输入方式对学语前聋生语篇理解的影响: 文本和测题类型的调节效应

The ability of language understanding plays an important role in today's highly technical society, the language comprehension ability of deaf students is so poor that people should pay attention to the study of their language comprehension, in order to improve their social adaptability. Discourse comprehension is an important part of language comprehension, and from the perspective of improving social adaptability, discourse comprehension is a topic with more ecological validity. Deaf students receive information in the form of oral, sign and written language. Which way is the most efficient? To address the above question, we performed two experiments in this study, in which within-subject design was used. Participants in this study were students from the seventh, eighth, and ninth grades of the school for the deaf. They were all prelingual deafness students and had hearing loss of more than 90 dB. The study presented narrative and descriptive texts through videos in three input modes of oral language, sign language and written language. Participants were required to complete micro and macro questions after watching the video. The researchers examined the impact of input modes, text types, and test types on deaf students' discourse comprehension. The results of the F-test for the data from Experiment 1 showed that the main effect of input mode was significant, while the main effect of text type was not, and the interaction between the two was significant. That was to say, text type was a moderator. The main effect analysis of input mode showed that the participants had highest score and fastest speed when the texts were shown in written language. The score and speed were in middle when texts were presented in sign language. The score was the lowest, and the speed was the slowest when texts were shown in oral language. The F-test for the data from Experiment 2 showed that test type regulated the interaction between input mode and text type. Deaf students had the highest comprehension efficiency of the text presented in written language, but the lowest comprehension of spoken language. For the narrative text, written language was the most efficient way for them to receive discourse information. To help the deaf students improve the efficiency of descriptive discourse comprehension, the combination of oral and sign language is a good choice. Oral language helps students to understand and remember the details, while sign language helps students to grasp the overall information of the discourse. When evaluating deaf students' discourse comprehension, input mode is the main influencing factor. At the same time, the influence of text type and test type should be considered. The evaluation index should include score and speed.