Specifičnost odgovaranja na pitanja i postavljanje pitanja kod gluve i nagluve dece u govornom, pisanom i znakovnom izrazu
Specifics of asking and responding to questions with deaf and hard of hearing children in spoken, written and sign langauge expression
Konferencijski prilog (Objavljena verzija)
Metapodaci
Prikaz svih podataka o dokumentuApstrakt
Komunikacija je dinamičan proces u kome se informacije prenose
putem simbola. Ona je kod dece oštećenog sluha umnogome otežana.
Ograničenost u sticanju iskustva putem verbalnih poruka dovela je
do toga da gluva deca razvijaju druge forme komunikacije. Dominantnu,
verbalnu - usmenu i pisanu komunikaciju, umnogome zamenjuje
neverbalna.
Postavljanje pitanja, kao i odgovaranje na njih, nezaobilazni su u
svakodnevnoj komunikaciji ove dece. Aktivna govorna, pisana ili
znakovna komunikacija osnovni je preduslov uspešne socijalizacije
gluve i nagluve dece.
Cilj istraživanja bio je da se ispita uspešnost pri odgovaranju na
pitanja, kao i postavljanje pitanja na zadate odgovore kod učenika
oštećenog sluha u okviru govornog, pisanog i znakovnog oblika
izražavanja.
U istraživanju je primenjen jedan segment iz Jezičkog korpusa za
procenu leksičko-stilskih specifičnosti (Dimić, Isaković, 2004). Deo
korpusa koji je korišćen sastojao se iz zahteva da učenici odgovore na
postavljena pi...tanja, kao i da pravilno postave pitanja na unapred
zadate odgovore, u okviru tri oblika izražavanja.
Istraživanje je obavljeno na uzorku od 40 gluvih i nagluvih učenika
oba pola uzrasta og petog do osmog razreda (po deset iz svakog
razreda).
Gluvi i nagluvi učenici najbolje rezultate ostvaruju u okviru znakovnog
izraza, zatim sledi govorni, dok se najslabija postignuća
uočavaju u okviru pisanog. Bolji rezultati, u okviru sva tri oblika
izražavanja, ostvareni su pri odgovaranju na pitanja. Takođe,
uočava se da uzrast učenika korelira jedino sa postignućima ostvarenim
u okviru znakovnog jezika i to pri postavljanju pitanja.
Communication is a dynamic process in which information is
communicated through symbols. With hearing-impaired children, it
is made significantly more difficult. The limitation in gaining
experience through verbal messages has led to deaf children developing
other forms of communication. Dominant verbal – spoken and
written communication is being largely substituted with nonverbal
communication.
Asking questions as well as responding to them are unavoidable
in everyday communication of these children. Active communication
through the use of spoken, written and sign language is the essential
prerequisite for successful socialization of deaf and hard of hearing
children.
The aim of the research was to examine the level of success in
responding to questions as well as asking questions to set responses
with hearing-impaired students in the context of spoken and written
form of expression and sign language expression.
One segment from the Language Corpus for the assessment o...f
lexical and stylistic specific qualities (Dimić, Isaković, 2004) was
applied in the research. The part of the corpus that was used required
the students to respond to asked questions as well as to ask correct
questions corresponding to the responses which had been set in
advance in the context of these three forms of expression.
The research was carried out on the sample of 40 deaf and hard of
hearing students of both sexes between the ages of fifth and eighth
grade students (ten students from each grade).
Deaf and hard of hearing children produce the best results within
expression through the use of signs followed by spoken expression,
while the lowest achievement is observed in the context of written
expression. In the context of all three forms of expression, better
results are produced in responding to questions. In addition, it can be
observed that the age of students correlates only with the results
produced within sign language, specifically when asking questions.
