A Aprendizagem da Língua de Sinais por Crianças Surdas / Learning Sign Language By Deaf Children

RESUMO: Atender às necessidades linguísticas e de escolarização de crianças surdas impõe desafos às famílias e à escola. Assim sendo, este artigo está alicerçado nos estudos realizados em uma pesquisa de Mestrado em Educação, a qual teve por objetivo compreender como acontece a aprendizagem da língua de sinais por crianças surdas, desde os primeiros anos de vida, até a aquisição do português escrito nos anos iniciais da Educação Básica. A pesquisa caracteriza-se como qualitativa e para o seu desenvolvimento foram adotadas entrevistas narrativas com famílias de crianças surdas e professores atuantes com esses estudantes. As materialidades empíricas oriundas das entrevistas foram organizadas em agrupamentos temáticos e analisadas pela perspectiva da Análise do Discurso com base em Foucault. As narrativas dos familiares evidenciaram que as crianças surdas passam a ter acesso tardiamente à língua de sinais, somente quando frequentam a escola. Nesse espaço, os docentes seguem um currículo escolar homogêneo, com práticas escolares que são elaboradas de forma independente, sem articulação com os intérpretes ou os professores da Língua Brasileira de Sinais do Atendimento Educacional Especializado. O texto evidencia os desafos das famílias e dos docentes infuenciados pela falta de conhecimento da especificidade de comunicação de crianças surdas e da língua de sinais.

ABSTRACT: Fulfilling language and schooling needs of deaf children challenge families and school. Thus, this article is based on studies carried out in a Master's research in Education, which aimed to understand how deaf children learn sign language, from the first years of life, to the acquisition of written Portuguese in the early grades of Basic Education. The research is characterized as qualitative and for its development narrative interviews were adopted with families of deaf children and teachers working with these students. The empirical materialities arising from the interviews were organized into thematic groups and analyzed from the perspective of Discourse Analysis based on Foucault. The family members' narratives showed that deaf children have late access to sign language, only when they attend school. In this space, the teachers follow a homogeneous school syllabus, with school practices that are prepared independently, without articulation with the interpreters or teachers of Brazilian Sign Language from the Specialized Educational Service. The text highlights the challenges of families and teachers infuenced by the lack of knowledge of the specificity of communication of deaf children and sign language.

Combining statistics: the role of phonotactics on cross-situational word learning

Abstract Language learners can rely on phonological and semantic information to learn novel words. Using a cross-situational word learning paradigm, we explored the role of phonotactic probabilities on word learning in ambiguous contexts. Brazilian-Portuguese speaking adults (N = 30) were exposed to two sets of word-object pairs. Words from one set of labels had slightly higher phonotactic probabilities than words from the other set. By tracking co-occurrences of words and objects, participants were able to learn word-object mappings similarly across both sets. Our findings contrast with studies showing a facilitative effect of phonotactic probability on word learning in non-ambiguous contexts.

Aprendizagem de línguas em neuropsicologia: a Teoria Declarativa/Procedural / Language learningin neuropsychology: Declarative/Procedural Theory

Este artigo objetiva oferecer uma ampla revisão do framework da Teoria Declarativa/Procedural (DPT), de Michael Ullman, a partir de artigos publicados entre 1998, quando a DPT foi proposta, até 2016. A DPT sustenta que a aprendizagem da linguagem depende de dois sistemas de memória: o léxico é aprendido por memória declarativa, e as regras gramaticais, por memória procedural. Com esta revisão, os resultados obtidos são: (a) estudos com pacientes com distúrbios, utilizando neuroimagens, verificaram as áreas encefálicas ativadas durante a realização de atividades ligadas à linguagem e à memória; (b) identificação de que as memórias declarativa e procedural não são específicas da linguagem, pois atuam em habilidades motoras e recordações de fatos e eventos; (c) com o avanço das pesquisas, a DTP tornou-se mais flexível, admitindo que os sistemas de memória, mesmo independentes, interagem de várias formas; e (d) fatores como idade, frequência de exposição ao input linguístico, disfunções e hormônios impactam no uso dos dois sistemas.

This paper aims at providing a wide review of the Michael Ullman's Declarative/Procedural Theory framework from papers published between 1998 (when DPT was proposed) and 2016. The DPTclaims that the language learning depends upon two distinct memory systems: lexicon is learned by declarative memory, whereas grammar rules use procedural memory. From this review, the results are: (a) studies with patients with disorders, using neuroimaging, revealed regions of the encephalon that were activated during the performance of activities involving language and memory; (b) identification that the declarative and procedural memories are not domain-specific, since they act on motor abilities and retrieval of facts and events; c) with the improvement of the researches, Ullman's theory became more flexible, admitting that even though the memory systems are independent, they interact many times; and variables such as age, frequency, disorders and hormonal issues impact on the use of both memory systems.

The development status and countermeasures of the foreign postgraduate students education / 中华医学教育探索杂志

This article conducted a study on the foreign postgraduate students in Chongqing Medical University from the development scope,resources of students,major distribution,finical supporting from the year of 2006 to 2012.Based on the former analysis,it is found that students are of poor quality.There are very less Chinese learning channels.It is very urgent to optimize enrollment and improve the quality of students.There should be multi-channel expansion of Chinese learning and training refined Chinese expert.

The Importance and Training of Language Learning Strategies in Medical Colleges / 中华医学教育探索杂志

Language learning strategy is one of the most important items in current college English syllabus,yet it hasn't been given enough attention to.Due to the features of medicine,it is of great importance and emergency to carry out language learning strategy training in medical colleges.The aim of this essay is to promote a new English teaching mode of strategy-based instruction.

Research on the English learning strategy of medical students based on computer aided language learning / 中华医学教育探索杂志

This paper explores how computer-aided language learning affected medical stu-dents’use of English learning strategies.One hundred and twenty eight medical students in Beijing University Health Science Center participated in the one-year experiment.A questionnaire based on cognitive learning strategy was designed.Results showed:①there are significant differences between the experimental group and the controlled group in terms of their independent learning strategy;② the experimental group used more independent learning strategies such as monitoring oneself and team work while the controlled group used rote strategies.