Talking While Signing: The Influence of Simultaneous Communication on the Spoken Language of Bimodal Bilinguals.
Purpose: This study aimed to examine how speech while sign (simultaneous communication [SimCom]) affects the spoken language of bimodal bilingual teachers and how individual differences in sign-language vocabulary knowledge, SimCom teaching experience, and the ability to perform speech under dual-ta...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 65; no. 2; pp. 785 - 797 |
|---|---|
| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
American Speech-Language-Hearing Association
Feb2022
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=155157502&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 155157502 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Feb2022 vid: 65 iid: 2 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 155157502 10.1044/2021_JSLHR-21-00326 ppf: 785 ppct: 12 formats: fmt: @attributes: type: P size: 822KB tig: atl: Talking While Signing: The Influence of Simultaneous Communication on the Spoken Language of Bimodal Bilinguals. aug: au: Rozen-Blay, Or Novogrodsky, Rama Degani, Tamar affil: Department of Communication Sciences and Disorders, University of Haifa, Israel. su: Bilingualism in children Special education Sign language Task performance Comparative grammar Experiential learning Phonological awareness Deafness sug: subj: Bilingualism in children Special education Sign language Task performance Comparative grammar Experiential learning Translation and Interpretation Services Phonological awareness Deafness ab: Purpose: This study aimed to examine how speech while sign (simultaneous communication [SimCom]) affects the spoken language of bimodal bilingual teachers and how individual differences in sign-language vocabulary knowledge, SimCom teaching experience, and the ability to perform speech under dual-task conditions explain the variability in SimCom performance. Method: Forty experienced teachers of deaf and hard of hearing students participated in a story narration task under different conditions. Speech rate, lexical richness, and syntactic complexity were measured and compared across speech-only versus SimCom conditions. Furthermore, participants’ score on a sign-language vocabulary test, their self-reported SimCom teaching experience, and their performance in a dual-task condition were taken as predictors of SimCom narration performance. Results: The findings revealed slower speech rate, lower lexical richness, and lower syntactic complexity in the SimCom condition compared with the speech only condition. Sign-language vocabulary score and SimCom teaching experience explained speech rate and lexical richness. Participant’s ability to speak under a dual-task condition did not modulate performance. Conclusions: The findings may suggest that the production of the less dominant (sign) language during SimCom entails inhibition of the dominant (spoken) language relative to the speech-only condition. At the same time, the findings are also compatible with the suggestion that SimCom serves as a unique complex communication unit that cannot be reduced to the combination of two languages. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|