Talking While Signing: The Influence of Simultaneous Communication on the Spoken Language of Bimodal Bilinguals

Autor/inn/en	Rozen-Blay, Or; Novogrodsky, Rama; Degani, Tamar
Titel	Talking While Signing: The Influence of Simultaneous Communication on the Spoken Language of Bimodal Bilinguals
Quelle	In: Journal of Speech, Language, and Hearing Research, 65 (2022) 2, S.785-796 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Novogrodsky, Rama) ORCID (Degani, Tamar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Bilingual Teachers; Sign Language; Vocabulary; Teaching Experience; Deafness; Hearing Impairments; Speech Communication; Language Usage; Syntax; Language Rhythm; Semitic Languages; Foreign Countries; Story Telling; Language Fluency; Israel + Suchen Sie Ihr Suchwort? Gebärdensprache; Wortschatz; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Sprachgebrauch; Sprachrhythmus; Arabisch; Hebräisch; Ausland; Language skill; Language skills; Sprachkompetenz
Abstract	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. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01