The focus of this study was the inducement of imagery in order to retain sign language vocabulary items. Thirty-eight beginning sign language students were selected as subjects. Subjects were randomly assigned to two groups. The treatment group received instructions in the use of imagery mnemonics in order to better retain sign language vocabulary. Subjects in the control group were left to learn the vocabulary items by methods of their own choosing. Results of the statistical analyses indicated no significant difference between groups on posttest measures. However, there was a tendency toward an interaction between subjects' grade point averages and the treatments. The inducement of imagery in the treatment group was somewhat of an "equalizer" between subjects with high and low grade point averages. Additional analyses indicated that the inducement of imagery mnemonics in the treatment group was more successful for the poorer students and hindered the better students.

The purpose of this study was to determine the effect of nonverbal communication training on the acquisition of expressive and receptive sign language skills. Thirteen skills were included. Twenty-eight participants enrolled in the Beginning Interpreter Training Program (BITP) held at the University of Arizona were selected as subjects. The subjects were randomly assigned to two groups, a control group and an experimental group. The experimental group received ten hours of nonverbal communication training in the categories of kinesics, eye movement, facial expression, proxemics, chronemics, haptics, and artifacts, concurrently with their participation in the BITP. A rating instrument was devised and administered that measured the subject's performance on thirteen expressive and receptive sign language skills. A comparison of pretest and posttest performances was made utilizing the analysis of covariance. The results of the statistical analysis indicated that the experimental group improved significantly on the skills of receptive clarity and receptive fluency. No statistically significant differences were found between the experimental group and the control group on the other eleven skills although the experimental group mean score values were consistently higher than the control group mean score values. The importance of the results for the two groups of subjects involved in this study and the field of interpreting is that nonverbal communication training appears to enhance the receptive clarity and fluency abilities of sign language interpreters. This study should serve as an impetus and a reference point for others wishing to investigate the inclusion of nonverbal communication training in sign language interpreter training programs.

This thesis sets out to undertake research into the very important topic of sign language and its usage, particularly in the Western Cape Province of South Africa. Three schools are used in this study. Interviews and questionnaires were used to conduct research with teachers, students and deaf teacher assistants within this context. The analysis of this data is presented in Chapter five of this thesis.

No description available.

Esta dissertação é o resultado da pesquisa que desenvolvemos durante o curso de Mestrado em Ciências da Linguagem, para a obtenção do grau de mestre. O objetivo geral do trabalho foi analisar as narrativas dos alunos ouvintes sobre o professor surdo e o ensino de Libras no ensino superior. Em nível mais especifico, pretendemos: refletir sobre o ensino e aprendizagem da segunda língua, como as principais teorias e sua aplicabilidade ao contexto de Libras na educação superior, de acordo com a legislação vigente; mapear a formação de professores no ensino superior, discutindo questões sobre o perfil do professor de Libras para o ensino dessa disciplina; recursos didáticometodológicos mais utilizados pelo professor no ensino da língua. Para esse fim, utilizamos uma metodologia qualitativa, e como instrumento de pesquisa optamos pelo uso de uma entrevista que forneceu os relatos de 10 (dez) alunos universitários das duas instituições escolhidas que cursavam a disciplina Libras, nas cidades de Recife e Olinda. Os dados fornecidos, através dos relatos, foram categorizados e analisados à luz do referencial teórico proposto por Bardin pela análise de conteúdo. Os resultados apontaram para um contexto bastante favorável à presença desse professor surdo, embora no momento inicial tenha provocado certo temor nos alunos de que a aprendizagem da Libras não ocorresse. Nossa expectativa é que oferecendo esses dados, novas reflexões possam se desdobrar contribuindo dessa forma para a ampliação do debate em torno dessa temática. / This dissertation is the result of the research developed during the Master course of Language Sciences, to the degree of master. The aim of this study is analyze the hearing students narratives about deaf teacher and Brazilian sign language teaching in university. In more specific level, we intend to: reflect on the teaching and learning of a second language as well as the main theories and their applicability to the context of Libras in university according to law; map the formation of teachers in university, discussing