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Taub, Sarah F.

doi:10.1023/a:1011440231221

Cited by 18 publications

(17 citation statements)

References 17 publications

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“…In this study, we used the contributions of Stokoe [11]; Leite [6] and Taub [12] to structure the Signs for the Words / Vocabularies specific to the area of Civil Engineering. Regarding the Model for the Development of Signs proposed by Taub [12], which decisively embodied the stage of elaboration of the Signs, it has to be a structured method, initially, from the selection of a Word / Vocabulary and, then, it proceeds with the separation and organization of a set of characteristics referring to that Word / Vocabulary. Subsequently, it comes to the moment of Image Selection (selection of a representative image for the Word / Vocabulary) and its graphic representation through a drawing.…”

Section: Methodsmentioning

confidence: 99%

“…Finally, we proceed with the Schematization phase, in which the main characteristics of the Word / Vocabulary are to be incorporated into the Sign, and the Coding phase, when the Sign itself is created. For a better presentation of the method adopted by Taub [12], follow below, Figure 1.…”

Section: Methodsmentioning

confidence: 99%

“…The elaboration and construction of the Signs followed the guidelines expressed by Stokoe [16] from the structuring of the American Sign Language, using the three parameters for its formatting, being the location, the configuration of the hands and the movement. Other references such as de Leite [6] through his linguistic study on the segmentation of LIBRAS and its basic components, and also by Taub [12] addressing signal formation models, served to subsidize efforts focused on the elaboration / construction of Signs with the participants. The Specific Words / Vocabularies in the area of Civil Engineering were selected by the professors (researchers) during the classes that were taught to students by teachers of the Civil Engineering Course during the second semester of the year 2017.…”

Section: Elaboration Of Signs (Sign Language) From Specific Words / Vocabularies Used In Civil Engineeringmentioning

confidence: 99%

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The Inclusion of Deaf Students in Higher Education: Didactic-Pedagogical Strategies Applied to the Teaching and Learning Process

Oliveira¹

2020

PBSIJ

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Although the process of school inclusion in Brazil has existed for more than two decades and has been supported by documents and public policies, there are still many difficulties for students with disabilities in the process of teaching and learning. Therefore, the objective of this work was to develop and apply pedagogical strategies aimed at learning and the inclusion of deaf students in the Civil Engineering course. Fifty students without disabilities, three teachers and one student with hearing impairment participated in this study, all linked to the Civil Engineering course at a Higher Education Institution in the interior of the state of São Paulo. Participants were divided into 10 Working Groups. Data collection took place in 2017, in the discipline of Study and Research Methods and Techniques, whose students developed and applied a teaching methodology (several pedagogical strategies) to assist in the inclusion of deaf students entering higher education in the field of Civil Engineering. The stages of the study took place at three specific moments: Stage 1-the participating students conducted research on online sites on the subject of hearing impairment and, subsequently, these findings were discussed in the classroom; Stage 2 -the participants experienced awareness-raising activities addressing the theme of inclusion of people with disabilities; Stage 3 -each group was tasked with creating / elaborating four signs (Sign Language) for four specific terms / words in the Engineering area. The data were collected from Field Diaries and the use of the online platform "Google Drive" for the sharing of digital files produced by the participants. The results demonstrated the necessity and pertinence of the use of the Brazilian Sign Language in the teaching of the deaf in the subjects of the engineering courses. In addition, the participants (with and without hearing impairment) noticed an improvement in the inclusion process of students with deafness in the classroom, insofar as they could also contribute to the elaboration of a list of Signs for specific terms / words of the engineering and that were archived in the form of gifs on a digital platform on the internet.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Elaboration Of Signs (Sign Language) From Specific Words / Vocabularies Used In Civil Engineeringmentioning

confidence: 99%

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The Inclusion of Deaf Students in Higher Education: Didactic-Pedagogical Strategies Applied to the Teaching and Learning Process

Oliveira¹

2020

PBSIJ

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“…2 Iconicity in sign language vocabulary Taub (2000) proposed an 'analogue-building model' of linguistic iconicity which suggests that iconic lexical items, both oral and signed, are created through a three step process: first, a mental image of the concept is selected; second, the image is schematized (i.e. central aspects of the image are selected); and finally, phonological components of the language are selected and combined to assemble a form that retains the same structure of the schematic image while complying with linguistic constraints.…”

Section: Foreign Vocabulary Learning As Paired Associate Learningmentioning

confidence: 99%

“…Therefore, signals for abstract concepts can be made iconic to the physical appearance of those referents. When applied to the analysis of the vocabulary of sign languages, this approach affords the distinction between iconic and arbitrary signs for abstract concepts (Taub, 2000;Wilcox, 2000). Here we will test whether the iconicity of new words for abstract concepts can be boosted by pairing them with iconic signs from the existing vocabulary of sign languages and, thereby, help hearing people who do not know any sign language to learn those words.…”

Section: Introductionmentioning

confidence: 99%

Sign iconicity helps learning new words for abstract concepts in a foreign language

Rodríguez-Cuadrado

Ojedo

Vicente-Conesa³

et al. 2022

Second Language Research

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Several studies have explored the use of iconic gestures to improve the learning of foreign vocabulary. In this quest, words for abstract concepts have been largely neglected, under the assumption that abstract concepts have poor or non-existent sensory-motor representations. Yet, the Conceptual Metaphor Theory suggests that they are grounded on concrete concepts. Moreover, analyses of signed languages reveal ways in which signs can exploit metonymies and conceptual metaphors to iconically refer to abstract concepts. Here, we explore whether iconic signs from Spanish Sign Language (LSE) can facilitate the learning of foreign words for abstract concepts in hearing participants who do not know any sign language. In two studies, participants were presented with new labels for abstract and concrete concepts in an artificial language (Vimmi). The labels could be accompanied by either a video of an iconic or non-iconic sign taken from the existing vocabulary of LSE, or a static image of the signer. In study 1, participants did not have to enact the signs they were presented with, while in study 2 they did. Both studies showed that iconic signs facilitated the learning of abstract foreign vocabulary, regardless of enactment. The strategies that sign languages use to develop iconic signs for abstract concepts make those signs useful to assist the learning of foreign words by hearing non-signers.

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Iconicity, Schematicity, and Representation in Gesture

Mittelberg,

Hinnell

2024

The Cambridge Handbook of Gesture Studies

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Cited by 18 publications

References 17 publications

The Inclusion of Deaf Students in Higher Education: Didactic-Pedagogical Strategies Applied to the Teaching and Learning Process

The Inclusion of Deaf Students in Higher Education: Didactic-Pedagogical Strategies Applied to the Teaching and Learning Process

Sign iconicity helps learning new words for abstract concepts in a foreign language

Iconicity, Schematicity, and Representation in Gesture

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