Sign language learners with a spoken language background face the challenge of acquiring a second language in a different modality. In the course of this endeavor, one of the modality-specific phenomena they encounter is the use of classifier predicates, also known as depicting signs. Classifier predicates contain a meaningful hand configuration that refers to an entity, denoting a salient characteristic of this entity (Zwitserlood, 2003). The use of a classifier predicate allows the signer to indicate the location, motion and orientation of a referent. If two classifier predicates are used simultaneously, the signer can represent the spatial arrangement of both referents (Schembri, Jones and Burnham, 2001). This visual representation is new for learners with a spoken language background. Since there is a paucity of literature on second language (L2) sign language acquisition, there is no empirical evidence on the developmental stages that L2 learners go through in acquiring the devices to produce such visual representations. In this study, we followed 14 novel learners of Sign Language of the Netherlands (NGT) over a period of two years. The learners were asked to produce sign language descriptions of prompts containing various objects (e.g. cars, bicycles, trucks, human beings and animals) that could be depicted by a classifier predicate. Analyses show that after a year of instruction, the majority of learners are capable of producing scene descriptions featuring two classifier predicates to denote the spatial layout of the objects. The first classifier predicates appear in the data at an early stage, suggesting that the strategy of denoting an object with a meaningful handshape representing the object is not difficult to learn. Furthermore, the data show that learners initially struggle with the orientation of objects and handshape selection. This study is the first to systematically elicit classifier predicates from novel learners for an extended period of time. The results have important implications for the field of sign language pedagogy and teaching.

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This article reports the results of the first longitudinal study that systematically investigates the acquisition of verb agreement by hearing learners of a sign language. During a 2-year period, 14 novel learners of Sign Language of the Netherlands (NGT) with a spoken language background performed an elicitation task 15 times. Seven deaf native signers and NGT teachers performed the same task to serve as a benchmark group. The results obtained show that for some learners, the verb agreement system of NGT was difficult to master, despite numerous examples in the input. As compared to the benchmark group, learners tended to omit agreement markers on verbs that could be modified, did not always correctly use established locations associated with discourse referents, and made characteristic errors with respect to properties that are important in the expression of agreement (movement and orientation). The outcomes of the study are of value to practitioners in the field, as they are informative with regard to the nature of the learning process during the first stages of learning a sign language.