摘要
聋童早期语言干预究竟应该使用何种语言,这一问题在聋教育界一直饱受争议。口语派认为,聋童能够借助读唇、残余听力、助听器或人工耳蜗等学习口语,手语教学在语言干预中往往被排除在外。与此相反,手语派根据语言习得关键期理论及聋人语言和文化等研究成果,强调聋童早期学习手语的诸多益处。本文系统梳理了口语派和手语派的基本观点及其发展历史,并主要从语言学等角度来看待口语和手语之争。通过比较,认为适合作为聋童早期语言干预的语言形式是手语;如果盲目强调口语的重要性,而忽视手语的发展,聋童将会被置于错失语言习得关键期的风险之中,从而成为没有母语的个体,其语言与认知等一系列能力的发展,也可能受到影响。
Which language-Spoken Language( Sp L) or signed language( SL)-should be used as the educational language for deaf children has been a controversy for centuries. Although a variety of methods exist,it can be classified into two basic arguments based on whether SL should be involved in deaf education. In Sp L argument,SL is excluded and deaf children are required to learn Sp L using lipreading,residual hearing ability,and the supports from hearing aids and Cochlear Implants. In contrast,SL argument highlights the great advantages of learning SL at an early age according to the theory of critical period of language acquisition. This paper systematic reviews the theories and histories of the two arguments at the perspective of linguistics and then demonstrates that the most appropriate language of intervention for deaf children is SL,which is also the basis of learning Sp L for them. Besides,Sp L argument may result in a high risk of missing the critical period of language acquisition on the part of deaf children.
作者
刘俊飞
许梦杰
杨亦鸣
Liu Junfei;Xu Mengjie;Yang Yiming
出处
《南京师范大学文学院学报》
CSSCI
北大核心
2018年第3期10-16,共7页
Journal of School of Chinese Language and Culture Nanjing Normal University
基金
国家社科基金青年项目"聋生手语和汉语语音加工神经机制对比研究"(14CYY015)
国家级大学生创新创业项目"聋童情感面部表情与手语语法面部表情的习得研究"(201610320036)
徐州市推动科技创新专项基金"中国聋人语言能力提升策略及其脑机制研究"(KC16HQ242)
国家语委重大项目"语言文字能力建设与文化强国的关系研究"(2015YB-003)
关键词
聋童
语言干预
手语
双语教育
人工耳蜗
deaf children
language intervention
spoken language
signed language
bilingualeducation