issues about profile of Libras teacher for teaching this discipline, didactic and methodological features most used by the teacher in teaching the language. To this end, we used a qualitative methodology, and as a research tool we chose to use an interview that provided reports of ten (10) university students who attended Libras course from both chosen institutions, in the city of Recife and Olinda. The results provided through the reports were categorized and then analyzed in the light of the theoretical framework proposed by content analysis. The results indicated a very favorable context in relation to the presence of deaf teacher, although at baseline it has caused some fear in students who thought the learning of Libras could not occur. Our expectation is that providing such data, new reflections may unfold thereby helping to expand the debate on this theme.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: A sign language tutoring system capable of generating detailed context-sensitive feedback to the user is presented in this dissertation. This stands in contrast with existing sign language tutor systems, which lack the capability of providing such feedback. A domain specific language is used to describe the constraints placed on the user’s movements during the course of a sign, allowing complex constraints to be built through the combination of simpler constraints. This same linguistic description is then used to evaluate the user’s movements, and to generate corrective natural language feedback. The feedback is dynamically tailored to the user’s attempt, and automatically targets that correction which would require the least effort on the part of the user. Furthermore, a procedure is introduced which allows feedback to take the form of a simple to-do list, despite the potential complexity of the logical constraints describing the sign. The system is demonstrated using real video sequences of South African Sign Language signs, exploring the different kinds of advice the system can produce, as well as the accuracy of the comments produced. To provide input for the tutor system, the user wears a pair of coloured gloves, and a video of their attempt is recorded. A vision-based hand pose estimation system is proposed which uses the Earth Mover’s Distance to obtain hand pose estimates from images of the user’s hands. A two-tier search strategy is employed, first obtaining nearest neighbours using a simple, but related, metric. It is demonstrated that the two-tier system’s accuracy approaches that of a global search using only the Earth Mover’s Distance, yet requires only a fraction of the time. The system is shown to outperform a closely related system on a set of 500 real images of gloved hands. / AFRIKAANSE OPSOMMING: ’n Gebaretaaltutorstelsel met die vermo¨e om konteks-sensitiewe terugvoer te lewer aan die gebruiker word uiteengesit in hierdie proefskrif. Hierdie staan in kontras met bestaande tutorstelsels, wat nie hierdie kan bied vir die gebruiker nie. ’n Domein-spesifieke taal word gebruik om beperkinge te definieer op die gebruiker se bewegings deur die loop van ’n gebaar. Komplekse beperkinge kan opgebou word uit eenvoudiger beperkinge. Dieselfde linguistieke beskrywing van die gebaar word gebruik om die gebruiker se bewegings te evalueer, en om korrektiewe terugvoer te genereer in teksvorm. Die terugvoer word dinamies aangepas met betrekking tot die gebruiker se probeerslag, en bepaal outomaties die maklikste manier wat die gebruiker sy/haar fout kan korrigeer. ’n Prosedure word uiteengesit om die terugvoer in ’n eenvoudige lysvorm aan te bied, ongeag die kompleksiteit van die linguistieke beskrywing van die gebaar. Die stelsel word gedemonstreer aan die hand van opnames van gebare uit Suid-Afrikaanse Gebaretaal. Die verskeie tipes terugvoer wat die stelsel kan lewer, asook die akkuraatheid van hierdie terugvoer, word ondersoek. Om vir die tutorstelsel intree te bied, dra die gebruiker ’n stel gekleurde handskoene. ’n Visie-gebaseerde handvormafskattingstelsel wat gebruik maak van die Aardverskuiwersafstand (Earth Mover’s Distance) word voorgestel. ’n Twee-vlak soekstrategie word gebruik. ’n Rowwe afstandsmate word gebruik om ’n stel voorlopige handpostuurkandidate te verkry, waarna die stel verfyn word deur gebruik van die Aardverskuiwersafstand. Dit word gewys dat hierdie benaderde strategie se akkuraatheid grens aan die van eksakte soektogte, maar neem slegs ’n fraksie van die tyd. Toetsing op ’n stel van 500 re¨ele beelde, wys dat hierdie stelsel beter presteer as ’n naverwante stelsel uit die literatuur.

Behavioral skills training (BST) packages have been successful in increasing change agents’ correct implementation of various procedures. The current study evaluated the effects of a brief BST package to train daycare teachers to implement incidental teaching procedures with toddlers. The brief BST consisted of a set of written instructions, a two-minute video model, rehearsal, and feedback during session. Results demonstrated that teachers increased their correct implementation of incidental teaching procedures following training. In addition, two of the three toddlers increased the frequency of signs to request attention.

