Iconicity and Gesture Jointly Facilitate Learning of Second Language Signs at First Exposure in Hearing Nonsigners

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2024-04-10 DOI:10.1111/lang.12636

Dilay Z. Karadöller, David Peeters, Francie Manhardt, Aslı Özyürek, Gerardo Ortega

引用次数: 0

Abstract

When learning spoken second language (L2), words overlapping in form and meaning with one's native language (L1) help break into the new language. When nonsigning speakers learn a sign language as L2, such overlaps are absent because of the modality differences (L1: speech, L2: sign). In such cases, nonsigning speakers might use iconic form-meaning mappings in signs or their own gestural experience as gateways into the to-be-acquired sign language. In this study, we investigated how both these phenomena may contribute jointly to the acquisition of sign language vocabulary by hearing nonsigners. Participants were presented with three types of signs in the Sign Language of the Netherlands (NGT): arbitrary signs, iconic signs with high or low gesture overlap. Signs that were both iconic and highly overlapping with gestures boosted learning most at first exposure, and this effect remained the day after. Findings highlight the influence of modality-specific attributes supporting the acquisition of a signed lexicon.

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图示和手势共同促进非听力盲人初次接触第二语言手势的学习

在学习有声第二语言（L2）时，与母语（L1）在形式和意义上重叠的词语有助于融入新的语言。当非手语使用者学习一种手语作为第二语言时，由于模态的不同（第一语言：语音，第二语言：手语），这种重叠是不存在的。在这种情况下，非手语使用者可能会利用手语中的标志性形式-意义映射或自身的手势经验作为进入即将学习的手语的途径。在本研究中，我们探讨了这两种现象如何共同促进非手语听力障碍者对手语词汇的习得。我们向参与者展示了荷兰手语（NGT）中的三种手势：任意手势、手势重叠度高或低的标志性手势。同时具有标志性和与手势高度重叠的手势在首次接触时最能促进学习，这种效果在第二天仍然存在。研究结果凸显了特定模态属性对符号词汇习得的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

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.