Griffith P L, Ripich D N, Dastoli S L
Teacher Development and Curriculum Studies Department, Kent State University, Ohio 44242.
Am Ann Deaf. 1990 Spring;135(1):14-21. doi: 10.1353/aad.2012.0424.
Two linguistic microstructures, propositions and cohesive devices, were analyzed in story recalls by 11 primary and intermediate level hearing-impaired students. The students were enrolled in total communication, public day classes, and had severe-to-profound hearing losses. Four story conditions were presented: (1) easy structure--T.C.; (2) complex structure--T.C.; (3) complex structure with pictures--T.C.; and (4) create-a-story--pictures. Students watched and then retold or made up a story to a friend. Recalls were videotaped and transcribed by a deaf adult and the first investigator. Recalls of hearing-impaired students were significantly shorter than those found earlier for hearing students. When stories are very simple, hearing-impaired students generate mostly complete propositions, however as complexity increases, semantic errors result in fewer complete propositions.
对11名中初级听力受损学生的故事回忆进行了分析，研究了两种语言微观结构，即命题和衔接手段。这些学生参加了全交流公立日制课程，听力损失严重至极重度。呈现了四种故事条件：（1）简单结构——T.C.；（2）复杂结构——T.C.；（3）配有图片的复杂结构——T.C.；以及（4）创作故事——图片。学生观看后，向朋友复述或编造一个故事。回忆过程被一名成年聋人和第一调查员录像并转录。听力受损学生的回忆明显比早期对听力正常学生的研究结果要短。当故事非常简单时，听力受损学生生成的大多是完整命题，然而随着复杂度增加，语义错误导致完整命题减少。