A educação de surdos, ao longo da história, tem recebido influências de diferentes filosofias educacionais, dentre as quais se destacam o Oralismo, a Comunicação Total e o Bilinguísmo. A Lei 10.436/02 reconhece a Língua Brasileira de Sinais (Libras) como a língua natural dos surdos brasileiros e lhes assegura o ensino da Libras como L1 e do Português escrito como L2. Para atender a essas exigências a Universidade Federal da Paraíba (UFPB) em parceria com a Universidade Aberta do Brasil (UAB), propõe o curso de Licenciatura em Letras/Libras, na modalidade Educação a Distância, doravante EAD, no ano de 2010. A turma pioneira, encerrada em 2013.2, recebeu alunos surdos e ouvintes. Nesta perspectiva, o curso por ser na modalidade EAD, requer e, ao mesmo tempo, oferece ao seu aluno, dentre outras propostas, práticas de multiletramentos, que exigem o uso e conhecimento da Libras como L1. Neste sentido, questionamos: como está o conhecimento linguístico da Libras que os surdos detêm ao ingressarem na Universidade? Como esses sujeitos estão lidando com as novas práticas de multiletramentos exigidas pelas novas tecnologias informacionais? Frente a tal realidade, esta pesquisa teve como objetivo investigar as contribuições linguísticas da Libras, adquiridas durante o Curso de Letras/Libras UAB/UFPB - que favoreceram às inúmeras possibilidades de práticas de multiletramentos dos seus alunos surdos. Para alcançarmos nosso intuito realizamos, no período entre 23 de maio a 06 de junho de 2014, entrevistas com quatro sujeitos surdos da Cidade de Campina Grande PB, que ingressaram na turma pioneira do curso supracitado. Posteriormente, consultamos o Projeto Político Pedagógico e roteiros semanais das disciplinas cujas ementas tratavam: a) ensino de Libras como L1 e b) abordaram conteúdos linguístico de Libras. Na análise, comparamos as falas dos sujeitos com as proposituras das atividades selecionadas. Como referencial teórico desta pesquisa adotamos os estudos enunciativos de Bakhtin, os estudos socioculturais de letramento de Rojo, Street, Lemke, além das pesquisas acerca da aquisição tardia da Libras como L1 para os surdos, bem como do ensino Bilíngue para estes desenvolvidas por Souza e Quadros. Identificamos, a partir dos dados analisados, que os sujeitos investigados: a) Tiveram aquisição tardia da sua L1, a Libras; b) Ingressaram na Universidade com déficits de conhecimentos linguísticos básicos da sua L1, Libras; c) Tiveram, pela primeira vez, a oportunidade de estudar aspectos linguísticos da Libras no Curso de Letras/Libras; e d) Que a apropriação dos conhecimentos linguísticos contribuiu para a ampliação de diferentes práticas de multiletramentos de seus alunos surdos, através do uso dos recursos da tecnologia informacional e de um maior acesso às informações veiculadas na mídia, propiciando produções acadêmicas e literárias. Nesta perspectiva, o presente estudo, não só identifica a relação dos conhecimentos linguísticos da Libras com as diferentes práticas de letramentos, mas também oferece uma visão panorâmica de como foi a educação básica dos sujeitos investigados além de trazer contribuições significativas para a educação de surdos e de se constituir importante subsídio para as futuras investigações nas áreas de surdez, multiletramentos e EAD. / The education to the deaf, throughout history, has received influences of different educational philosophies, among which stand out the oralism, Total Communication and bilingualism. Law 10,436 / 02 - regulated by Decree 5626/05 - LIBRAS recognizes as the natural language of Brazilian deaf and ensures these teaching LIBRAS as L1 and L2 writing Portuguese. This Decree establishes that teacher training should occur in LIBRAS courses Letters / LIBRAS. Meeting these requirements UFPB, in partnership with the Open University of Brazil (UAB), proposes the Degree in Letters / LIBRAS in Distance Education mode, beyond the EAD in the year 2010. The pioneer class, closed at 2013.2, received deaf students and listeners. By this way, the course offered by UFPB, being in DL mode, and requires at the same time, offers your students practice multiple literacies. However, on the basis of such practices is the use and knowledge of L1. In this sense, we ask: how is the linguistic knowledge of the LIBRAS to deaf to hold the University ingression? How the deaf are dealing with the new practices of multiliteracies required by new information technologies? Faced with this reality, this research had as main objective to investigate the LIBRAS linguistic contributions, acquired during the course of Letters / LIBRAS - UAB / UFPB - which favored the numerous possibilities of practical multiliteracies of their deaf students. The reports of the deafwere collected in interviews conducted during the period from May 28 to June 5, 2014, with four deaf citizens of the City of Campina Grande - PB, who joined the pioneer class of the aforementioned course. Our theoretical framework was based on studies of enunciative Bakhtin, in sociocultural studies of literacy Rojo, Street, Lemke, in addition to research on the late acquisition of LIBRAS as L1 for the deaf and Bilingual education for these developed by Souza and Quadros. Based upon the above theoretical and the data collected identified that investigated subjects: a) They had delayed acquisition of their L1, the LIBRAS; b) entered the University with deficits in basic linguistic knowledge of their L1, LIBRAS; c) They had, for the first time, the opportunity to study linguistic aspects of LIBRAS in the Course of Arts / LIBRA Sand d) by appropriating the language skills of LIBRAS, offered in the aforementioned course, have their practices of multiliteracies enlarged. In this perspective, this study not only identifies the relationship of language knowledge of LIBRAS with different literacies practices but provides an overview of how basic education was the subject investigated.

