国際シンポジウム「アジアの手話言語学」のお知らせ(5月22日開催) 2010年5月22日開催


 

香港と日本で手話研究の第一線で活躍中の研究者を招き、以下のよ

うにシンポジウムを開催します。発表はそれぞれ、日本手話、日本

語、英語に通訳されます。事前申し込みは不要です。みなさまのご

来場をお待ちしています。

 

日時: 2011年5月22日(日)13時より17時30分まで

会場: 東京大学・本郷キャンパス法文2号館1番大教室

  (http://www.u-tokyo.ac.jp/campusmap/cam01_01_02_j.html

   をご覧ください。)

 

プログラム

 

開会のことば

中地義和(東京大学大学院人文社会系研究科長)

 

[第1部]香港中文大学におけるアジア・太平洋地域手話言語学研究教育プロ

グラムの紹介

グラディス・タン,ジェームズ・ウッドワード(香港中文大学)

 

[第2部]講演

「東南アジアの手話における主語・目的語・動詞の語順」

ジェームズ・ウッドワード(香港中文大学)

 

「日本手話の使役・移動・知覚の諸構文と類像性」

市田泰弘(国立障害者リハビリテーションセンター)

 

「ろう児の第一言語としての日本手話理解力の評価 —ろう者の成

人及び聴者の成人(第二言語話者)との比較から—」

赤堀仁美(明晴学園)

 

「ろう教育における手話言語研究の意義」

グラディス・タン(香港中文大学)

 

討論

 

閉会のことば

澁谷智子(日本手話学会会長)

 

主催:東京大学文学部言語学研究室,

   香港中文大学語言学及現代語言系,

   日本財団

後援:日本手話学会

 

問い合わせ先:言語学研究室 (hayasi@L.u-tokyo.ac.jp)

 

 

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Announcement of an International Symposium

 

The Department of Linguistics, University of Tokyo and the Department of

Linguistics and Modern Languages, the Chinese University of Hong Kong will

jointly host an international symposium on “Sign Language Research in Asia”.

All are invited and no application is necessary in advance. Translation

into the Japanese Sign Language, Japanese, and English will be available

at the symposium.

 

Date and Time: 13:00 – 17:30, Sunday, May 22, 2011

Venue: Hall 1 in the Faculty of Letters, Hongo Campus, University of Tokyo

(Please visit http://www.u-tokyo.ac.jp/campusmap/cam01_01_02_j.html

for the location of the venue.)

 

Program

 

Opening Remarks

Yoshikazu Nakaji (Dean of the Faculty of Letters, University of Tokyo)

 

[Part 1] Introduction to the Asia Pacific Sign Linguistics Research and Training

Program (APSL) at the Chinese University of Hong Kong

Gladys Tang and James Woodward (Chinese University of Hong Kong)

 

[Part 2] Invited Talks

“Word order of subjects, objects and verbs in selected Southeast Asian Sign

Languages”

James Woodward (Chinese University of Hong Kong)

 

“Iconicity in the Japanese Sign Language constructions of causation,

motion and perception”

Yasuhiro Ichida (National Rehabilitation Center for Persons with

Disabilities).

 

“Assessment of Japanese Sign Language comprehension by Deaf children as

their first language: by comparing with Deaf adults and hearing adults

who learned Japanese Sign Language”

Hitomi Akahori (Meisei Gakuen School for the Deaf)

 

“Implications of sign linguistics research on Deaf education”

Gladys Tang (Chinese University of Hong Kong)

 

Discussion

 

Closing Remarks

Tomoko Shibuya (President, Japanese Association of Sign Linguistics)

 

Organizers:

Department of Linguistics, University of Tokyo

The Department of Linguistics and Modern Languages, the Chinese University of Hong Kong

The Nippon Foundation

Supported by the Japanese Association of Sign Linguistics

 

Enquiries: Department of Linguistics (hayasi@L.u-tokyo.ac.jp)

 

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発表要旨 Abstracts

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Word order of subjects, objects and verbs in selected Southeast Asian

Sign Languages

James Woodward

Co-Director, Centre for Sign Linguistics and Deaf Studies,

The Chinese University of Hong Kong

Regional Manager, Asia Pacific Sign Linguistics Research and Training Program

(Funded by the Nippon Foundation, Japan)

 

Abstract

Abstract

Southeast Asia is linguistically rich in sign languages, with many countries

in the region having more than one sign language.  Using data from 3 sign

languages in Thailand (Original Bangkok Sign Language, Original Chiangmai Sign

Language, and Modern Thai Sign Language); 2 sign languages in Viet Nam

(Ha Noi Sign Language, and Ho Chi Minh City Sign Language), as well as

Cambodian Sign Language, this paper will discuss word order of subjects,

objects and verbs in these sign languages, presenting evidence that while

these sign languages can exhibit SOV, SO1VO2, SVO, and VOS word orders,

each of the sign languages has very strict constraints determining which of

these word orders can occur.  Examples taken from each of the sign languages will

show that:

 

1) Subject Object Verb word order is normal

  a) for statements in which the Object is a single noun,

  b) for Yes/No Questions in which the Object is a single noun.

2) Subject Object Verb word order can occur

  a) in statements in which the Object has a Noun Head and Modifiers

      and there is no Object Incorporation.

  b) in Yes/No Questions in which the Object has a Noun Head and Modifiers

      and there is no Object Incorporation.

