Motor Learning in Sign Language Students

Lupton, Linda; Zelaznik, Howard N.

doi:10.1353/sls.1990.0020

Cited by 22 publications

(12 citation statements)

References 12 publications

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“…L2 adults learn to incorporate their phonological representation of ASL articulatory features as they develop cognitive control of their body schema for language purposes (cf. Mayberry 1993;Lupton & Zelaznik 1990). L2 learning involves cognitive attempts to impose phonological features onto associated articulatory schemas (cf.…”

Section: Cognitive Phonology Modelmentioning

confidence: 99%

“…CPM is a cognitive processing paradigm that involves the psycholinguistic use of the body as a means for perceiving, recalling, producing, and communicating phonologies. For effective production of phonology, individuals need cognitive imposition of linguistic features on their psychomotor skills (Lupton & Zelaznik 1990;Fentress 1984). Learners of L2 languages are seen to use metacognitive strategies to learn, remember, and produce L2 articulatory schemas, and their errors are explained in cognitive terms such as substitutions, additions, deletions, and reversions of articulatory schemas (McLaughlin 1987(McLaughlin , 1990Anderson 1983Anderson , 1985Anderson , 1993Anderson , 1995McLaughlin & Heredia 1996;Ellis 1996;Bley-Vroman 1989;Carroll 1989;Bailystok 1990;Schmidt 1992;Hancin-Bhatt 1992;Johnson 1996;O'Malley & Chamot 1990;Rubach 1984;Towell & Hawkins 1994;Nation & McLaughlin 1986).…”

Section: Cognitive Phonology Modelmentioning

confidence: 99%

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Beginning L2 production errors in ASL lexical phonology

Rosen

2004

SL&L

117

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This study examines production errors in ASL lexical phonology by beginning L2 adult learners, more particularly the handshape, location, movement, palm orientation, and nonmanual phonological segments. Studies in L2 adult learning of ASL are scant. For possible analytical models, first and second language acquisition models such as L1 transfer, Universal Grammar, and L1 child development are examined. The models do not capture the essence of phonology production errors in L2 ASL. A Cognitive Phonology Model is proposed to account for the errors. The errors are shaped by perception of sign formulation and poor motor dexterity. Production errors that are influenced by poor motor dexterity by adult L2 learners consist of substitutions, displacements, switches, additions, deletions, and incompletions of features within segments. Production errors that are shaped by perception of sign formulation consist of mirrorization, parallelization, addition, and deletion of features within segments.For adult learners whose first languages (L1) are spoken, learning American Sign Language (ASL) lexical phonology as a second language (L2) for the first time presents challenges. Producing a lexical system of a language requires incorporating its articulatory segments. Beginning L2 learners of ASL need to learn the visual-manual articulatory segments in ASL. In the course of learning ASL phonological rules for lexical items the L2 learners frequently make production errors. How should beginning L2 production errors in ASL lexical phonology be analyzed and explained? Studies in the production of lexical phonological system of ASL by L2 learners are scant. To assess possible models of analysis and explanation of L2 lexical phonology production errors, I review three models of first and second language acquisition.

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Section: Cognitive Phonology Modelmentioning

confidence: 99%

Section: Cognitive Phonology Modelmentioning

confidence: 99%

Beginning L2 production errors in ASL lexical phonology

Rosen

2004

SL&L

117

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“…(see also Lupton & Zelaznik 1990, Mirus et al 2001. The teaching of the details of sign articulations is closely related to the existence of personal 'accents' in sign language.…”

Section: Further Researchmentioning

confidence: 95%

Phonetic implementation of phonological categories in Sign Language of the Netherlands

Crasborn

2002

SL&L

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“…These performance portfolios allow students and instructors to visually display language proficiency gains and demonstrate maturing communication abilities ultimately encouraging students to be more reflective regarding their ASL communication skills (Lupton, & Zelaznik, 1990). Although the Deaf/Hard of Hearing community has a history of innovative technology use (e.g., video-phone relay services, video-conferencing technologies, etc.…”

Section: The Design Solutionmentioning

confidence: 99%