Made available in DSpace on 2017-06-01T18:24:47Z (GMT). No. of bitstreams: 1 bernardo_luis_torres.pdf: 1281906 bytes, checksum: a99dc59126dcfbe4f0ff3debafe5937d (MD5) Previous issue date: 2013-03-22 / This dissertation is the result of the research developed during the Master course of Language Sciences, to the degree of master. The aim of this study is analyze the hearing students narratives about deaf teacher and Brazilian sign language teaching in university. In more specific level, we intend to: reflect on the teaching and learning of a second language as well as the main theories and their applicability to the context of Libras in university according to law; map the formation of teachers in university, discussing issues about profile of Libras teacher for teaching this discipline, didactic and methodological features most used by the teacher in teaching the language. To this end, we used a qualitative methodology, and as a research tool we chose to use an interview that provided reports of ten (10) university students who attended Libras course from both chosen institutions, in the city of Recife and Olinda. The results provided through the reports were categorized and then analyzed in the light of the theoretical framework proposed by content analysis. The results indicated a very favorable context in relation to the presence of deaf teacher, although at baseline it has caused some fear in students who thought the learning of Libras could not occur. Our expectation is that providing such data, new reflections may unfold thereby helping to expand the debate on this theme. / Esta dissertação é o resultado da pesquisa que desenvolvemos durante o curso de Mestrado em Ciências da Linguagem, para a obtenção do grau de mestre. O objetivo geral do trabalho foi analisar as narrativas dos alunos ouvintes sobre o professor surdo e o ensino de Libras no ensino superior. Em nível mais especifico, pretendemos: refletir sobre o ensino e aprendizagem da segunda língua, como as principais teorias e sua aplicabilidade ao contexto de Libras na educação superior, de acordo com a legislação vigente; mapear a formação de professores no ensino superior, discutindo questões sobre o perfil do professor de Libras para o ensino dessa disciplina; recursos didáticometodológicos mais utilizados pelo professor no ensino da língua. Para esse fim, utilizamos uma metodologia qualitativa, e como instrumento de pesquisa optamos pelo uso de uma entrevista que forneceu os relatos de 10 (dez) alunos universitários das duas instituições escolhidas que cursavam a disciplina Libras, nas cidades de Recife e Olinda. Os dados fornecidos, através dos relatos, foram categorizados e analisados à luz do referencial teórico proposto por Bardin pela análise de conteúdo. Os resultados apontaram para um contexto bastante favorável à presença desse professor surdo, embora no momento inicial tenha provocado certo temor nos alunos de que a aprendizagem da Libras não ocorresse. Nossa expectativa é que oferecendo esses dados, novas reflexões possam se desdobrar contribuindo dessa forma para a ampliação do debate em torno dessa temática.

