Then mapping and/or shifting happens with any further incoming information depending on whether or not it is related to the foundation. Eventually, story representation happens via several branching substructures. Inherent are “building blocks” consisting of activated memory nodes (from semantic theory). The text activates those memory nodes for either enhancement or suppression.
The first-mentioned parts of text are dealt differently than the later-arriving parts of texts. Research also shows that clause structure determines how accessible concepts are after sentence processing and when “reading” picture books, participants are less able to remember the left-right orientation of pictures after the act of reading has been finished compared to WHILE reading.
With the above in mind, assuming that deaf learners are bilingual in both ASL or English, do you think the language in which they use to access text impact their comprehension of the text?
2. Regarding world knowledge, Traxler pointed out that different cultures do narratives differently. Our expectations for the types of events to occur in narratives as well as how events are expressed are heavily dependent on the culture we are raised in. Stories have an internal structure the same way that phrases and sentences have an internal structure. Comprehenders use their knowledge of “typical” story components and its relations to encode information when encountering a new story.
With the above in mind, is there a different way of doing narratives in deaf culture?Does ASL have a different internal structure when it comes to stories? Does that impact deaf learners’ ability to encode information when encountering a new story?
On the other words, Assume the deaf learner in question is bilingual in ASL and English and that their L2 (English) may be weaker than their L1 (which is historically true of the “typical” deaf comprehender):
1. ASL sentence structure is different compared to English as far as subject, verb, object order and grammatical features. Suppose a “strong ASL” user may not be as strong in their L2 of English and they try to access English text, does their L1 of ASL affect comprehension when mapped onto an English text with its different sentence structure and grammatical features?
2. Knowing that different cultures do narratives differently and our internal structure for narratives lead to “expectations” for how we comprehend and interpret text. Is there a different way of doing narratives in deaf culture? We have western narrative structure with typical characters – is there a deaf narrative structure with typical characteristics? If so, does that impact deaf learners’ ability to encode information when encountering a new story in a western narrative structure?
For first question read P.199-229
Second question p.214-217
No need an intro, Just 2 pages for 2 question. ( Notice it is 2 question not 4)
