作　　者： ;

机构地区： 香港中文大学

出　　处： 《语言科学》 2014年第1期24-33,共10页

摘　　要： 当代语言学的研究目标已从传统的口语扩展到手语领域;手语语言学的诞生又引发了学界对于聋童语言获得的关注,以及在语言障碍评估、语言康复、聋童教育等领域的语言运用和教学手段的分析和研究等。文章认为这种发展历史反映出当前语言学科研的基本要求,即除参与科研前沿领域之外,更重要的是将研究成果实现知识转移,从而满足社会需求。文章以香港手语双语共融教育为例,进一步论述了如何把手语语言学及聋童语言获得研究的科研知识转移到手语双语聋童共融教育上,从而提升聋童的语言能力,以及手语双语共融教育在大陆推行的重要性和可能面对的挑战。 For the last thirty or forty years, the study of contemporary linguistics has been ex- panded to cover both spoken language and signed language. The emergence of sign linguistics has trig- gered a lot of interest in how deaf children acquire language, to the extent that the findings have be- gun to impact the ways and means of language disorders assessment, language therapy, or even language in deaf education. All these developments reflect the fundamental philosophy and value of scientific research, which is to push the frontiers of research at the same time to transfer knowledge of research findings to benefit and to satisfy the needs of the society. In this paper, we will focus on how the research findings of sign linguistics and language acquisition of deaf children have led to an important reformulation of deaf education practices-sign bilingualism in deaf education.

关 键 词： 手语语言学 聋童语言获得 手语双语 知识转移 随班就读 聋教育

领　　域： [文化科学—特殊教育学] [文化科学—教育学]