汉语聋生与健听生口语叙事和书面叙事发展特征的比较研究
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摘要
以小学3～5年级的汉语聋生为被试,考察其口语叙事与书面叙事的发展特征,并与健听生比较,揭示聋生叙事发展特征的特异性。结果发现:(1)无论口语叙事还是书面叙事,聋生和健听生在宏观结构上表现相当,但聋生在微观结构上表现较差。(2)在宏观结构和平均句长上,无论健听生还是聋生,书面叙事得分均显著好于口语叙事;(3)在词汇密度上,健听生在口语叙事和书面叙事上的表现相当,但聋生的词汇密度在口语叙事下表现较差。(4)在词汇丰富性和词汇密度指标上,聋生和健听生存在年级间发展特征的差异。研究结果对聋生的叙事教学有重要启示。
Narrative, also called storytelling, refers to the ability of producing a coherent language without context. Narrative can be divided into oral narrative and written narrative. Due to hearing impairment, the development of deaf students' language is relatively poor. Narrative is often used as an intervention method for language rehabilitation and development. Deaf students' narrative is widely concerned. Previous studies have revealed that both deaf students' oral and written narratives are inferior to normal hearing peers, but the comparison between the two narratives has not been widely concerned.The present study was aimed to examine the developmental characteristics of deaf students' oral narrative and written narrative, and make a comparison with normal hearing students, so as to reveal the specificity of deaf students' narrative development. A total of 87 elementary school students were recruited in the study, including 42 deaf students and 45 normal hearing students. Three factors mixed design were used: 3(grade: Grade 3, Grade 4, Grade 5) × 2(group: deaf students, normal hearing students) × 2(modality: oral narrative, written narrative). Children were asked to conduct the oral narrative first and then carry out the written narrative. The narratives were analyzed through macrostructure and microstructure, and the microstructural device contained three indexes: lexical diversity, lexical density and mean length of utterance.The results showed that there was no significant difference between the two groups on the macrostructure. However, the results revealed a significant grade difference, a group difference and a modality difference in microstructure. There was a significant interaction between the grades and the groups in terms of lexical diversity and lexical density. Deaf students and normal hearing students showed a difference in grade development. In addition, in the lexical diversity index, the interaction between the grade and the modality was significant. For children in Grade 3 and Grade 4, the performance of written narratives was significantly better than oral narrative. For children in Grade 5, there were no significant differences between oral narrative and written narrative. In the lexical density index, there was a significant interaction between the group and the modality. For the normal hearing students, there were no significant differences between oral narrative and written narrative. For the deaf students, the lexical density of oral narrative was significantly higher than that of written narrative.Based on the above findings, the conclusions were:(1) Regardless of oral narrative or written narrative, deaf students and normal hearing students behaved fairly in macrostructure, but deaf students performed poorly in microstructure.(2) In macrostructure and the mean length of utterance, both deaf and normal hearing students' written narrative scores were higher than oral narrative.(3) In terms of lexical density, deaf students behaved similarly in oral and written narratives, but the deaf students' lexical density showed deficiency in oral narrative.(4) According to the lexical diversity and the lexical density, there were differences in the developmental characteristics between deaf students and normal hearing students. The results of the study have important implications for the narrative teaching of deaf students.
Narrative, also called storytelling, refers to the ability of producing a coherent language without context. Narrative can be divided into oral narrative and written narrative. Due to hearing impairment, the development of deaf students' language is relatively poor. Narrative is often used as an intervention method for language rehabilitation and development. Deaf students' narrative is widely concerned. Previous studies have revealed that both deaf students' oral and written narratives are inferior to normal hearing peers, but the comparison between the two narratives has not been widely concerned.The present study was aimed to examine the developmental characteristics of deaf students' oral narrative and written narrative, and make a comparison with normal hearing students, so as to reveal the specificity of deaf students' narrative development. A total of 87 elementary school students were recruited in the study, including 42 deaf students and 45 normal hearing students. Three factors mixed design were used: 3(grade: Grade 3, Grade 4, Grade 5) × 2(group: deaf students, normal hearing students) × 2(modality: oral narrative, written narrative). Children were asked to conduct the oral narrative first and then carry out the written narrative. The narratives were analyzed through macrostructure and microstructure, and the microstructural device contained three indexes: lexical diversity, lexical density and mean length of utterance.The results showed that there was no significant difference between the two groups on the macrostructure. However, the results revealed a significant grade difference, a group difference and a modality difference in microstructure. There was a significant interaction between the grades and the groups in terms of lexical diversity and lexical density. Deaf students and normal hearing students showed a difference in grade development. In addition, in the lexical diversity index, the interaction between the grade and the modality was significant. For children in Grade 3 and Grade 4, the performance of written narratives was significantly better than oral narrative. For children in Grade 5, there were no significant differences between oral narrative and written narrative. In the lexical density index, there was a significant interaction between the group and the modality. For the normal hearing students, there were no significant differences between oral narrative and written narrative. For the deaf students, the lexical density of oral narrative was significantly higher than that of written narrative.Based on the above findings, the conclusions were:(1) Regardless of oral narrative or written narrative, deaf students and normal hearing students behaved fairly in macrostructure, but deaf students performed poorly in microstructure.(2) In macrostructure and the mean length of utterance, both deaf and normal hearing students' written narrative scores were higher than oral narrative.(3) In terms of lexical density, deaf students behaved similarly in oral and written narratives, but the deaf students' lexical density showed deficiency in oral narrative.(4) According to the lexical diversity and the lexical density, there were differences in the developmental characteristics between deaf students and normal hearing students. The results of the study have important implications for the narrative teaching of deaf students.
