L2 Learners’ Signed Language Processing Relates, in Part, to Perspective-Taking Skills

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
David Quinto-Pozos, Taylor Renee Joyce, Abhra Sarkar, Michael DiLeo, Lynn Hou
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引用次数: 0

Abstract

The comprehension of signed language requires linguistic and visual–spatial processing, such as perspective-taking for correctly interpreting the layout of a spatial scene. However, little is known about how adult second-language (L2) learners process visual–spatial constructions in a signed language that they are studying, including which angles of viewing are most challenging to process and whether there are relationships between perspective-taking and the comprehension of non-spatial (i.e., non-scene based) constructions. We examine the performance of 95 intermediate signers of American Sign Language (ASL) on linguistic and non-linguistic perspective-taking tests. Half the participants completed a test of narrative comprehension that included visual–spatial scenes, and half took a test of signed phonological and morphophonological discrimination. Performance on linguistic perspective-taking correlated moderately with performance on the narrative, but not with the discrimination test. These findings support the claim that perspective-taking skills are yoked to some—but not all—aspects of signed language learning.

第二语言学习者的手语处理在一定程度上与换位思考能力有关
对手语的理解需要语言和视觉空间处理,例如正确解释空间场景布局的换位思考。然而,关于成人第二语言学习者如何处理他们正在学习的手语视觉空间结构,包括哪些观看角度对处理最有挑战性,以及换视角与理解非空间(即非基于场景的)结构之间是否存在关系,我们知之甚少。本文研究了95名美国手语(ASL)中级手语使用者在语言和非语言视角测试中的表现。一半的参与者完成了一项包含视觉空间场景的叙事理解测试,一半的参与者完成了一项手语语音和词形识别测试。语言换位的表现与叙事的表现适度相关,但与歧视测试无关。这些发现支持了一种说法,即换位思考技能与手语学习的某些方面有关,但不是所有方面。
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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