74国内手语研究综述

余晓婷*贺荟中**(华东师范大学特殊教育系,上海,200062),/0,1979200829,297,:,G7621,[1-3],/0[4],,,,,,,[5],,,,,,,,,,,22.1,/0,1979200829,297,:53,17.85%;,198,66.67%;46,15.48%:,60.87%,1138474128:1,46,15.48%*,,:E-mail:[e-mail]**,,,:E-mail:[e-mail]5620094(106)ChineseJournalofSpecialEducation(Monthly)No.4,2009(SerialNo.106)2333517:2,31,10.44%,,31,(3)(3)(3)(5)(17),(31)9.68%9.68%9.68%16.13%54.83%,2,,3,53,320112827531:3,35,11.78%2.2,:56(1979),/056(1990),/,056(,1986),/,,,;,056(,1990),/,0,565656562.3:/,,,,0[6],,,,,[7],,,,,[8]:,,,,[9];,;,,[10],)))[11],,,,:#37#P,:[12],,[13],,,,,2.4,,,,/0,:,,,90%;,,10%[14],,,,,56Lillo)Martin:Fodor,/0,[15],/0,,:,[14]:/0;:;:,,,,,,,,2.5,,:[16],:[17],:[18],,,[19]:,[20],2.6,(fMRI),,,:,;,,;,91dB,#38#5620094(106)[21]56:,,-[22],,,:,,;[23],,2.7,,[24]:,;,,,,[1],,,,,[25],,,,,,,:;[26],,[3],,,,,:;;[27],,2.82.8.1#1960,56,[28],[29],[30-32]5:6/wh-0,/,0,56[33]:,,,:,,,,,,/))0,/)0,/)0,[32])))#39#P:,;,2007,2.8.256,20,)))[34]2.8.32020/0207080,80,[35],,3,,,,,;,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,;,,,,#40#5620094(106)1郑璇.浅论手语对聋儿主流语言学习的影响.中国听力语言康复科学杂志,2004,(1):51-532林水英.浅论手语对聋生学习汉语的影响.现代特殊教育,2007,(1):21-223胡雅梅.手语在听觉障碍儿童认知发展中的作用.中国特殊教育,2003,(4):49-534余敦清.论/聋人母语0.中国听力语言康复科学杂志,2006,(5):11-145D.W.卡罗尔主编.语言心理学.缪小春译.上海:华东师范大学出版社,2007.32,2186梅芙生.谈聋人手语与聋人教师的作用.现代特殊教育,2001,(3):26-277李尚生.重审手语的语言资格.中国特殊教育,2000,(4):4-418刘润楠.中国大陆手语语言学研究现状.中国特殊教育,2005,(5):26-299傅逸亭,梅次开主编.聋人手语概论.上海:学林出版社,1986.93-94,28-6310赵锡安主编.中国手语研究.北京:华夏出版社,1999.10-13,54-65,69-81,120-121,149-15311杨军辉.中国手语和汉语双语教育初探.中国特殊教育,2002,(1):2512郑璇.中国聋人手语的语言地位.硕士学位论文,武汉大学.200513杨耘.试论手语词汇的任意性和理据性.中国特殊教育,2007,(5):38-4214国华.自然手语习得与有声语言习得之比较及其启示.中国特殊教育,2007,(3):21-2515邓慧兰.手语语言学与语言习得研究的关系.当代语言学,2002,(3):201-22416陈文华.论手语的基本要素)))语形.南京特殊学院学报,2007,(3):27-2917顾定倩,宋晓华,于缘缘.中国手语基本词(基本动作)类型分析.中国特殊教育,2005,(2):65-7218吴铃.汉语手语语法研究.中国特殊教育,2005,(8):15-2219王静.中国聋人自然手语和古代汉语之比较.中国特殊教育,2008,(2):35-3820秦新月.手语的构成要素.科学,2001,(9):40-4121方俊明,何大芳.中国聋人手语脑功能成像的研究.中国特殊教育,2003,(2):50-5722GregoryHickok.人脑如何处理语言.秦心月译.科学,2001,(9):38-4523张明,陈骐.听觉障碍人群的言语机制.心理科学进展,2003,(11):486-49324郭俊峰.手势和手语在聋儿听力语言康复中的作用.中国听力语言康复科学杂,2004,(5):51-5225林水英.浅论手语对聋生学习汉语的影响.现代特殊教育,2007,(1):21-2226张宁生.教学实践中耳聋儿童学习语言的某些特点.心理学报,1980,(4):390-39627王玉珍.将手语作为教学语言让聋生获取全方位信息.现代特殊教育,2000,(5):31-3228国华.威廉姆#斯多基和他的手语语言学研究评论.中国特殊教育,2006,(2):43-4029于松梅.威廉姆#斯多基对手语语言学研究的贡献.