摘要
通过概念隐喻句理解测验和视觉隐喻图片理解测验考察5—6岁听觉障碍儿童的隐喻理解能力。结果发现,5—6岁听障儿童的隐喻理解能力落后于健听儿童;在隐喻句理解测验中,词汇水平高、低的听障儿童表现均比健听儿童弱;在视觉隐喻图片理解任务中,虽然词汇水平高的听障儿童表现弱于健听儿童,但显著强于词汇水平低的听障儿童,词汇水平高的听障儿童在外形隐喻和混合型隐喻中的表现好于概念隐喻和外貌隐喻。健听儿童在外形隐喻中的表现突出,其次是概念隐喻和混合型隐喻,最后是外貌隐喻。研究表明,5—6岁听障儿童的视觉隐喻理解能力受其词汇水平的影响,表现弱于健听儿童,但词汇水平高的听障儿童在有视觉提示的情况下,其视觉隐喻理解能力表现会比词汇水平低的听障儿童好。
The metaphorical comprehension ability of hearing-imaired children aged 5—6 was investigated by testing their comprehension of conceptual metaphor sentence and visual metaphor picture.The results showed that the metaphorical comprehension ability of hearing-impaired children aged 5—6 was significantly lower than that of their normal peers.In the test of conceptual metaphor sentence comprehension,the comprehension ability of the hearing-impaired children,either they were high or low in vocabulary level,was weaker than that of their normal peers.In the test of visual metaphor picture comprehension,the comprehension ability of the hearing-impaired children with high vocabulary level was lower than that of their normal peers,but was significantly higher than that of the hearing-impaired children with low vocabulary level.Hearing-impaired children with a high level of vocabulary showed better performance in the comprehension of configurational metaphor and mixed metaphor than that of conceptual metaphor and physiognomic metaphor.And normal-hearing children showed better performance in the comprehension of configurational metaphor,followed by that of conceptual metaphor and mixed metaphor,and they showed the worst performance in the comrehension of physiognomic metaphor.The study showed that the metaphorical comprehension ability of hearing-impaired children aged 5—6 was weaker than that of their normal peers,and was affected by their vocabulary level.But the metaphorical comprehension ability of the hearing-impaired children with high vocabulary level was significantly higher than that of the hearing-impaired children with a low level of vocabulary in the presence of visual cues.
作者
李梦娜
陈穗清
张庆华
LI Mengna;CHEN Suiqing;ZHANG Qinghua(School of Education,Guangzhou University,Guangzhou,510006)
出处
《中国特殊教育》
CSSCI
北大核心
2020年第7期57-66,共10页
Chinese Journal of Special Education
基金
教育部人文社科青年项目“手语产生中语义编码的认知机制研究”(项目批准号:19YJCZH010)的成果之一。
关键词
听觉障碍
学前儿童
隐喻理解能力
概念隐喻
视觉隐喻
hearing impairment
preschool children
metaphorical comprehension
conceptual metaphor
visual metaphor
