Errors and Feedback in the Beginner Auslan Classroom

Willoughby, Louisa; Linder, Stephanie; Ellis, Kirsten; Fisher, Julie

doi:10.1353/sls.2015.0009

Cited by 12 publications

(30 citation statements)

References 36 publications

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“…They conclude, "…it appears that learners of BSL are generally aware that they need to use entity classifiers for encoding locative and distributive relations, but they have difficulty in doing so using the conventions that the language requires" (Marshall & Morgan 2014:9). These findings differ slightly to studies on the acquisition of lexical signs, which report handshape and movement to be the main difficulties (Ortega & Morgan 2015;Willoughby et al 2015).…”

Section: L2m2 Acquisition Of Depicting Signscontrasting

confidence: 99%

“…However, taken together, these misplaced signs suggest that students have difficulty knowing where to stage these types of depictions in the signing space (which we take up further below). These findings differ to studies investigating phonological errors in lexical signs, which report that handshape and movement are the most problematic (Ortega & Morgan 2015;Willoughby et al 2015). However, they do align with Willoughby et al's (2015) observation that more complex signs are more error-prone, as many depicting signs can be considered complex constructions.…”

Section: Non-target Phonology In the Students' Depicting Signscontrasting

confidence: 79%

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Describing spatial layouts as an L2M2 signed language learner

Ferrara

Nilsson

2017

SL&L

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This study explores the L2M2 acquisition of Norwegian Sign Language by hearing adults, with a focus on the production and use of depicting signs. A group of students and their instructors were asked to respond to prompt questions about directions and locations in Norwegian Sign Language, and their responses were then compared. An examination of the students’ depicting signs shows that they struggled more with the phonological parameters orientation and movement, rather than with handshape. In addition, they used fewer depicting signs than their instructors, and instead relied more on lexical signs. Finally, students were found to struggle with the coordination of depicting signs within the signing space and in relation to their own bodies. It is hoped that the findings from this study can be used to inform future research as well as curricula development and pedagogy.

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Section: L2m2 Acquisition Of Depicting Signscontrasting

confidence: 99%

Section: Non-target Phonology In the Students' Depicting Signscontrasting

confidence: 79%

Describing spatial layouts as an L2M2 signed language learner

Ferrara

Nilsson

2017

SL&L

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“…Their video-based feedback utilized different forms of textual descriptions on the top of the student's 2D video (normal messages and overlaid pop-up messages). Note that the performance of students who received any form of feedback on their mistakes was better than those who did not receive feedback at all [4,29,33].…”

Section: Sign Language Learning Technologymentioning

confidence: 99%

“…As in the general case, the learners of sign language specifically [13] benefit more from feedback than no feedback at all [4]. Consequently, in traditional sign language classrooms teachers frequently provide feedback after observing the performance of students, but need to take into account that students quickly tire and may feel overwhelmed if feedback is provided on every movement [33].…”

Section: Visual Feedback For Learning Physical Skillsmentioning

confidence: 99%

Feedback Strategies for Embodied Agents to Enhance Sign Language Vocabulary Learning

Phan

Ellis

Dorin

et al. 2020

Proceedings of the 20th ACM International Conference on Intelligent Virtual Agents

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When learning sign language, feedback on accuracy is critical to vocabulary acquisition. When designing technologies to provide such visual feedback, we need to research effective ways to identify errors and present meaningful and effective feedback to learners. Motion capture technologies provide new opportunities to enhance sign language learning experiences through the presentation of visual feedback that indicates the accuracy of the signs made by learners. We designed, developed, and evaluated an embodied agent-based system for learning the location and gross motor movements of sign language vocabulary. The system presents a sign, tracks the learner's attempts at a sign, and provides visual feedback to the learner on their errors. We compared five different types of visual feedback, and in a study involving 51 participants we established that learners preferred visual feedback where their attempts at a sign were shown concurrently with the movements of the instructor with or without explicit corrections. CCS CONCEPTS • Human-centered computing → Usability testing; Empirical studies in accessibility.

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“…Additionally, ASL as a second language is not as well researched compared to other more commonly taught spoken minority languages. The needs of these learners, their proficiency attainment, and even the efficacy of particular teaching methods remain largely undocumented and uninvestigated (McKee, Rosen, & McKee, 2014;Quinto-Pozos, 2011;Tanner, 2014;Willoughby, Linder, Ellis, & Fisher, 2015). These gaps leave ASL instructors with little support for their pedagogical choices, aside from anecdotal evidence or gut feelings about their learners (Thoryk, 2010).…”

Section: Needs Of Asl L2 Learnersmentioning

confidence: 99%

Translanguaging and the No Voice Policy in L2 Sign Language Contexts

Tanner

Doré

2020

OLBIWP

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This article draws on translanguaging theory and research to consider a common pedagogical practice in American Sign Language (ASL) as a second language (L2) classroom, the No Voice policy (i.e., spoken language use is forbidden). The No Voice policy serves important cultural and practical purposes, but by nature limits learners’ access to their entire linguistic repertoire, which raises questions about the overall impact of the policy on learners’ language development. Current literature about pedagogical translanguaging has not yet addressed practices that integrate (and, by extension, limit) selective modalities; we evaluate this gap and propose several directions for future research on the topic.Moreover, previous discussions of translanguaging practices involving recognized minority (e.g., Basque, Welsh, Irish) spoken languages are not wholly comparable to sign languages, which are not yet official or fully recognized languages in most countries and are therefore additionally vulnerable.We take into account the impact of ASL L2 learners on the language community, as many learners go on to become interpreters and allies to the deaf community. Keywords: American Sign Language as a second language, hearing adult learners, selective modality, pedagogical translanguaging, minority language

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Errors and Feedback in the Beginner Auslan Classroom

Cited by 12 publications

References 36 publications

Describing spatial layouts as an L2M2 signed language learner

Describing spatial layouts as an L2M2 signed language learner

Feedback Strategies for Embodied Agents to Enhance Sign Language Vocabulary Learning

Translanguaging and the No Voice Policy in L2 Sign Language Contexts

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