Benefits of sign language interpreting and text alternatives for deaf students' classroom learning.
Benefits of sign language interpreting and text alternatives for deaf students' classroom learning.
复制标题
手语翻译和文本替代品对聋哑学生课堂学习的好处。
DOI：
10.1093/deafed/enl013
复制
发表时间：
2006
影响因子：
2
通讯作者：
Noble,William
中科院分区：
文献类型：
--
作者：
Marschark,Marc;Leigh,Greg;Sapere,Patricia;Burnham,Denis;Convertino,Carol;Stinson,Michael;Knoors,Harry;Vervloed,MathijsPJ;Noble,William
四个实验考察了实时文本在支持聋哑学生在高等教育（实验1和2）和中学课堂（实验3和4）中从讲座中学习方面的效用。实验1比较了手语翻译、实时文本（C-Print）和两者对学习的影响。与其他两种情况相比，单独的实时文本使失聪学生的表现显著提高，但在所有情况下，失聪学生的表现都明显低于观看没有任何支持服务的讲座的听力同龄人。实验2比较了即时测试和延迟1周后的口译和两种形式的实时文本（C-Print和Communication Access real-time Translation）（有学习笔记）。在两项测试中，支持服务之间没有显着差异。实验3也未能揭示即时或延迟测试对实时文本、直接（签名）指令和两者的显著影响。实验4发现口译组和口译加实时文本组在学习新词和电视节目内容方面没有显著差异。对观察到的结果模式进行了考虑，但得出的结论是，手语翻译和实时文本在支持中学或高等教育环境中的聋哑学生方面都没有任何固有的、普遍的优势。同时为聋哑学生提供这两种服务似乎并没有提供任何普遍的好处，至少对于这里使用的材料来说是这样。
Four experiments examined the utility of real-time text in supporting deaf students' learning from lectures in postsecondary (Experiments 1 and 2) and secondary classrooms (Experiments 3 and 4). Experiment 1 compared the effects on learning of sign language interpreting, real-time text (C-Print), and both. Real-time text alone led to significantly higher performance by deaf students than the other two conditions, but performance by deaf students in all conditions was significantly below that of hearing peers who saw lectures without any support services. Experiment 2 compared interpreting and two forms of real-time text, C-Print and Communication Access Real-Time Translation, at immediate testing and after a 1-week delay (with study notes). No significant differences among support services were obtained at either testing. Experiment 3 also failed to reveal significant effects at immediate or delayed testing in a comparison of real-time text, direct (signed) instruction, and both. Experiment 4 found no significant differences between interpreting and interpreting plus real-time text on the learning of either new words or the content of television programs. Alternative accounts of the observed pattern of results are considered, but it is concluded that neither sign language interpreting nor real-time text have any inherent, generalized advantage over the other in supporting deaf students in secondary or postsecondary settings. Providing deaf students with both services simultaneously does not appear to provide any generalized benefit, at least for the kinds of materials utilized here.