數位有聲讀寫系統及語言教學介入對於提升視多障學童語法能力、語意能力及功能性溝通能力之探究

How a Digital Braille Reading and Writing Device and Language Instructions Improved Functional Communication Ability of a Student With Visual Impairment and Communication Limits

吳榮根(Jung-Gen Wu) ； 張千惠(Chien-Huey Sophie Chang) ； 陳明宗(Ming-Tsung Chen) ； 吉婷(Ting Gi) ； 黃瑞珍(Rei-Jane Huang)

《國立臺灣科技大學人文社會學報》 16卷2期 (2020/06) Pp. 125-155

摘要

本研究旨在探討口語表達困難之視多障者，藉由數位有聲讀寫系統及語言教學介入之協助，對其語法、語意能力及功能性溝通能力之影響。研究參與者為一名先天的男性全盲視障者，亦有口語表達困難，年齡十七歲。本研究以質性研究方法為主、量化之數據為輔。資料分析方式為將教學對話錄音檔聽寫成逐字稿後，使用斷詞系統及語料分析程式進行分析。研究結果顯示，研究參與者在使用數位有聲讀寫系統和語言教學介入後，其語法、語意能力及功能性溝通訊息內容之有效性亦提升，毋需他人協助詢問和傳遞訊息。且研究參與者透過數位有聲讀寫系統學會了使用完整語句表達，使得溝通夥伴對於研究參與者所表達之語意內容更能具體了解。最後，本研究者在文末提出本研究之限制與建議供未來研究參考。

關鍵字

視多障 ； 數位有聲讀寫系統 ； 語法 ； 語意 ； 功能性溝通能力

並列摘要

This study aimed to explore the effects of the use of a Digital Braille Reading and Writing Device and language instructions on functional communication ability of a student with visual impairment and communication limits. The participant was a 17-year-old congenitally blind individual with difficulty in speaking. This study mainly used qualitative research methods, in addition to quantitative data. Regarding data collection, the research team recorded the dialogs/conversations between the participant and the instructor during each lesson. The research team dictated the recordings into verbatim scripts using a Chinese word-breaking system and language sample analysis software. The results of the study indicated that the participant improved his functional communication skills, and he learned to make complete sentences. In addition, using the digital Braille Reading and Writing Device, the communication partner could understand the semantic content expressed by the participant. Finally, the researcher pointed out the limitations of this study and recommendations for future research.

並列關鍵字

visually impaired ； communication limits ； braille reading and writing device ； functional communication ability

參考文獻

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