Documentation of a Peruvian home sign system

秘鲁家庭标志系统的文档

• 批准号: 9259435
• 负责人: Grace Neveu
• 金额: $ 3.35万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-01-02 至 2019-01-01
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9259435
• 关键词: Academia; Acquaintances; Address; Adult; Affect; Age; Anthropology; Area; Attention; Attitude; Child; Child Language; Code; Communication; Communities; Complex; Comprehension; Data; Development; Discrimination; Documentation; Education; Family; Family member; Fostering; Friends; Generations; Goals; Hand; Hearing; Hearing Impaired Persons; Home environment; Human; Image; Individual; Inferior; Influentials; Language; Language Development; Learning; Legitimacy; Life; Linguistics; Link; Methodology; Methods; Minority; Modeling; Outcome; Parents; Persons; Peru; Peruvian; Population; Production; Research; School-Age Population; Schools; Services; Sign Language; Social Interaction; Structure; System; Testing; Time; Work; abstracting; base; cohort; comprehension test; deafness; innovation; lexical; member; research study; social; tool; visual stimulus

Project Summary/Abstract The focus of the proposed research plan is the documentation and description of the home sign systems used by RCM (age 28), living in Nueva Vida, Peru and ST (age 65) living in Totoya, Peru. Neither RCM nor ST have access to deaf education or an established sign language, yet both individuals use gestural communication systems to converse with family and friends. Through pilot work, the PI found that RCM's system displays grammatical complexity, such as spatial modulation of action signs, verbal argument structure and lexical consistency, that has not previously been observed in a home sign system. At this point, it is unclear how these features could have developed in the system of a single individual. By working with both RCM and ST, it can be established if RCM's system is a true home sign system and if the cultural attitudes of the Máíjuna toward deafness aided in the development of such a complex system or if RCM and ST are two users of a single communal home sign, separated by time and space but connected through a community of speakers. Three main questions will be addressed in the research: 1) What level of grammatical complexities exist in RCM and ST's systems and how similar are the two systems? 2) How well do hearing signers adhere to the grammatical features identified in RCM and ST's systems and how consistent are they? and 3) Are RCM and ST's systems related? These questions will be explored through a variety of elicitation and experimental methods. Questions 1 and 2 will be addressed through analysis of prompted conversation, narratives and elicitation of specific grammatical structures using visual stimuli (videos and images). These productions will be coded and analyzed for structural consistency. Experiments using visual stimuli will be used to test comprehension and production consistency between the deaf and hearing consultants. These experimental methods will be used both to test mutual comprehension between signers, as well as internal consistency of the signer, by testing the comprehension of a signer's own productions. In order to answer question 3, data collected from RCM and ST using the previously mentioned methodology will be compared to establish the similarity of lexical signs as well as grammatical structures. As unrelated sign languages can have similarities due to iconicity, strict criteria for establishing relations between the sign systems will be adhered to. The analysis of home sign systems has implications for deaf education. Most deaf children are born to hearing parents. Some parents cannot, or choose not to, expose their children to a signed language, instead encouraging their children to speak. If those children are unable to acquire the spoken language, they enter school largely without language. However, many of these children have developed home signs within their family. Furthering the understanding of home sign systems gives us tools to aid such children in their transition to a conventional language, whether signed or spoken.

项目概要/摘要 拟议研究计划的重点是所使用的家庭标志系统的文档和描述 居住在秘鲁新维达的 RCM（28 岁）和居住在秘鲁托托亚的 ST（65 岁） RCM 和 ST 都没有。 获得聋人教育或已建立的手语，但两人都使用手势交流 通过试点工作，PI 发现 RCM 的系统可以显示。 语法复杂性，例如动作符号的空间调制、言语论证结构和词汇 一致性，以前在家庭标志系统中没有观察到这一点，目前还不清楚如何做到这一点。 通过与 RCM 和 ST 合作，这些功能可以在单个人的系统中开发。 如果 RCM 系统是真正的家乡标志系统，并且 Máíjuna 的文化态度 耳聋有助于开发这样一个复杂的系统，或者如果 RCM 和 ST 是一个系统的两个用户 单一的公共住宅标志，被时间和空间分隔，但通过扬声器社区连接。 研究将解决三个主要问题：1）语法复杂程度如何 存在于 RCM 和 ST 的系统中，这两个系统有多相似 2) 听力签名者的遵守程度如何？ RCM 和 ST 系统中确定的语法特征以及它们的一致性如何？ 3) RCM 是否一致？ 和ST的系统有关吗？这些问题将通过各种启发和实验来探索。 问题 1 和 2 将通过分析提示的对话、叙述和内容来解决。 使用视觉刺激（视频和图像）来引出特定的语法结构。 使用视觉刺激的实验进行编码和分析以进行结构一致性测试。 聋人和听力顾问之间的理解和表达一致性。 方法将用于测试签名者之间的相互理解以及签名者之间的内部一致性 签名者，通过测试签名者自己的作品的理解来回答问题 3，数据。 使用前面提到的方法从 RCM 和 ST 收集的数据将进行比较，以确定 词汇符号和语法结构的相似性就像不相关的手语可以有相似性一样。 由于象似性，将遵守在符号系统之间建立关系的严格标准。 对家庭手语系统的分析对聋人教育具有重要意义。 一些父母不能或选择不让孩子接触手语，而是让他们接触手语。 鼓励他们的孩子说话，如果这些孩子无法掌握口语，他们就会进入。 学校里基本上没有语言，然而，许多孩子已经在他们的内心形成了家庭标志。 加深对家庭标志系统的理解为我们提供了帮助这些孩子过渡的工具。 传统语言，无论是手语还是口语。