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聾の両親をもつ1歳聴児の保育園入園後1年間の言語発達
https://kbu.repo.nii.ac.jp/records/1711
https://kbu.repo.nii.ac.jp/records/1711044ad821-58fd-4fbb-ae6e-5fb870303db5
| 名前 / ファイル | ライセンス | アクション |
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本文(pdfファイル) (1.1 MB)
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| Item type | [ELS]紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
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| 公開日 | 2019-08-28 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 聾の両親をもつ1歳聴児の保育園入園後1年間の言語発達 | |||||||||||
| タイトル | ||||||||||||
| タイトル | Language Development of a Hearing Child of Deaf Parents in the First Year of HisNursary School Life | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| 雑誌書誌ID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA11291239 | |||||||||||
| 著者 |
清水, 佐保子
× 清水, 佐保子
× SHIMIZU, Sahoko
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| 著者所属(日) | ||||||||||||
| 京都文教大学人間学部 | ||||||||||||
| 著者所属(英) | ||||||||||||
| en | ||||||||||||
| KYOTO BUNKYO UNIVERSITY Department of Human Studies | ||||||||||||
| 記事種別(日) | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | 論文 | |||||||||||
| 記事種別(英) | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | Article | |||||||||||
| 抄録(日) | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | UNK | |||||||||||
| 抄録(英) | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | This is a report of the observation of the linguistic development of a hearing child both of whose parents are deaf. The observation began in April, 1991 when he entered a nursery school at his eleventh month, and has continued until now. Here I report his first year at the nursery school. The purpose of the observation was to get answers to the following questions: (1) He entered a hearing society after the linguistically restricted environment where his vocalization was not effective for the satisfaction of his needs. How frequently can we observe his vocalization? (2) If his vocalization is quite rare, how can he form and maintain the peer relationship? How his social relationship changes as his vocalization increases? (3) How does he acquire the vocal language? Is the sequence of linguistic development similar to one for the children of hearing parents? (4) Are there any peculiarities as for his vocalization? If any, when do they appear and what kinds are they? (5) How intensively can he listen to others' utterances? The main results were as following: (a) His vocalization was quite rare in the first three months of the observation, although he showed some attention to others' vocalization. Not only that his pointing and gesture of denial were not accompanied by vocalizations, but also he seldom showed laughter with voice, (b) At the fourth month of the observation, his vocalization began to increase. He made vocalization not only for expressing his needs but also for interaction with others, (c) As his vocalization became clearer, his interaction with others became more natural and more active, (d) His long absence from nursery school because of vacation and his sickness, had a strong destructive effect on his pronunciation and he became reluctant to speak, (e) Strong emotion as anger made his voice loud and peculiar in the sense that it sounded not like Japanese, (f) At the end of the first year of the observation, he had become able verbally to express his needs, and taken conversation-like form of interaction to others, | |||||||||||
| 書誌情報 |
人間・文化・心 : 京都文教大学人間学部研究報告 en : Reports from the Faculty of Human Studies, Kyoto Bunkyo University 巻 1, p. 26-38, 発行日 1998-07-20 |
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| 表示順 | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | 3 | |||||||||||
| アクセション番号 | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | KJ00009364219 | |||||||||||
