Deaf Students' Knowledge of Subtle Lexical Properties of Transitive and Intransitive English Verbs

Autor/inn/en	Berent, Gerald P.; Kelly, Ronald R.; Albertini, John A.; Toscano, Rose Marie
Titel	Deaf Students' Knowledge of Subtle Lexical Properties of Transitive and Intransitive English Verbs
Quelle	In: American Annals of the Deaf, 158 (2013) 3, S.344-362 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Language Proficiency; Verbs; English; Lexicology; Rating Scales; Language Acquisition; Semantics; Accuracy; STEM Education; Hypothesis Testing; Second Language Learning; Transformational Generative Grammar; Hearing (Physiology); Comparative Analysis; Sentence Structure; Morphology (Languages); Michigan Test of English Language Proficiency + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Language skill; Language skills; Sprachkompetenz; English language; Englisch; Lexikologie; Rating-Skala; Sprachaneignung; Spracherwerb; Semantik; STEM; Hypothesenprüfung; Hypothesentest; Zweitsprachenerwerb; Generative Grammar; Generative Grammatik; Gehör; Hören; Satzbau; Satzstruktur; Morphology; Morphologie
Abstract	Deaf Learners' Acquisition of fundamental lexical properties of high-frequency English verbs related to transitivity and intransitivity was examined, including the subtle distinction between unergative and unaccusative verbs. A 140-item sentence acceptability rating scale was used to assess this lexical knowledge in deaf college students at two English proficiency levels, plus a control group of hearing native English speakers. Hypotheses addressed the influence of relative derivational complexity and overall English proficiency on verb acquisition. Though the hearing group showed greater accuracy in sentence acceptability judgments and greater accuracy tied to overall English proficiency, the two deaf groups displayed fairly robust knowledge of targeted verbs' fundamental transitive and intransitive lexical properties. Nevertheless, verb acquisition remains a formidable challenge. Further research should assess deaf students' knowledge of these lexical properties in lower-frequency English verbs, including unaccusative verbs prevalent in STEM (science, technology, engineering, mathematics) and other academic discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01