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sign language
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  sign language
Background: Prelingually deaf persons usually gain only a rudimentary command of speech and prefer sign language to communicate within the deaf community without the handicap they experience in the hearing world.
      
Method: Data were collected with the help of semi-structured interviews; with the deaf patients these were conducted in German sign language.
      
Due to his deafness Sam never developed vocal language but instead used sign language from the age of four.
      
His tic disorder rapidly accelerated from the age of seven over a six-month period and soon sign language was incorporated into tics as complex "vocal" tics.
      
Bursting out "words"in sign language would also occur in front of people unfamiliar with sign language and often with an obscene content although this was not evident to someone not trained in sign language.
      
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The study shows that the ability to transform mathematic language is universially poor among college students, combined with the study of maths contest. On the analysing basis of causes ,this paper proposes four strategies of improvement of students’ maths word language and ability to transform sign language :“recreation” of sign language teaching of maths concepts; strengthening transformation from sign language to word language; students’using proper signs to represent maths...

The study shows that the ability to transform mathematic language is universially poor among college students, combined with the study of maths contest. On the analysing basis of causes ,this paper proposes four strategies of improvement of students’ maths word language and ability to transform sign language :“recreation” of sign language teaching of maths concepts; strengthening transformation from sign language to word language; students’using proper signs to represent maths problems; strengthening teaching of practical problems and maths modelling.

结合一道中学数学竞赛题进行测试研究,调查大学生数学语言转化能力。结果反映出大学生数学语言转化能力普遍较差。在分析原因的基础上,给出了提高学生数学文字语言和符号语言转化能力的4种策略:深入数学概念的符号语言教学的“再创造”;加强数学符号语言向文字语言的转化的教学;让学生学会用适当的符号来表征数学问题;加强解应用题教学和数学建模。

 
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