Grammar
Tenses
Present
Present Simple
Present Continuous
Present Perfect
Present Perfect Continuous
Past
Past Simple
Past Continuous
Past Perfect
Past Perfect Continuous
Future
Future Simple
Future Continuous
Future Perfect
Future Perfect Continuous
Parts Of Speech
Nouns
Countable and uncountable nouns
Verbal nouns
Singular and Plural nouns
Proper nouns
Nouns gender
Nouns definition
Concrete nouns
Abstract nouns
Common nouns
Collective nouns
Definition Of Nouns
Verbs
Stative and dynamic verbs
Finite and nonfinite verbs
To be verbs
Transitive and intransitive verbs
Auxiliary verbs
Modal verbs
Regular and irregular verbs
Action verbs
Adverbs
Relative adverbs
Interrogative adverbs
Adverbs of time
Adverbs of place
Adverbs of reason
Adverbs of quantity
Adverbs of manner
Adverbs of frequency
Adverbs of affirmation
Adjectives
Quantitative adjective
Proper adjective
Possessive adjective
Numeral adjective
Interrogative adjective
Distributive adjective
Descriptive adjective
Demonstrative adjective
Pronouns
Subject pronoun
Relative pronoun
Reflexive pronoun
Reciprocal pronoun
Possessive pronoun
Personal pronoun
Interrogative pronoun
Indefinite pronoun
Emphatic pronoun
Distributive pronoun
Demonstrative pronoun
Pre Position
Preposition by function
Time preposition
Reason preposition
Possession preposition
Place preposition
Phrases preposition
Origin preposition
Measure preposition
Direction preposition
Contrast preposition
Agent preposition
Preposition by construction
Simple preposition
Phrase preposition
Double preposition
Compound preposition
Conjunctions
Subordinating conjunction
Correlative conjunction
Coordinating conjunction
Conjunctive adverbs
Interjections
Express calling interjection
Grammar Rules
Passive and Active
Preference
Requests and offers
wishes
Be used to
Some and any
Could have done
Describing people
Giving advices
Possession
Comparative and superlative
Giving Reason
Making Suggestions
Apologizing
Forming questions
Since and for
Directions
Obligation
Adverbials
invitation
Articles
Imaginary condition
Zero conditional
First conditional
Second conditional
Third conditional
Reported speech
Linguistics
Phonetics
Phonology
Linguistics fields
Syntax
Morphology
Semantics
pragmatics
History
Writing
Grammar
Phonetics and Phonology
Semiotics
Reading Comprehension
Elementary
Intermediate
Advanced
Teaching Methods
Teaching Strategies
Assessment
DEAF PARENT
المؤلف:
John Field
المصدر:
Psycholinguistics
الجزء والصفحة:
P83
2025-08-11
81
DEAF PARENT
When a hearing child has deaf parents, the contribution of parental speech to language acquisition is necessarily restricted. This affords a test case for nativist theories. If a child can achieve language normally despite limited input, it suggests that innate processes must play a part.
Many such children do display normal acquisition, though some (possibly around 20 per cent) show signs of delayed or unusual development. What assists early acquisition appears to be oral communication with the principal carer in the form of the limited telegraphic speech which many deaf adults rely on– always provided the utterances observe the usual Subject-Verb-Object pattern and relate to local context. This affords sufficient information for a two year old to establish the basic syntactic-semantic foundations of language. The first syntactic forms which infants produce replicate those of their parents, though the productions of the infant quickly outstrip those of the parents in terms of syntactic complexity.
External factors play an important part. To ensure normal acquisition, the child appears to need a minimum of about 5–10 hours’ contact each week with hearing adults, plus exposure to radio or television. However, there is no close correlation between time spent in the company of hearers and the rate and success of linguistic development. The existence of siblings does not necessarily enhance acquisition; and some children continue to manifest linguistic problems after spending long periods with hearing peers at school.
It is remarkable that, exposed to two different forms of adult language, the child appears to avoid the simplified syntax of the deaf parents and to adopt the syntactic models provided by hearing adults outside the immediate family. If simplifications occur, they are those of all L1-acquiring infants rather than those of the profoundly deaf. Even two-year-old children appear capable of making a distinction between the type of speech they use for their parents (more signs, extended pitch patterns, shorter utterances) and the type they use with other speakers. All this would suggest to a nativist that the child is following some predetermined programme.
Against this, the intelligibility of the principal carer often appears to play an important part in determining how great a child’s language difficulties are. Certain areas of speech and language are more affected than others. Delays in phonological development are not infrequent, and the speech of some children of deaf parents may appear ‘deaf-like’.
However, the order in which the features of language are acquired seems to follow very much the same path as that recorded of infants in more normal circumstances. Furthermore, the children of deaf parents rarely show any signs of delay or impairment in pragmatic knowledge or in their ability to interact with others.
See also: Deafness, Sign language
Further reading: Schiff-Myers (1993)
الاكثر قراءة في Linguistics fields
اخر الاخبار
اخبار العتبة العباسية المقدسة

الآخبار الصحية