现代特殊教育,2005,(9):3530雨林.美国手语句法的功能语类和等级结构.现代特殊教育,2005,(11):3731李汝亚.美国手语句法:功能语类和等级结构述评.当代语言学,2005,(3):274-27932国华.美国手语语言学研究概述.现代特殊教育,2006,(11):39-4033国华,张宁生.美国手语翻译的历史和职业化.中州大学学报,2007,(4):74-7734小田侯郎,李宜冰.有关日语手语构词法的研究.现代特殊教育,2003,(5):45-4735李强.韩国的手语沿革和聋人教育.现代特殊教育,2002,(7):46-48(下转第29页)#41#PCompilationofBeijingDeafPeopleVocationAdaptationScaleLIUYanhongZHUNanLUOWeiWANGFangWANGShanfengZHANGShilei(ResearchCenterforSpecialEducation,BeijingNormalUniversity,Beijing,100875)LIXuemeiTIANHeZHANGYi(BeijingEmploymentServiceCenterforDisabledPeople,Beijing,100069)AbstractThisisthefirstscaleofdeafpeople.svocationadaptationinmainlandChina.Thescaleisde-signedtopredictthelevelofdeafpeople.svocationadaptationwiththepurposeofhelpingdeafpeople.semploy-ment.Onthebasisofotherwell-knownscalesofvocationadaptationbothhomeandabroad,thisscaleproposesitemsinaccordancewithdeafpeople.scognitioncombinedwithChineseculture,mentalandphysicalcharacteris-ticsofdeafpeopleaswellasthespecificvocation.Inaddition,thescaleadoptsformsthatcanbeeasilyunder-stoodbydeafpeoplesuchaslow-levelreading,pictures,examplesofansweringquestions,andbriefwrittenguidanceorvideomodelguidance.Thescalehasgoodreliabilityandvaliditythroughtestofmorethan1000deafpeopleinBeijing.FromtheperspectiveofICF,thisscalenotonlyevaluatesdeafpeople.svocationadaptation,butalsobuildssupportiveevaluationsystembasedonevaluationresultstoimprovequalityofdeafpeople.sjobs.Keywordsdeafpeoplevocationadaptationscale(:)(上接第41页)AReviewonDomesticSignLanguageStudyYUXiaotingHEHuizhong(SpecialEducationDepartment,EastChinaNormalUniversity,Shanghai,200062)AbstractThemethodofsearchingtheCNKisemployedinthisstudyusingthekeyword/SignLanguage0soastoanalyzeandsummarizethestudiesonChineseSignLanguageina29-yearperiodfrom1979to2008.Asaresult,297papersarefound.Afterbeingclassifiedandsummarized,thesestudiesarefoundtohavemainlyshedlightsonthefollowingdisciplines:definitionofSignLanguage;linguisticstudiesofChineseSignLanguage;theacquisitionofSignLanguage;syntaxofChineseSignLanguage;brainfunctionstudyofSignLanguage;prag-maticsofSignLanguageandresearchesofSignLanguageinothercountries.Basedonboththestrengthandlim-itationsofexistingresearches,thisarticleproposessomepossibledirectionsofthestudyonChineseSignLanguageinthefuture.Keywordsdomesticsignlanguagestudyreview(:)#29#56P