3) Subject Object1 Verb Object2 word order is normal

  a) for statements in which the Object is has a Noun Head and Modifiers

       and the Verb has Object Incorporation,

  b) for Yes/No Questions in which the Object has a Noun Head and Modifiers

       and the Verb has Object Incorporation,

  c) for WH-Questions in which the Object has a Noun Head and a

      WH-Question word.

4) Subject Object1 Verb Object2 word order can occur

  a) in statements in which the Object has a Noun Head and Modifiers

    and there is no Object Incorporation.

  b) in Yes/No Questions in which the Object has a Noun Head and Modifiers

      and there is no Object Incorporation.

5) Subject Verb Object is normal

  a) for WH-Questions in which the Object is a WH-Question word.

6) Object Verb Subject word order is normal

  a) for WH-Questions in which the Subject contains a WH-Question word.

 

In conclusion, the paper will demonstrate that all of the word orders and

constraints discussed are not related to constructions in spoken languages

used in the larger communities (Thai, Vietnamese, and Khmer).

 

------------------------------------------------------------

ろう児の第一言語としての日本手話理解力の評価―ろう者の成人及び聴者の成人

(第二言語話者)との比較から―

赤堀仁美

明晴学園

 

概要

明晴学園では、ろう児の第一言語としての日本手話の理解力を評価するために

パソコンを利用したゲーム感覚の動画を用いた評価法(手話クイズ)を開発し

た。問題は全部で50問あり、語彙、CL(名詞および動詞)、人称を表す指差し、

NMS(副詞、従属節を導くうなずき)、手話語彙につく独特の口型および対話形式

で正しいやりとりを選ばせる等の課題が含まれている。

小学3年生から中学1年生までの18人を対象とした結果をろう者の成人(42名)

及び聴者の成人(第二言語話者)(20名)と比較した結果を報告する。

 

Assessment of JSL comprehension by Deaf children as their first language

 -by comparing with Deaf adults and hearing adults who learned JSL

as a second language-

Hitomi Akahori

Meisei Gakuen School for the Deaf

 

Abstract

In Meisei Gakuen School for the Deaf, we developed computer game type quizzes

to assess Deaf children’s JSL comprehension as their first language. 

There are 50 questions and multiple choices presented by JSL, covering JSL

specific lexicon (no equivalent in Japanese), Classifiers (nouns and verbs),

pointing to references, NMs (adverbs and head-movement to introduce

subordinate clauses), mouth gestures, and construction of cohesive dialogue.

I report on the results of 18 Meisei pupils from Grade 3 to Grade 7

(roughly age 9 to 13), 42 Deaf adults (native signers), and 20 hearing adults

(second language learner).

 

------------------------------------------------------------

Implications of sign linguistics research on Deaf education

Gladys Tang

Director, Centre for Sign Linguistics and Deaf Studies,

The Chinese University of Hong Kong

Principal Investigator, Asia Pacific Sign Linguistics Research and

Training Program (Funded by the Nippon Foundation, Japan)

 

Abstract

Research into the linguistic properties of sign language has been burgeoning

for the past four to five decades, to the extent that researchers have gradually

come to grasp with how signs are composed at the word, phrase and clause level. 

Since the days of William Stokoe, advancement in sign language phonology

research has covered not only analysis of segments like handshape, location,

and movement, but also certain non-manuals for their potentially lexical and

grammatical functions. The study of morphology and syntax has attracted much

interest among sign language researchers, with results showing that many sign

languages share a similar taxonomy of verbs – plan, agreeing and classifier

verbs – with verbal properties giving rise to an array of morphological and

syntactic structures. Spinning off from this core linguistic research is

investigation into the sociolinguistics of sign language as well as the search

for Deaf villages for purpose of addressing the question of language evolution.

Interestingly, language evolution to some extent has to be discussed in

the context of language acquisition, which sets the ultimate goal of

theoretical linguistics – the search for language representation in the

human mind. Compared to core sign linguistics research, sign language acquisition

research has received less attention. The heavily interdisciplinary demand of

this line of inquiry is one reason; another reason is our inadequate

understanding of the linguistic properties of the adult sign language grammar,

hence making the comparison between child grammar and the target adult grammar

difficult if not impossible. Yet, decades of findings from the different

strands of sign linguistics research have begun to justify an earlier call

for deaf children having every right to become a bilingual in a signed and

spoken language (Grosjean 1999), in recent terminology “Sign Bilingualism”.

This proposal is built upon the assumption that sign language can partner

with spoken language in supporting the language, cognitive and social-

psychological development, as well as education, of Deaf people. In fact,

the growing prominence of sign linguistics research has led to a public

apology to the Deaf community worldwide staged by the committee of

the 2010’ International Congress on the Education of the Deaf for having

deprived Deaf people of access to sign language and deaf teachers in deaf

education for 130 years. This apology was accompanied with a landmark

decision to restore sign language and deaf teachers in deaf education

in whichever educational setting where this need is called for.

In Asia, the paradigm of Sign Bilingualism in deaf education that is based

on sign linguistics research is emerging very slowly, due to a lack of

expertise in sign linguistics, especially sign language acquisition research.

As such, it fails to inject evidential value into promoting this alternative

model of deaf education. Obviously, the sprouting of sign bilingual programs

in some countries like Japan, Vietnam, China & Hong Kong in recent years

signals an increasing pressure on developing sign linguistics research to

support deaf education in the region. It also necessitates the call for

documenting sign languages in Asia through compiling dictionaries and

reference grammar books, constructing sign language corpora, and providing

professional training in sign linguistics and deaf education research for

both Deaf and hearing individuals committed to this field of development.

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