LBT322~324穎萱

LBT322~324穎萱

Present-day language instruction of deaf children is of theoretical interest for yet another reason. In contrast to the hearing child, who is simply surrounded by a sea of sentences, well-formed and poorly formed and who builds up his sentence-making skill without knowing how, the deaf child is usually immediately introduced to theoretical grammar. In the course of his first year of language instruction, he is told that he must speak in sentences and that a proper sentence is made up of nouns and verbs, that nouns must have article, and so on. These theoretical terms are written on the blackboard and also appear in some of the books that are used in the lower grades. Thus we have a situation in which the children are on the one hand quantitatively deprived of a large body of examples. And on the other hand are immediately given a meta-language, a language about the language which they do not yet have. Their own spontaneity of putting out the type of primitive sentences which, as we have seen, are apparently the necessary developmental stage that must precede the complete unfolding of grammar in hearing children, is restricted by teachers who do not tolerate answers in “incomplete sentence.” The child’s flow of communication is constantly stopped by the teacher’s instructions “to complete the sentence,” which is accompanied by a theoretical discussion of how to do this (“verb is missing,” “the article is not correct,” etc.).

　　現今，聾童的語言指導是為了另一原因而理論關注。相對於聽力正常的小孩，很容易暴露在眾多的句子、好的文法、不好的文法當中，他不用知道如何去建構句子的技巧，而聾童則經常立即的就被指引到學習理論的文法。在第一年的語言教學課程中，他被告知必須說正確的句子，而且正確的句子要以名詞和動詞所組成，名詞也要有冠詞等等，而這理論的說話方式被寫於黑板上，也出現於較低年級的某些書上。因此，一方面我們有一個定量剝奪孩子的例子主體的情況，另一方面立即給予語言，而這個語言是他們未曾有過的。他們自己自發性的放入簡單的句子形式中，正如我們看到的，很明顯地，聽力正常的小孩必要的發展階段必須在文法完全展開之前，被不能容忍「不完整的句子」的老師所限制住。小孩溝通的流暢性不斷地被老師「去完成句子」的教導所中斷，而這個「去完成句子」伴隨著如何用理論的討論去完成（「動詞遺漏」、「冠詞不正確」等等）。　　

This mode of instruction raises an important question. Is it possible to instruct somebody how language works by giving him rules－particularly when he has little language as yet? The invariable emergence of written intelligible language (oral speech of at least half of the profoundly and congenitally deaf remains difficult to understand throughout their lives) is a testimony to man’s enormous capacity to develop language competence even under conditions of severe deprivation.

　　這個教學的形式提出了一個重要的問題，可以經由給予他規則（特別是當他僅有一點點語言時）教導他語言如何運作嗎？書面可理解語言不變的發生書面上可理解的語言它以不變的方式出現是指。。。。。。（至少一半極度地和天生的耳聾，口頭言語仍然很難經由他們的生活中了解）是對人的極大的能力去發展語言能力，甚至在嚴厲剝奪的情況下的證詞。

Following are a few illustrations of language development under these circumstances: (each composition is the complete, written description of picture).

　　以下是在這些情況下幾個語言發展實例：（每個例子的組成是完整圖片的書面描述）

Language sample of a child after one year of instruction:

小孩經過一年指導後的樣本

A boy is stoling candy. He is on the chair. He is a light. He is a short.

He ate candy. His mother naught. He is crying.

Sample of a child’s language after two years of instruction:

小孩經過兩年指導後的樣本

The boy went to the school. We buy a Card Valentine her mother. The dog a dirty feet the rain because he was shoe dirty because she was saw the boy came home.

Sample of a child’s language after three years of instruction:

小孩經過三年指導後的樣本

Edd and Browine got mud on his house. He make a flower for his mother. He forget to closte the door. Outside is rain. He was dope because he was little boy know noting about it. His mother will angry with him because he was careless boy. His mother didn’t want to clean the house because she will tried of it. He will help dog get a bath because he take dog for awalk.

Sample of child’s language after five years of instruction:

小孩經過五年指導後的樣本

One day he lived in England. His named Jim. He went to the television and put on there. He sat on the floor and watched television. The he was quietly and he climbed up the chair. He was stolen many candy on the shelf and he ate it mote and more. The candy was gone. He was enough. He was ill. Then his mother saw. What did you tell his mother? His mother know about him. She scolded him. His mother told him that he went to bed at 4 hours. Jim wanted going outdoors.

From these examples it is clear that the construction of proper sentence is not facilitated by telling a child how to do it. It must be admitted that no one knows how it is done. The new approach to grammatical theory, generative grammar, is no more useful in this respect than the grammars that were handed down to us from antiquity. In fact, the new grammars are, substantively, not so different from the old ones, except for greater accuracies, special attention to peculiarities in given grammars of natural languages, more rigorous formulations, and, in certain other ways, they constitute a more objective approach, as many be gathered from the Appendix and its bibliography. No grammar, old or new, furnishes us with a recipe how to speak grammatically. There is no grammatical system available that could be used to help an essentially language-deficient person to put words together to from good sentences. So far, grammars merely specify the underlying structure of sentences and explain how sentences of different structure are related to each other.

由這些例子來看，很清楚地，正確的句子結構是很難經由告知而知道如何去改進的，我們必須承認沒有人知道它是如何被建構的。新的方法對於文法理論和產生的文法，並沒有比從古代遺傳下來的文法還要有用。事實上，新語法和舊語法在實質上沒有什麼不一樣，只是新語法較佳的準確度，特別留意於自然語言文法的特色，公式化較嚴謹；另外，他們制定較客觀的方法，像是從附錄和參考目錄中收集而來。但無論是新或舊，都提供了方法告訴我們如何依文法的說話。沒有一個語法的系統能有效用於幫助實質上語言有缺陷的人如何把字放在一起而形成一個好的句子；到目前為止，語法僅說明了根本的句子結構和解釋不同結構的句子如何被連結在一起。