The specificity of questions and answers in written, oral, and sign language with deaf and hard-of-hearing students
Specifika voprosov i otvetov v pis'me, reči i jazyke žestov u gluhih i slaboslyšaščih učenikov
Апстракт
Posed questions stimulate thinking and speech activities of students. Questions must gain meaning and place in everyday life of deaf and hard-of-hearing students, too. Questions will be completely clear and permanently internalized only if used in everyday child communication. The aim of our research was to examine the relatedness between age and the level of hearing damage and the capability of deaf and hard-of-hearing students to answer questions in writing, speech and sign language. The sample included 83 deaf and hard-of-hearing students of the third to the eighth years of elementary school. The obtained results show that the deaf and hard-to-hearing students provide best answers in sign language, then orally, and the lowest results they achieve when they are expected to answer in writing (all the differences are statistically significant at the level of 0.01) The answers which the students were not able to formulate in writing or orally were adequatelly and fully obtained in sign ...language.
Pitanjima se učenici podstiču na misaonu i govornu aktivnost. Ona moraju dobiti smisao i svoje mesto u svakodnevnom životu gluvih i nagluvih učenika. Postaće potpuno jasna i trajno usvojena samo ako se koriste u svakodnevnoj komunikaciji dece. Cilj našeg istraživanja bio je ispitati povezanost između uzrasta i stepena oštećenja sluha i sposobnosti odgovaranja na pitanja u okviru pisanog, govornog i znakovnog izraza kod gluve i nagluve dece. Ispitivanje je izvršeno na uzorku od 83 gluva i nagluva učenika, uzrasta od trećeg do osmog razreda. Izvršena je kvantitativna i kvalitativna analiza dobijene jezičke građe. Dobijeni rezultati ukazuju na to da gluvi i nagluvi učenici najbolje odgovaraju na pitanja u znakovnom izrazu, zatim u govornom, dok najslabije rezultate ostvaruju u pisanju (sve razlike su visoko statistički značajne na nivou 0,01). Odgovori i objašnjenja koje učenici nisu znali da formulišu u pisanom i u govornom izrazu adekvatno i potpuno su dobijeni u okviru znakovnog jezika....
Кључне речи:
questions and answers / written / oral and sign language / deaf and hard-to-hearing students / pitanja i odgovori / pisani / govorni i znakovni jezik / gluvi i nagluvi učeniciИзвор:
Nastava i vaspitanje, 2014, 63, 3, 493-504Издавач:
- Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
Финансирање / пројекти:
Институција/група
rFASPERTY - JOUR AU - Isaković, Ljubica AU - Dimić, Nadežda AU - Kovačević, Tamara PY - 2014 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/865 AB - Posed questions stimulate thinking and speech activities of students. Questions must gain meaning and place in everyday life of deaf and hard-of-hearing students, too. Questions will be completely clear and permanently internalized only if used in everyday child communication. The aim of our research was to examine the relatedness between age and the level of hearing damage and the capability of deaf and hard-of-hearing students to answer questions in writing, speech and sign language. The sample included 83 deaf and hard-of-hearing students of the third to the eighth years of elementary school. The obtained results show that the deaf and hard-to-hearing students provide best answers in sign language, then orally, and the lowest results they achieve when they are expected to answer in writing (all the differences are statistically significant at the level of 0.01) The answers which the students were not able to formulate in writing or orally were adequatelly and fully obtained in sign language. AB - Pitanjima se učenici podstiču na misaonu i govornu aktivnost. Ona moraju dobiti smisao i svoje mesto u svakodnevnom životu gluvih i nagluvih učenika. Postaće potpuno jasna i trajno usvojena samo ako se koriste u svakodnevnoj komunikaciji dece. Cilj našeg istraživanja bio je ispitati povezanost između uzrasta i stepena oštećenja sluha i sposobnosti odgovaranja na pitanja u okviru pisanog, govornog i znakovnog izraza kod gluve i nagluve dece. Ispitivanje je izvršeno na uzorku od 83 gluva i nagluva učenika, uzrasta od trećeg do osmog razreda. Izvršena je kvantitativna i kvalitativna analiza dobijene jezičke