The Impact of Language Input Modes on Deaf Students'Written Word Learning:Evidence from Behavioral and Eye-Movement Experiments
In order to understand the effects of language input modes used in the teaching process on deaf students'learning of written words,39 deaf students(including 20 deaf students with sign language communication preference and 19 deaf students with oral communication preference)were studied,and their unacquired written words were used as the learning materials.A within-group research design was used to compare the learning of written words in three language input modes,namely,sign language,spoken language,and sign surpported speech(SSS),among deaf students with different communication preferences.Subsequently,the eye-movement characteristics of deaf students'learning of written words in SSS input modes were explored,as well as the relationship between them and the learning outcomes of written words.The results show that:deaf students'correctness of written words was higher in sign language and SSS input modes than in spoken language mode;however,for deaf students with sign language communication preference,the correctness rate was highest in sign language input mode.Deaf students tended to pay more attention to the instructor's hand in SSS input mode;deaf students with sign language communication preference had a significant correlation between the correctness of words and the duration of eye gaze and the number of eye fixation.In deaf students'written word learning,the SSS input mode was superior to the spoken mode;however,for deaf students with sign language communication preference,the SSS mode did not show significant superiority compared to the sign language input mode.It is suggested that for deaf students with a preference for sign language,sign language instruction is still a necessary supplement to their instruction.
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