Sign Language Acquisition of Deaf Children and Their Educational Intervention

本研究的目的，一是探讨聋哑儿童手语习得的过程，二是通过对聋哑儿童手语习得过程的研究来开发手语习得程序。哪些失聪儿童及其家庭成员可以学习手语。首先，我们观察了符号的发展过程。语言作为第一语言。一个失聪的孩子。聋哑儿童和她母亲在自然环境中的互动每个月被录像一次。重点分析了图书共享的现状。在这种情况下，母亲必须控制孩子的眼睛方向，要么看正在读的书，要么看母亲的手势。研究表明，失聪的手语母亲使用了几种策略，例如在手语时将手放在书上，用孩子的手塑造手势，使用其他物体向孩子传达意思等。接下来，我们开发了一个项目，通过这个项目，聋哑儿童和他们的听力正常的家庭成员可以在家里学习手语。具体来说，我们制作了一些书籍的视频资料。我们把这些材料送到了每个失聪儿童的家庭。之后，我们采访了这些母亲他们是如何在家里使用这些材料的，这些材料是否支持他们学习手语。据报道，聋哑儿童在家中经常观看录像带，在观看类似录像带时参考书籍，并在观看或阅读后与母亲讨论内容。

The Purpose of this study is, first, to investigate the acquisition processes of sign language in deaf children and, second, to develop the program through. which deaf children and their family members can learn sign language. First, we observed the developmental processes of sign. language as a first language in. a deaf child. Interactions between the deaf children and her mother in a natural setting were video-recorded once a month. The focus of analysis was put on the book sharing situation. In that situation, mother must control the child's eye direction to either the book read or the mother's signing. It was shown that the deaf signing mother used several strategies, such as displacing hands onto the book while signing, molding signs with the child' hands, using of other objects to convey meanings to the child, etc. Next, we developed the program through which deaf children and their hearing family members can learn sign language in their home. More concretely, we made the video materials of some books. We delivered those materials to each family of deaf children. Thereafter, we interviewed the mothers how those materials were used in their home, whether those materials supported their learning sign language. It was reported that the deaf children watched the video tapes very often in their home, referred the book while watching the comparable video, and talked about the contents with their mother after watching or reading the book.