Documentation of a Peruvian home sign system

项目总结/摘要 拟议的研究计划的重点是文件和描述的家庭标志系统使用 由居住在秘鲁Nueva维达的RCM（28岁）和居住在秘鲁Totoya的ST（65岁）实施。RCM和ST都没有 获得聋人教育或既定的手语，但两个人都使用手势交流 与家人和朋友匡威的系统。通过试点工作，PI发现RCM的系统显示 语法复杂性，如动作符号的空间调制，动词论元结构和词汇 一致性，这是以前在家庭标志系统中没有观察到的。目前还不清楚 这些特征可以在单个个体的系统中发展。通过与RCM和ST合作， 如果RCM的系统是一个真正的家庭符号系统，如果Máíjuna的文化态度， 如果RCM和ST是这种复杂系统的两个用户， 一个公共的家庭标志，由时间和空间分开，但通过一个扬声器社区连接。 本研究将探讨三个主要问题：1）语法复杂程度 存在于RCM和ST的系统中，这两个系统有多相似？2)听力签名者的坚持程度如何 在RCM和ST的系统中确定的语法特征，以及它们的一致性如何？（3）RCM 和ST的系统有关吗这些问题将通过各种启发和实验来探讨 方法.问题1和2将通过分析提示对话，叙述和 使用视觉刺激（视频和图像）引出特定的语法结构。这些作品将是 进行编码和结构一致性分析使用视觉刺激的实验将用于测试 聋人和听力咨询者之间的理解和产出一致性。这些实验 方法将被用来测试签名者之间的相互理解，以及内部一致性， 签名者，通过测试签名者自己的作品的理解。为了回答问题3，数据 将使用上述方法从RCM和ST收集的数据进行比较，以确定 词汇符号和语法结构的相似性。因为不相关的手语可能有相似之处 由于象似性，将遵守在符号系统之间建立关系的严格标准。 家庭符号系统的分析对聋人教育具有启示意义。大多数聋哑儿童出生时 听力父母有些父母不能或选择不让孩子接触手语， 鼓励孩子说话。如果这些孩子不能掌握口语，他们就进入 学校基本上没有语言。然而，这些孩子中的许多人已经在他们的大脑中形成了家的迹象。 家人进一步了解家庭标志系统给我们的工具，以帮助这些孩子在他们的过渡 无论是手语还是口语

Project Summary/Abstract The focus of the proposed research plan is the documentation and description of the home sign systems used by RCM (age 28), living in Nueva Vida, Peru and ST (age 65) living in Totoya, Peru. Neither RCM nor ST have access to deaf education or an established sign language, yet both individuals use gestural communication systems to converse with family and friends. Through pilot work, the PI found that RCM's system displays grammatical complexity, such as spatial modulation of action signs, verbal argument structure and lexical consistency, that has not previously been observed in a home sign system. At this point, it is unclear how these features could have developed in the system of a single individual. By working with both RCM and ST, it can be established if RCM's system is a true home sign system and if the cultural attitudes of the Máíjuna toward deafness aided in the development of such a complex system or if RCM and ST are two users of a single communal home sign, separated by time and space but connected through a community of speakers. Three main questions will be addressed in the research: 1) What level of grammatical complexities exist in RCM and ST's systems and how similar are the two systems? 2) How well do hearing signers adhere to the grammatical features identified in RCM and ST's systems and how consistent are they? and 3) Are RCM and ST's systems related? These questions will be explored through a variety of elicitation and experimental methods. Questions 1 and 2 will be addressed through analysis of prompted conversation, narratives and elicitation of specific grammatical structures using visual stimuli (videos and images). These productions will be coded and analyzed for structural consistency. Experiments using visual stimuli will be used to test comprehension and production consistency between the deaf and hearing consultants. These experimental methods will be used both to test mutual comprehension between signers, as well as internal consistency of the signer, by testing the comprehension of a signer's own productions. In order to answer question 3, data collected from RCM and ST using the previously mentioned methodology will be compared to establish the similarity of lexical signs as well as grammatical structures. As unrelated sign languages can have similarities due to iconicity, strict criteria for establishing relations between the sign systems will be adhered to. The analysis of home sign systems has implications for deaf education. Most deaf children are born to hearing parents. Some parents cannot, or choose not to, expose their children to a signed language, instead encouraging their children to speak. If those children are unable to acquire the spoken language, they enter school largely without language. However, many of these children have developed home signs within their family. Furthering the understanding of home sign systems gives us tools to aid such children in their transition to a conventional language, whether signed or spoken.