- Title
- Grammatical and lexical characteristics of the language of the deaf to hearing students and deaf students under simulated Oral-Only and Simultaneous Communication
- Creator
- Power, Des; Leigh, Greg; Hyde, Merv
- Relation
- 18th International Congress on Education of the Deaf. Proceedings of the 18th International Congress on Education of the Deaf. Volume I (Tel Aviv, Israel 16-20 July, 1995) p. 193-196
- Publisher
- International Congress on Education of the Deaf
- Resource Type
- conference paper
- Date
- 1998
- Description
- Previous studies by the authors have documented systematic changes in the speech and signing of teachers of the deaf using speech and sign together in Simultaneous Communication (SimCom; Hyde & Power, 1991; Leigh & Hyde, 1994). It appears that well trained and motivated teachers can find SimCom not an "impossible task" (as claimed by Strong & Charlson" 1987) and can accurately sign what they are simultaneously saying (see also Mayer & Lowenbraun, 1990). It also appears that there are systematic changes in the accuracy of signing under SimCom conditions with school level; high school teachers generally being less accurate than primary school ones in reproducing on their hands what they are sayrng (Leigh, 1993). Characteristic changes take place in the speech of teachers under SimCom conditions (Hyde & Power, 1991; Hyde, Power & Leigb 1995). Speech and sign rate is slower than speech alone, with the major contributors to this slowing being elongated intra-sentence pauses and elongation of vowels within words. However, it was also found that slowed speech under the SimCom condition was rated by adult deaf listeners as "more understandable" than speech to "Oral-Only" students and hearing students (Ilyde, Power & Leigh, 1995). The present study expands the report of Hyde, Power & Leigh to examine aspects of the lexical and syntactic characteristics of the language of teachers of the deaf under three simulated conditions of teachers speaking to a group of children using SimCom or Oral-Only methods and to a group of hearing children. Such an analysis is of interest because, for example, it has been argued by some critics of SimCom that teachers use simplified lexicons and syntax under this condition when compared with Oral-Only input, thus limiting the opportunities deaf children learning under SimCom have to extend their language. Some commentators have also argued that the kind of lexical and syntactic changes found in the speech of teachers to Oral-Only students also restricts their language development.
- Subject
- Simultaneous Communication; deaf students; Oral-Only; teachers; sign language; language development
- Identifier
- http://hdl.handle.net/1959.13/32152
- Identifier
- uon:2927
- Language
- eng
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