A comparative study of L2 language development in d/Deaf and hard of hearing and hearing secondary learners

IF 5.2 1区文学 Q1 LINGUISTICS

Studies in Second Language Acquisition Pub Date : 2025-12-15 DOI:10.1017/s027226312510140x

Myeongeun Son, Jongwoo Lee

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引用次数: 0

Abstract

This study investigates whether the second language (L2) development of d/Deaf and hard of hearing (d/DHH) learners in comparison to the L2 development of hearing learners, based on the processability theory (PT) developed by Pienemann (1998, 2005) in the field of second language acquisition (SLA). Thirty-eight d/DHH and 32 hearing secondary school learners of English as a foreign language (EFL) completed a series of speaking tasks designed to elicit specific morphosyntactic structures that, according to PT, align with L2 developmental stages. Implicational scaling revealed that although d/DHH learners followed a similar developmental sequence to their peers, they displayed a noticeable delay. They also appeared to require additional time and practice to fully produce the entire target structures after reaching certain developmental stages. The results provide stronger empirical evidence for d/DHH learners’ L2 development, supporting the qualitative similarity hypothesis in the field of special education, which posits that despite quantitative delays, d/DHH learners exhibit qualitatively similar L2 development to their hearing peers.

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聋人、重听和听力中等学习者二语发展的比较研究

本研究基于Pienemann（1994,2005）在二语习得（SLA）领域提出的可加工性理论（PT），对聋人和重听人（d/DHH）学习者的二语发展与听力学习者的二语发展进行了对比研究。38名d/DHH和32名听力正常的中学英语学习者完成了一系列口语任务，这些任务旨在引出特定的形态句法结构，根据PT，这些结构与第二语言发展阶段相一致。隐含量表显示，尽管d/DHH学习者遵循与同龄人相似的发展顺序，但他们表现出明显的延迟。在达到一定的发育阶段后，它们似乎还需要额外的时间和练习来完全生产整个目标结构。研究结果为d/DHH学习者的第二语言发展提供了更有力的经验证据，支持了特殊教育领域的定性相似性假说，该假说认为，尽管存在定量延迟，但d/DHH学习者的第二语言发展在定性上与听力正常的同龄人相似。

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

Studies in Second Language Acquisition LINGUISTICS-

CiteScore

8.00

自引率

9.80%

发文量

期刊介绍： Studies in Second Language Acquisition is a refereed journal of international scope devoted to the scientific discussion of acquisition or use of non-native and heritage languages. Each volume (five issues) contains research articles of either a quantitative, qualitative, or mixed-methods nature in addition to essays on current theoretical matters. Other rubrics include shorter articles such as Replication Studies, Critical Commentaries, and Research Reports.