引文
王娟,刘鑫.(2017).学前聋童口语叙事的特征及预测因素研究.中国特殊教育,3,38-45.
王娟,张积家,刘鑫,龙玉兰,李昕.(2015).汉族聋生书面叙事发展特征的研究.中国特殊教育,3,20-25.
Arfé,B.(2015).Oral and written discourse skills in deaf and hard of hearing children:The role of reading and verbal working memory.Topics in Language Disorders,35(2),180-197.
Arfé,B.,&Boscolo,P.(2006).Causal coherence in deaf and hearing students'written narratives.Discourse Processes,42(3),271-300.
Asker-árnason,L.,?kerlund,V.,Skoglund,C.,Ek-Lagergren,I.,Wengelin,?.,&Sahlén,B.(2012).Spoken and written narratives in Swedish children and adolescents with hearing impairment.Communication Disorders Quarterly,33(3),131-145.
Asker-árnason,L.,Ibertsson,T.,Wass,M.,Wengelin,?.,&Sahlén,B.(2010).Picture-elicited written narratives,process and product,in 18 children with cochlear implants.Communication Disorders Quarterly,31(4),195-212.
Bernaix,N.E.(2013).Oral and written narrative production in children who are deaf and hard of hearing.Independent Studies and Capstones.Paper 666.Program in Audiology and Communication Sciences,Washington University School of Medicine.
Bigozzi,L.,&Vettori,G.(2016).To tell a story,to write it:Developmental patterns of narrative skills from preschool to first grade.European Journal of Psychology of Education,31(4),461-477.
Boons,T.,De Raeve,L.,Langereis,M.,Peeraer,L.,Wouters,J.,&van Wieringen,A.(2013).Narrative spoken language skills in severely hearing impaired schoolaged children with cochlear implants.Research in Developmental Disabilities,34(11),3833-3846.
Gathercole,S.E.(2006).Nonword repetition and word learning:The nature of the relationship.Applied Psycholinguistics,27(4),513-543.
Goldberg,H.(2016).Language development in preschoolers at risk:Linguistic input among head start parents and oral narrative performance of deaf and hard-of-hearing children.Doctorial dissertation of Georgia State University.
Hansson,K.,Forsberg,J.,L?fqvist,A.,M?ki-Torkko,E.,&Sahlén,B.(2004).Working memory and novel word learning in children with hearing impairment and children with specific language impairment.International Journal of Language and Communication Disorders,39(3),401-422.
Heilmann,J.,Miller,J.F.,Nockerts,A.,&Dunaway,C.(2010).Properties of the narrative scoring scheme using narrative retells in young school-age children.American Journal of Speech-Language Pathology,19(2),154-166.
Hildyard,A.,&Hidi,S.(1985).Oral-written differences in the production and recall of narratives.In D.R.Olson,N.Torrance,&A.Hildyard(Eds.),Literacy,language,and learning:The nature and consequences of reading and writing(pp.285-306).Cambridge,UK:Cambridge University Press.
Jones,A.C.,Toscano,E.,Botting,N.,Marshall,C.R.,Atkinson,J.R.,Denmark,T.,Morgan,G.(2016).Narrative skills in deaf children who use spoken English:Dissociations between macro and microstructural devices.Research in Developmental Disabilities,59,268-282.
Justice,L.M.,Bowles,R.P.,Kaderavek,J.N.,Ukrainetz,T.A.,Eisenberg,S.L.,&Gillam,R.B.(2006).The index of narrative microstructure:A clinical tool for analyzing school-age children’s narrative performances.American Journal of Speech-Language Pathology,15(2),177-191.
Pinto,G.,Tarchi,C.,&Bigozzi,L.(2015).The relationship between oral and written narratives:A three-year longitudinal study of narrative cohesion,coherence,and structure.British Journal of Educational Psychology,85(4),551-569.
Pinto,G.,Tarchi,C.,&Bigozzi,L.(2016).Development in narrative competences from oral to written stories in five-to seven-year-old children.Early Childhood Research Quarterly,36,1-10.
Soares,A.D.,de Goulart,B.N.G.,&Chiari,B.M.(2010).Narrative competence among hearing-impaired and normal-hearing children:Analytical crosssectional study.Sao Paulo Medical Journal,128(5),284-288.
