Second language learning of depiction in a different modality: The case of sign language acquisition

Abstract

This study investigated the acquisition of depicting signs (DS) among students learning a signed language as their second-modality and second-language (M2L2) language. Depicting signs, broadly described, illustrate actions and states. This study sample includes 75 M2L2 students who were recruited from college-level American Sign Language (ASL) courses who watched and described three short clips from Canary Row the best they could in ASL. Four types of DS were coded in the students' videorecorded retellings: (1) entity depicting signs (EDS); (2) body part depicting signs (BPDS); (3) handling depicting signs (HDS); and (4) size-and-shape specifiers (SASS). Results revealed that SASS and HDS increase in instances as students advance in their ASL learning and comprehension. However, EDS expressions did not have a relationship with their ASL comprehension. ASL 2 students produced less DS than the ASL 1 students but did not differ from the ASL 3+ students. There were no differences in instances of BPDS among the three groups of L2 learners although their ability to produce BPDS was correlated with their ASL comprehension. This study is the first to systematically elicit depicting signs from M2L2 learners in a narrative context. The results have important implications for the field of sign language pedagogy and instruction. Future research, particularly cross-sectional and/or longitudinal studies, is needed to explore the trajectory of the acquisition of DS and identify evidence-based pedagogical approaches for teaching depicting signs to M2L2 students.

Sign learning of hearing children in inclusive day care centers—does iconicity matter?

“…Similar results have also been observed in experimental studies with non-signing children investigating the learning of iconic gestures ( Marentette and Nicoladis, 2011 ; Magid and Pyers, 2017 ) and the recognition of iconic signs ( Tolar et al, 2008 ). Studies in sign-naïve adults reveal that the implicit knowledge of iconic gestures might facilitate the production of depicting signs ( Kurz et al, 2023 ) and scaffold the production and recognition of iconic signs (e.g., Ortega et al, 2020 , 2022 ; for an overview, see Chen Pichler and Koulidobrova, 2016 ). However, after a short practice period, iconic signs with a large or a small overlap with iconic gestures seemed to be learned with similar success ( Ortega et al, 2020 ).…”

“…Nevertheless, iconic signs with high and low overlap to iconic gestures have been shown to be learned equally successfully by hearing non-signers ( Ortega et al, 2020 ). Hearing adult sign language learners may generelly rely on their experiences with iconic gestures when learning a language in a different modality ( Kurz et al, 2023 ).…”