Advances in the sign language development of deaf children
著者
書誌事項
Advances in the sign language development of deaf children
(Perspectives on deafness)
Oxford University Press, 2006
大学図書館所蔵 全19件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
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注記
Includes bibliographical references and indexes
内容説明・目次
内容説明
Humans' first languages may have been expressed through sign. Today, sign languages have been found around the world, including communities that do not have access to education or literacy. In addition to serving as a primary medium of communication for deaf communities, they have become among the most popular choices for second language study by hearing students. The status of sign languages as complex and complete languages that are clearly the linguistic "equal"
of spoken languages is no longer questioned. Research on the characteristics of visual languages has blossomed since the 1960s, and careful study of deaf children's development of sign language skills is pursued to obtain information to promote deaf children's development. Equally important, the
study of how children learn sign language provides excellent theoretical insights into how the human brain acquires and structures sign languages. In the same sense that cross-linguistic research has led to a better understanding of how language affects development, cross-modal research allows us to study acquisition of language in the absence of a spoken phonology.
The contributors to this volume are leading scholars and researchers of the acquisition and development of sign languages. The authors provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, and the processes of semantic, syntactic, and pragmatic development in sign. They address theoretical as well as applied questions, often with a focus on aspects of language that are (or perhaps or not) related to the modality of
the language.
Readers, especially if they also read the companion volume Advances in the Spoken Language Development of Deaf and Hard-of Hearing Children, will have access to cutting-edge information about deaf children's language development as well as a deeper understanding of linguistic structures, modality effects, and human potential for language development.
目次
- 1. Understanding Sign Language Development of Deaf Children
- 2. Issues of Linguistic Typology in the Study of Sign Language Development of Deaf Children
- 3. The Development of Gesture in Hearing and Deaf Children
- 4. Patterns and Effects of Language Input to Deaf Infants and Toddlers from Deaf and Hearing Mothers
- 5. Acquiring a Visually-Motivated Language: Evidence from Diverse Learners
- 6. Lexical Development of Deaf Children Acquiring Signed Languages
- 7. Deaf Children Are Verb Attenders: Early Sign Vocabulary Development in Dutch Toddlers
- 8. Learning to Fingerspell Twice: Young Signing Children's Acquisition of Fingerspelling
- 9. The Form of Early Signs: Explaining Signing Children's Articulatory Development
- 10. Acquisition of Syntax in Signed Languages
- 11. How Faces Come To Serve Grammar: The Development of NonManual Morphology in American Sign Language
- 12. Deaf Children's Acquisition of Modal Terms
- 13. The Development of Narrative Skills in British Sign Language
- 14. Natural Signed Language Acquisition within the Social Context of the Classroom
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