名聋童分别在4种呈现方式下获取故事,然后要求其口头复述故事。结果发现:(1)故事的呈现方式影响聋童的故事复述,视频呈现在叙事的词汇丰富性和叙事事件上表现出优势,且产生了较少的错误,结合图画书的口头讲述次之,手语讲述最差;(2)手语优势聋童在叙事的宏观结构上表现出明显的语言依赖效应;手语和口语优势聋童在平均句长上均表现出语言依赖效应;(3)结合图画书的口头讲述有助于聋童产生复杂的句子。故事教学既要考虑聋童的语言使用习惯,还要考虑故事材料的呈现方式,要根据对象特征,合理选择故事材料的呈现方式,促进聋童语言教学的最优化。

This study aims to use nan＇ative analysis to explore how such story-presenting methods as videos, oral narratives based on picture-books, oral narratives and sign language narratives affect hearing-impaired children＇s story-retelling. A total of 80 oral-dominated hearing-impaired children and 80 sign language-dominated hearing-impaired children were divided into 4 groups, respectively, with each group asked to retell a story orally after acquiring it under 4 presentation media. The results show the following： （ 1 ） The story presentation media have an effect on the hearing-impaired children＇s story retelling; videos show advantages in the children＇s rich vocabulary and events, followed by oral narratives based on picture-books, but sign language narratives reveal the least advantage; （2） the sign language-dominated hearing-impaired children show a significant language-dependent effect on the macrostructure of story-retelling; both the sign language-dominated and the oral-dominated hearing-impaired children show a language-dependent effect on the mean length utterance （MLU）; and （3） oral narratives based on picture-books can help the heating-impaired children make complex sentences. The study concludes that the story-retelling teaching is supposed to consider both hearing-impaired children＇ s habits of using the language and the story-presentation media based on their individual characteristics, so as to optimize the language teaching for hearing-impaired children.