Wood D J, Wood H A, Griffiths A J, Howarth S P, Howarth C I
J Child Psychol Psychiatry. 1982 Jul;23(3):295-308. doi: 10.1111/j.1469-7610.1982.tb00074.x.
In stage 1 classroom conversations between sixteen teachers and their pre-lingually deaf children were videotaped and analysed to examine both the styles used by teachers in controlling conversation and the functions pursued in dialogue. In stage 2 a sub-sample of four teachers with twenty children of known hearing losses and non-verbal intelligence was analysed in greater detail to examine relationships between these factors, teaching styles and the child's performance in dialogue. The analyses show that deaf children respond in a similar fashion to young hearing children in the way they react to different styles of teacher talk; that teachers differ in the functions they pursue in conversation; and that functions change as a consequence of the child's hearing loss but not mental age. The implications of the findings for linguistic development in pre-lingually deaf children are explored.
在第一阶段，对16名教师与他们的语前聋儿童之间的课堂对话进行了录像和分析，以研究教师在控制对话时所使用的方式以及对话中所追求的功能。在第二阶段，对4名教师和20名已知听力损失及非语言智力情况的儿童组成的子样本进行了更详细的分析，以研究这些因素、教学方式与儿童在对话中的表现之间的关系。分析表明，聋儿对教师不同谈话方式的反应与听力正常的幼儿相似；教师在对话中所追求的功能存在差异；并且这些功能会因儿童的听力损失而改变，但不会因心理年龄而改变。探讨了这些研究结果对语前聋儿童语言发展的影响。