građe. Dobijeni rezultati ukazuju na to da gluvi i nagluvi učenici najbolje odgovaraju na pitanja u znakovnom izrazu, zatim u govornom, dok najslabije rezultate ostvaruju u pisanju (sve razlike su visoko statistički značajne na nivou 0,01). Odgovori i objašnjenja koje učenici nisu znali da formulišu u pisanom i u govornom izrazu adekvatno i potpuno su dobijeni u okviru znakovnog jezika. PB - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd T2 - Nastava i vaspitanje T1 - The specificity of questions and answers in written, oral, and sign language with deaf and hard-of-hearing students T1 - Specifika voprosov i otvetov v pis'me, reči i jazyke žestov u gluhih i slaboslyšaščih učenikov T1 - Specifičnost pitanja i odgovora u pisanom, govornom i znakovnom jeziku kod gluvih i nagluvih učenika EP - 504 IS - 3 SP - 493 VL - 63 UR - https://hdl.handle.net/21.15107/rcub_rfasper_865 ER -
@article{ author = "Isaković, Ljubica and Dimić, Nadežda and Kovačević, Tamara", year = "2014", abstract = "Posed questions stimulate thinking and speech activities of students. Questions must gain meaning and place in everyday life of deaf and hard-of-hearing students, too. Questions will be completely clear and permanently internalized only if used in everyday child communication. The aim of our research was to examine the relatedness between age and the level of hearing damage and the capability of deaf and hard-of-hearing students to answer questions in writing, speech and sign language. The sample included 83 deaf and hard-of-hearing students of the third to the eighth years of elementary school. The obtained results show that the deaf and hard-to-hearing students provide best answers in sign language, then orally, and the lowest results they achieve when they are expected to answer in writing (all the differences are statistically significant at the level of 0.01) The answers which the students were not able to formulate in writing or orally were adequatelly and fully obtained in sign language., Pitanjima se učenici podstiču na misaonu i govornu aktivnost. Ona moraju dobiti smisao i svoje mesto u svakodnevnom životu gluvih i nagluvih učenika. Postaće potpuno jasna i trajno usvojena samo ako se koriste u svakodnevnoj komunikaciji dece. Cilj našeg istraživanja bio je ispitati povezanost između uzrasta i stepena oštećenja sluha i sposobnosti odgovaranja na pitanja u okviru pisanog, govornog i znakovnog izraza kod gluve i nagluve dece. Ispitivanje je izvršeno na uzorku od 83 gluva i nagluva učenika, uzrasta od trećeg do osmog razreda. Izvršena je kvantitativna i kvalitativna analiza dobijene jezičke građe. Dobijeni rezultati ukazuju na to da gluvi i nagluvi učenici najbolje odgovaraju na pitanja u znakovnom izrazu, zatim u govornom, dok najslabije rezultate ostvaruju u pisanju (sve razlike su visoko statistički značajne na nivou 0,01). Odgovori i objašnjenja koje učenici nisu znali da formulišu u pisanom i u govornom izrazu adekvatno i potpuno su dobijeni u okviru znakovnog jezika.", publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd", journal = "Nastava i vaspitanje", title = "The specificity of questions and answers in written, oral, and sign language with deaf and hard-of-hearing students, Specifika voprosov i otvetov v pis'me, reči i jazyke žestov u gluhih i slaboslyšaščih učenikov, Specifičnost pitanja i odgovora u pisanom, govornom i znakovnom jeziku kod gluvih i nagluvih učenika", pages = "504-493", number = "3", volume = "63", url = "https://hdl.handle.net/21.15107/rcub_rfasper_865" }
Isaković, L., Dimić, N.,& Kovačević, T.. (2014). The specificity of questions and answers in written, oral, and sign language with deaf and hard-of-hearing students. in Nastava i vaspitanje Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 63(3), 493-504. https://hdl.handle.net/21.15107/rcub_rfasper_865
Isaković L, Dimić N, Kovačević T. The specificity of questions and answers in written, oral, and sign language with deaf and hard-of-hearing students. in Nastava i vaspitanje. 2014;63(3):493-504. https://hdl.handle.net/21.15107/rcub_rfasper_865 .
Isaković, Ljubica, Dimić, Nadežda, Kovačević, Tamara, "The specificity of questions and answers in written, oral, and sign language with deaf and hard-of-hearing students" in Nastava i vaspitanje, 63, no. 3 (2014):493-504, https://hdl.handle.net/21.15107/rcub_rfasper_865 .