【作者】 卢凤； 曾凡林；

【Author】 Lu Feng;Zeng Fanlin;School of Education,Taizhou University;Department of Special Education,Faculty of Education,East China Normal University;

【机构】 泰州学院教育科学学院； 华东师范大学教育学部特殊教育学系；

【摘要】 研究目的:考察信息输入方式、文本类型和测题类型对聋生语篇理解的影响。研究方法:以39名学语前极重度聋生为被试,通过录像呈现,以口语、手语、书面语三种输入方式呈现叙述性和描述性两种文本类型的语篇信息,利用微观和宏观两种类型的题目对被试进行理解效率测量。具体包含两个研究,研究一以信息输入方式和语篇文本类型为自变量,测试整体情况(测试得分率和完成时间)为因变量,探讨信息输入方式、文本类型对语篇理解成绩和速度的影响。研究二将语篇理解内容细分为微观和宏观两个维度,以信息输入方式、文本类型和测题类型为自变量,以语言理解率为因变量,探讨三者对聋生语篇理解率的交互影响。研究结果:语篇输入方式主效应显著,文本类型和测题类型主效应不显著。输入方式与文本类型对整体成绩与速度的交互作用显著,输入方式、文本类型和测题类型对语篇理解率的交互作用显著。文本类型、测题类型调节了输入方式对聋生语篇理解的影响。研究结论:第一,聋生口语、手语、书面语三种信息输入方式下,语篇理解成绩和速度存在显著差异,书面语成绩最高,手语次之,口语成绩最低;书面语速度最快,手语次之,口语最慢。聋生语言理解成绩和速度无显著相关,是相互独立的两个评价指标。第二,信息输入方式、文本类型和测题类型对聋生语篇理解率存在显著交互作用。文本类型、测题类型调节了信息输入方式对聋生语篇理解的影响。第三,对聋生语言理解进行测量和评价时,应考虑到理解材料和测试内容的影响,评价指标应包括成绩和速度两个方面。总之,输入方式是影响聋生语篇理解的主要因素,聋生语言理解存在通道效应。对聋生语篇理解进行评价时,应考虑到文本类型和测试题型的影响,评价指标应包括成绩和速度。更多还原

【Abstract】 The aim of this study is to investigate the influence of information input modes, text types and test types on the discourse comprehension of the students deaf before language learning. The subjects include 39 prefound prelingual hearing loss students. The discourses were presented in video. The texts of narrative and descriptive texts were presented in three input modes: spoken, sign language and written language. The micro and macro questions were used to test the comprehension of the subjects, the time used to finish the test and the score were recorded. In the first study, the information input method and text type are independent variables, and the scoring rate and completion time are used as the dependent variables to explore the influence of information input modes and text types on the score and speed of discourse comprehension. In the second study, the discourse comprehension content is subdivided into micro and macro dimensions. The information input methods, text types and test types are the independent variables, and the language comprehension scoring rate is the dependent variable. Interaction effects. The aim is to explore the interactive effects of the three independent variables on the discourse comprehension of deaf students. The main effect of the input modes is significant, and the main effects of the text types and the test types are not significant. The interaction between input modes and text types has a significant effect on the overall score and speed. The interaction between input modes, text and test types has a significant effect on the comprehension rate. The text and test types adjust the influence of input modes on the discourse comprehension of the deaf students. Conclusions are as follows: First, there are significant differences in the score and speed of discourse comprehension among the three input modes. The highest score is in written language, the second in sign language, and the lowest in spoken language; the fastest speed is in written language, the second in sign language, the slowest in spoken language. There is no significant correlation between the score and speed, and they are two independent evaluation indicators. Second, information input modes, text types, and test types have significant interaction effect on the scoring rate. The text and test types adjust the influence of input modes on the discourse comprehension. Third, when to measure and evaluate the language comprehension of the deaf students, the impact of materials and questions should be considered. The evaluation indicators should include both performance and speed.更多还原