Upotreba različitih vrsta rečenica u pisanom, govornom i znakovnom izrazu kod gluvih i nagluvih učenika

Images, as a stimulus, represent a suitable instrument for examining speech and linguistic abilities of deaf and hard of hearing students of all ages. The aim of this study was to examine the ability of deaf and hard of hearing children to use different types of sentences within written, spoken and sign expression. We were interested in the effect of age and the level of hearing damage on the use of analogue forms of expression. The research was done on the sample of 83 deaf and hard of hearing third grade to eighth grade students and it was carried out in schools in Serbia A comic strip (S . Vladisavljevic) composed of four pictures linked with each other by the sequence of events was used in this study. Equal number of words was used in sign language and written expression, whereas fewer words were used in the speech of the deaf and hard of hearing students. The largest number of simple and compound sentences was used in sign language, while fewer (equal number) of them were used in written and spoken expression. However, the largest number of complex sentences was used in sign language, somewhat less in writing, while the smallest number of them was used in speech. Eighth grade students do not use words when describing images, while the largest number of complex sentences appeared within the sign expression. Specific sentences (written, spoken and sign) have also been sorted out.Slike, kao podsticaj, predstavljaju pogodno sredstvo za ispitivane govorno-jezičkih sposobnosti gluvih i nagluvih učenika na svim uzrastima. Cilj istraživana bio je ispitati sposobnost upotrebe različitih vrsta rečenica u okviru pisanog, govornog i znakovnog izraza kod gluve i nagluve dece. Interesovalo nas je i kakav je uticaj uzrasta i stepena oštećena sluha na upotrebu analognih oblika izražavanja. Ispitivanje je izvršeno na uzorku od 83 gluvih i nagluvih učenika, uzrasta od trećeg do osmog razreda, a obavljeno je u školama u Srbiji. U radu je korišćena strip priča (S. Vladisavljević) sastavljena od četiri slike međusobno povezane redosledom događaja. Podjednak broj reči upotrebljen je u znakovnom jeziku i pisanom izrazu, a manji broj u govoru gluvih i nagluvih učenika. Najveći broj prostih i prosto-proširenih rečenica upotrebljen je u znakovnom jeziku, a mani (podjednak) u pisanom i govornom izrazu, dok je najveći broj složenih rečenica upotrebljen u znakovnom jeziku, nešto mani u pisanu, a najmanji u govoru. Učenici osmog razreda, pri opisu slika, ne upotrebljavaju reči, dok se najveći broj upotrebljenih složenih rečenica pojavio u okviru znakovnog izraza. Izdvojene su i specifični rečenice (pisane, govorne i znakovne)