Ključne reči:
gluva i nagluva deca / govorni, pisani i znakovni jezik / pitanja i odgovori / deaf and hard of hearing children / spoken / written and sign language / questions and answersIzvor:
Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008, 2008, 363-374Izdavač:
- Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
Institucija/grupa
rFASPERTY - CONF AU - Dimić, Nadežda AU - Isaković, Ljubica PY - 2008 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/1679 AB - Komunikacija je dinamičan proces u kome se informacije prenose putem simbola. Ona je kod dece oštećenog sluha umnogome otežana. Ograničenost u sticanju iskustva putem verbalnih poruka dovela je do toga da gluva deca razvijaju druge forme komunikacije. Dominantnu, verbalnu - usmenu i pisanu komunikaciju, umnogome zamenjuje neverbalna. Postavljanje pitanja, kao i odgovaranje na njih, nezaobilazni su u svakodnevnoj komunikaciji ove dece. Aktivna govorna, pisana ili znakovna komunikacija osnovni je preduslov uspešne socijalizacije gluve i nagluve dece. Cilj istraživanja bio je da se ispita uspešnost pri odgovaranju na pitanja, kao i postavljanje pitanja na zadate odgovore kod učenika oštećenog sluha u okviru govornog, pisanog i znakovnog oblika izražavanja. U istraživanju je primenjen jedan segment iz Jezičkog korpusa za procenu leksičko-stilskih specifičnosti (Dimić, Isaković, 2004). Deo korpusa koji je korišćen sastojao se iz zahteva da učenici odgovore na postavljena pitanja, kao i da pravilno postave pitanja na unapred zadate odgovore, u okviru tri oblika izražavanja. Istraživanje je obavljeno na uzorku od 40 gluvih i nagluvih učenika oba pola uzrasta og petog do osmog razreda (po deset iz svakog razreda). Gluvi i nagluvi učenici najbolje rezultate ostvaruju u okviru znakovnog izraza, zatim sledi govorni, dok se najslabija postignuća uočavaju u okviru pisanog. Bolji rezultati, u okviru sva tri oblika izražavanja, ostvareni su pri odgovaranju na pitanja. Takođe, uočava se da uzrast učenika korelira jedino sa postignućima ostvarenim u okviru znakovnog jezika i to pri postavljanju pitanja. AB - Communication is a dynamic process in which information is communicated through symbols. With hearing-impaired children, it is made significantly more difficult. The limitation in gaining experience through verbal messages has led to deaf children developing other forms of communication. Dominant verbal – spoken and written communication is being largely substituted with nonverbal communication. Asking questions as well as responding to them are unavoidable in everyday communication of these children. Active communication through the use of spoken, written and sign language is the essential prerequisite for successful socialization of deaf and hard of hearing children. The aim of the research was to examine the level of success in responding to questions as well as asking questions to set responses with hearing-impaired students in the context of spoken and written form of expression and sign language expression. One segment from the Language Corpus for the assessment of lexical and stylistic specific qualities (Dimić, Isaković, 2004) was applied in the research. The part of the corpus that was used required the students to respond to asked questions as well as to ask correct questions corresponding to the responses which had been set in advance in the context of these three forms of expression. The research was carried out on the sample of 40 deaf and hard of hearing students of both sexes between the ages of fifth and eighth grade students (ten students from each grade). Deaf and hard of hearing children produce the best results within expression through the use of signs followed by spoken expression, while the lowest achievement is observed in the context of written expression. In the context of all three forms of expression, better results are produced in responding to questions. In addition, it can be observed that the age of students correlates only with the results produced within sign language, specifically when asking questions. PB - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation C3 - Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008 T1 - Specifičnost odgovaranja na pitanja i postavljanje pitanja kod gluve i nagluve dece u govornom, pisanom i znakovnom izrazu T1 - Specifics of asking and responding to questions with deaf and hard of hearing children in spoken, written and sign langauge expression EP - 374 SP - 363 UR - https://hdl.handle.net/21.15107/rcub_rfasper_1679 ER -