Verrall,N.(1989).Oral and written narrative skills of primary school-aged children.Australian Journal of Human Communication Disorders,17(1),3-16.
Worsfold,S.,Mahon,M.,Yuen,H.M.,&Kennedy,C.(2010).Narrative skills following early confirmation of permanent childhood hearing impairment.Developmental Medicine and Child Neurology,52(10),922-928.
王娟,张积家,刘鑫,龙玉兰,李昕.(2015).汉族聋生书面叙事发展特征的研究.中国特殊教育,3,20-25.
Arfé,B.(2015).Oral and written discourse skills in deaf and hard of hearing children:The role of reading and verbal working memory.Topics in Language Disorders,35(2),180-197.
Arfé,B.,&Boscolo,P.(2006).Causal coherence in deaf and hearing students'written narratives.Discourse Processes,42(3),271-300.
Asker-árnason,L.,?kerlund,V.,Skoglund,C.,Ek-Lagergren,I.,Wengelin,?.,&Sahlén,B.(2012).Spoken and written narratives in Swedish children and adolescents with hearing impairment.Communication Disorders Quarterly,33(3),131-145.
Asker-árnason,L.,Ibertsson,T.,Wass,M.,Wengelin,?.,&Sahlén,B.(2010).Picture-elicited written narratives,process and product,in 18 children with cochlear implants.Communication Disorders Quarterly,31(4),195-212.
Bernaix,N.E.(2013).Oral and written narrative production in children who are deaf and hard of hearing.Independent Studies and Capstones.Paper 666.Program in Audiology and Communication Sciences,Washington University School of Medicine.
Bigozzi,L.,&Vettori,G.(2016).To tell a story,to write it:Developmental patterns of narrative skills from preschool to first grade.European Journal of Psychology of Education,31(4),461-477.
Boons,T.,De Raeve,L.,Langereis,M.,Peeraer,L.,Wouters,J.,&van Wieringen,A.(2013).Narrative spoken language skills in severely hearing impaired schoolaged children with cochlear implants.Research in Developmental Disabilities,34(11),3833-3846.
Gathercole,S.E.(2006).Nonword repetition and word learning:The nature of the relationship.Applied Psycholinguistics,27(4),513-543.
Goldberg,H.(2016).Language development in preschoolers at risk:Linguistic input among head start parents and oral narrative performance of deaf and hard-of-hearing children.Doctorial dissertation of Georgia State University.
Hansson,K.,Forsberg,J.,L?fqvist,A.,M?ki-Torkko,E.,&Sahlén,B.(2004).Working memory and novel word learning in children with hearing impairment and children with specific language impairment.International Journal of Language and Communication Disorders,39(3),401-422.
Heilmann,J.,Miller,J.F.,Nockerts,A.,&Dunaway,C.(2010).Properties of the narrative scoring scheme using narrative retells in young school-age children.American Journal of Speech-Language Pathology,19(2),154-166.
Hildyard,A.,&Hidi,S.(1985).Oral-written differences in the production and recall of narratives.In D.R.Olson,N.Torrance,&A.Hildyard(Eds.),Literacy,language,and learning:The nature and consequences of reading and writing(pp.285-306).Cambridge,UK:Cambridge University Press.
Jones,A.C.,Toscano,E.,Botting,N.,Marshall,C.R.,Atkinson,J.R.,Denmark,T.,Morgan,G.(2016).Narrative skills in deaf children who use spoken English:Dissociations between macro and microstructural devices.Research in Developmental Disabilities,59,268-282.
Justice,L.M.,Bowles,R.P.,Kaderavek,J.N.,Ukrainetz,T.A.,Eisenberg,S.L.,&Gillam,R.B.(2006).The index of narrative microstructure:A clinical tool for analyzing school-age children’s narrative performances.American Journal of Speech-Language Pathology,15(2),177-191.
Pinto,G.,Tarchi,C.,&Bigozzi,L.(2015).The relationship between oral and written narratives:A three-year longitudinal study of narrative cohesion,coherence,and structure.British Journal of Educational Psychology,85(4),551-569.
Pinto,G.,Tarchi,C.,&Bigozzi,L.(2016).Development in narrative competences from oral to written stories in five-to seven-year-old children.Early Childhood Research Quarterly,36,1-10.
Soares,A.D.,de Goulart,B.N.G.,&Chiari,B.M.(2010).Narrative competence among hearing-impaired and normal-hearing children:Analytical crosssectional study.Sao Paulo Medical Journal,128(5),284-288.
Verrall,N.(1989).Oral and written narrative skills of primary school-aged children.Australian Journal of Human Communication Disorders,17(1),3-16.
Worsfold,S.,Mahon,M.,Yuen,H.M.,&Kennedy,C.(2010).Narrative skills following early confirmation of permanent childhood hearing impairment.Developmental Medicine and Child Neurology,52(10),922-928.
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