Made available in DSpace on 2017-06-01T18:25:00Z (GMT). No. of bitstreams: 1 ana_maria_zulema_pinto_cabral_nobrega.pdf: 12004124 bytes, checksum: 44739c8eafc020d130b4b7e4dc88e962 (MD5) Previous issue date: 2015-05-26 / The education to the deaf, throughout history, has received influences of different educational philosophies, among which stand out the oralism, Total Communication and bilingualism. Law 10,436 / 02 - regulated by Decree 5626/05 - LIBRAS recognizes as the natural language of Brazilian deaf and ensures these teaching LIBRAS as L1 and L2 writing Portuguese. This Decree establishes that teacher training should occur in LIBRAS courses Letters / LIBRAS. Meeting these requirements UFPB, in partnership with the Open University of Brazil (UAB), proposes the Degree in Letters / LIBRAS in Distance Education mode, beyond the EAD in the year 2010. The pioneer class, closed at 2013.2, received deaf students and listeners. By this way, the course offered by UFPB, being in DL mode, and requires at the same time, offers your students practice multiple literacies. However, on the basis of such practices is the use and knowledge of L1. In this sense, we ask: how is the linguistic knowledge of the LIBRAS to deaf to hold the University ingression? How the deaf are dealing with the new practices of multiliteracies required by new information technologies? Faced with this reality, this research had as main objective to investigate the LIBRAS linguistic contributions, acquired during the course of Letters / LIBRAS - UAB / UFPB - which favored the numerous possibilities of practical multiliteracies of their deaf students. The reports of the deafwere collected in interviews conducted during the period from May 28 to June 5, 2014, with four deaf citizens of the City of Campina Grande - PB, who joined the pioneer class of the aforementioned course. Our theoretical framework was based on studies of enunciative Bakhtin, in sociocultural studies of literacy Rojo, Street, Lemke, in addition to research on the late acquisition of LIBRAS as L1 for the deaf and Bilingual education for these developed by Souza and Quadros. Based upon the above theoretical and the data collected identified that investigated subjects: a) They had delayed acquisition of their L1, the LIBRAS; b) entered the University with deficits in basic linguistic knowledge of their L1, LIBRAS; c) They had, for the first time, the opportunity to study linguistic aspects of LIBRAS in the Course of Arts / LIBRA Sand d) by appropriating the language skills of LIBRAS, offered in the aforementioned course, have their practices of multiliteracies enlarged. In this perspective, this study not only identifies the relationship of language knowledge of LIBRAS with different literacies practices but provides an overview of how basic education was the subject investigated. / A educação de surdos, ao longo da história, tem recebido influências de diferentes filosofias educacionais, dentre as quais se destacam o Oralismo, a Comunicação Total e o Bilinguísmo. A Lei 10.436/02 reconhece a Língua Brasileira de Sinais (Libras) como a língua natural dos surdos brasileiros e lhes assegura o ensino da Libras como L1 e do Português escrito como L2. Para atender a essas exigências a Universidade Federal da Paraíba (UFPB) em parceria com a Universidade Aberta do Brasil (UAB), propõe o curso de Licenciatura em Letras/Libras, na modalidade Educação a Distância, doravante EAD, no ano de 2010. A turma pioneira, encerrada em 2013.2, recebeu alunos surdos e ouvintes. Nesta perspectiva, o curso por ser na modalidade EAD, requer e, ao mesmo tempo, oferece ao seu aluno, dentre outras propostas, práticas de multiletramentos, que exigem o uso e conhecimento da Libras como L1. Neste sentido, questionamos: como está o conhecimento linguístico da Libras que os surdos detêm ao ingressarem na Universidade? Como esses sujeitos estão lidando com as novas práticas de multiletramentos exigidas pelas novas tecnologias informacionais? Frente a tal realidade, esta pesquisa teve como objetivo investigar as contribuições linguísticas da Libras, adquiridas durante o Curso de Letras/Libras UAB/UFPB - que favoreceram às inúmeras possibilidades de práticas de multiletramentos dos seus alunos surdos. Para alcançarmos nosso intuito realizamos, no período entre 23 de maio a 06 de junho de 2014, entrevistas com quatro sujeitos surdos da Cidade de Campina Grande PB, que ingressaram na turma pioneira do curso supracitado. Posteriormente, consultamos o Projeto Político Pedagógico e roteiros semanais das disciplinas cujas ementas tratavam: a) ensino de Libras como L1 e b) abordaram conteúdos linguístico de Libras. Na análise, comparamos as falas dos sujeitos com as proposituras das atividades selecionadas. Como referencial teórico desta pesquisa adotamos os estudos enunciativos de Bakhtin, os estudos socioculturais de letramento de Rojo, Street, Lemke, além das pesquisas acerca da aquisição tardia da Libras como L1 para os surdos, bem como do ensino Bilíngue para estes desenvolvidas por Souza e Quadros. Identificamos, a partir dos dados analisados, que os sujeitos investigados: a) Tiveram aquisição tardia da sua L1, a Libras; b) Ingressaram na Universidade com déficits de conhecimentos linguísticos básicos da sua L1, Libras; c) Tiveram, pela primeira vez, a oportunidade de estudar aspectos linguísticos da Libras no Curso de Letras/Libras; e d) Que a apropriação dos conhecimentos linguísticos contribuiu para a ampliação de diferentes práticas de multiletramentos de seus alunos surdos, através do uso dos recursos da tecnologia informacional e de um maior acesso às informações veiculadas na mídia, propiciando produções acadêmicas e literárias. Nesta perspectiva, o presente estudo, não só identifica a relação dos conhecimentos linguísticos da Libras com as diferentes práticas de letramentos, mas também oferece uma visão panorâmica de como foi a educação básica dos sujeitos investigados além de trazer contribuições significativas para a educação de surdos e de se constituir importante subsídio para as futuras investigações nas áreas de surdez, multiletramentos e EAD.