Deaf Learners' Knowledge of English Universal Quantifiers

Autor/inn/en	Berent, Gerald P.; Kelly, Ronald R.; Porter, Jeffrey E.; Fonzi, Judith
Titel	Deaf Learners' Knowledge of English Universal Quantifiers
Quelle	In: Language Learning, 58 (2008) 2, S.401-437 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.1467-9922.2008.00445.x
Schlagwörter	Sentences; Speech; Semantics; Oral Language; Figurative Language; Deafness; Second Language Learning; Linguistic Input; Native Speakers; Language Acquisition; Form Classes (Languages); English; Comparative Analysis; Pictorial Stimuli; Task Analysis; Hearing (Physiology) + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Speaking; Sprechen; Semantik; Oral interpretation; Mündlicher Sprachgebrauch; Gehörlosigkeit; Taubstummheit; Zweitsprachenerwerb; Sprachbildung; Muttersprachler; Sprachaneignung; Spracherwerb; Analytischer Sprachbau; English language; Englisch; Fantasieanregung; Aufgabenanalyse; Gehör; Hören
Abstract	Deaf and hearing students' knowledge of English sentences containing universal quantifiers was compared through their performance on a 50-item, multiple-picture task that required students to decide whether each of five pictures represented a possible meaning of a target sentence. The task assessed fundamental knowledge of quantifier sentences, recognition of quantifier sentence ambiguity, and preferences for specific sentence interpretations. Results revealed that deaf learners at middle school, high school, and college levels of education understand the fundamental meaning of universal quantifier sentences but differ in certain aspects from hearing native speakers in their preferred interpretations. Differences between deaf and hearing learners are explained in terms of economy principles associated with minimalism and aspects of semantic complexity. The findings contribute to our understanding of language acquisition under conditions of restricted access to spoken language input as well as to language acquisition generally. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10