@conference{ author = "Dimić, Nadežda and Isaković, Ljubica", year = "2008", abstract = "Komunikacija je dinamičan proces u kome se informacije prenose putem simbola. Ona je kod dece oštećenog sluha umnogome otežana. Ograničenost u sticanju iskustva putem verbalnih poruka dovela je do toga da gluva deca razvijaju druge forme komunikacije. Dominantnu, verbalnu - usmenu i pisanu komunikaciju, umnogome zamenjuje neverbalna. Postavljanje pitanja, kao i odgovaranje na njih, nezaobilazni su u svakodnevnoj komunikaciji ove dece. Aktivna govorna, pisana ili znakovna komunikacija osnovni je preduslov uspešne socijalizacije gluve i nagluve dece. Cilj istraživanja bio je da se ispita uspešnost pri odgovaranju na pitanja, kao i postavljanje pitanja na zadate odgovore kod učenika oštećenog sluha u okviru govornog, pisanog i znakovnog oblika izražavanja. U istraživanju je primenjen jedan segment iz Jezičkog korpusa za procenu leksičko-stilskih specifičnosti (Dimić, Isaković, 2004). Deo korpusa koji je korišćen sastojao se iz zahteva da učenici odgovore na postavljena pitanja, kao i da pravilno postave pitanja na unapred zadate odgovore, u okviru tri oblika izražavanja. Istraživanje je obavljeno na uzorku od 40 gluvih i nagluvih učenika oba pola uzrasta og petog do osmog razreda (po deset iz svakog razreda). Gluvi i nagluvi učenici najbolje rezultate ostvaruju u okviru znakovnog izraza, zatim sledi govorni, dok se najslabija postignuća uočavaju u okviru pisanog. Bolji rezultati, u okviru sva tri oblika izražavanja, ostvareni su pri odgovaranju na pitanja. Takođe, uočava se da uzrast učenika korelira jedino sa postignućima ostvarenim u okviru znakovnog jezika i to pri postavljanju pitanja., Communication is a dynamic process in which information is communicated through symbols. With hearing-impaired children, it is made significantly more difficult. The limitation in gaining experience through verbal messages has led to deaf children developing other forms of communication. Dominant verbal – spoken and written communication is being largely substituted with nonverbal communication. Asking questions as well as responding to them are unavoidable in everyday communication of these children. Active communication through the use of spoken, written and sign language is the essential prerequisite for successful socialization of deaf and hard of hearing children. The aim of the research was to examine the level of success in responding to questions as well as asking questions to set responses with hearing-impaired students in the context of spoken and written form of expression and sign language expression. One segment from the Language Corpus for the assessment of lexical and stylistic specific qualities (Dimić, Isaković, 2004) was applied in the research. The part of the corpus that was used required the students to respond to asked questions as well as to ask correct questions corresponding to the responses which had been set in advance in the context of these three forms of expression. The research was carried out on the sample of 40 deaf and hard of hearing students of both sexes between the ages of fifth and eighth grade students (ten students from each grade). Deaf and hard of hearing children produce the best results within expression through the use of signs followed by spoken expression, while the lowest achievement is observed in the context of written expression. In the context of all three forms of expression, better results are produced in responding to questions. In addition, it can be observed that the age of students correlates only with the results produced within sign language, specifically when asking questions.", publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation", journal = "Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008", title = "Specifičnost odgovaranja na pitanja i postavljanje pitanja kod gluve i nagluve dece u govornom, pisanom i znakovnom izrazu, Specifics of asking and responding to questions with deaf and hard of hearing children in spoken, written and sign langauge expression", pages = "374-363", url = "https://hdl.handle.net/21.15107/rcub_rfasper_1679" }
Dimić, N.,& Isaković, L.. (2008). Specifičnost odgovaranja na pitanja i postavljanje pitanja kod gluve i nagluve dece u govornom, pisanom i znakovnom izrazu. in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008 Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 363-374. https://hdl.handle.net/21.15107/rcub_rfasper_1679
Dimić N, Isaković L. Specifičnost odgovaranja na pitanja i postavljanje pitanja kod gluve i nagluve dece u govornom, pisanom i znakovnom izrazu. in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008. 2008;:363-374. https://hdl.handle.net/21.15107/rcub_rfasper_1679 .
Dimić, Nadežda, Isaković, Ljubica, "Specifičnost odgovaranja na pitanja i postavljanje pitanja kod gluve i nagluve dece u govornom, pisanom i znakovnom izrazu" in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008 (2008):363-374, https://hdl.handle.net/21.15107/rcub_rfasper_1679 .