Department of Learning Sciences, Georgia State University, Atlanta.
J Speech Lang Hear Res. 2018 Dec 10;61(12):2977-2995. doi: 10.1044/2018_JSLHR-L-17-0475.
The aim of this study was to examine relations between teachers' conversational techniques and language gains made by their deaf and hard-of-hearing students. Specifically, we considered teachers' reformulations of child utterances, language elicitations, explicit vocabulary and syntax instruction, and wait time.
This was an observational, longitudinal study that examined the characteristics of teacher talk in 25 kindergarten through second-grade classrooms of 68 deaf and hard-of-hearing children who used spoken English. Standardized assessments provided measures of child vocabulary and morphosyntax in the fall and spring of a school year. Characteristics of teacher talk were coded from classroom video recordings during the winter of that year.
Hierarchical linear modeling indicated that reformulating child statements and explicitly teaching vocabulary were significant predictors of child vocabulary gains across a school year. Explicitly teaching vocabulary also significantly predicted gains in morphosyntax abilities. There were wide individual differences in the teachers' use of these conversational techniques.
Reformulation and explicit vocabulary instruction may be areas where training can help teachers improve, and improvements in the teachers' talk may benefit their students.
本研究旨在考察教师对话技巧与聋儿和重听学生语言习得之间的关系。具体而言，我们考虑了教师对儿童言语的重述、语言引出、明确的词汇和语法教学以及等待时间。
这是一项观察性的纵向研究，研究了 68 名使用英语口语的聋儿和重听儿童在 25 个幼儿园到二年级课堂中教师谈话的特点。标准化评估在一学年的秋季和春季提供了儿童词汇和形态句法的测量。在当年冬季，从课堂录像中对教师谈话的特点进行了编码。
分层线性模型表明，重述儿童陈述和明确教授词汇是儿童词汇在一学年中获得显著预测指标。明确教授词汇也显著预测了形态句法能力的提高。教师使用这些对话技巧存在广泛的个体差异。
重述和明确的词汇教学可能是教师可以通过培训加以改进的领域，而教师谈话的改进可能会使他们的学生受益。
