The Role of Modality in L2 Learning: The Importance of Learners Acquiring a Second Sign Language (M2L2 and M1L2 Learners)

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Deborah Chen Pichler (she/her), Elena Koulidobrova (she/her)
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引用次数: 1

Abstract

Second language acquisition (SLA) research offers valuable insight on how languages are learned and how they coexist and influence each other. Sign language learners offer unique perspectives on SLA, allowing researchers to test theories that are otherwise constrained by access to only one modality. Current literature on sign language learning focuses primarily on bimodal bilinguals, mostly hearing adults learning their first sign language (M2L2 learners). However, other groups of L2 signers exist, including deaf learners who have previously acquired a sign language and are learning a new one (M1L2 learners). M1L2 acquisition offers unique insights into complex interactions including multilingualism, modality, and timing of acquisition. We argue that M1L2 signers are a key comparison group for investigations of various L2 and so-called modality effects and also represent a crucial test case for re-examining the traditional constructs of “native speaker/signer” and the effects of initial language delay or deprivation on subsequent language acquisition.

情态在二语学习中的作用:学习者习得第二手语的重要性(M2L2和M1L2学习者)
第二语言习得(SLA)研究为了解语言是如何学习的以及它们是如何共存和相互影响的提供了宝贵的见解。手语学习者对二语习得提供了独特的视角,使研究人员能够测试那些在其他方面仅受一种模态限制的理论。目前关于手语学习的文献主要集中在双峰型双语者身上,他们大多是听力正常的成年人,学习他们的第一手语(M2L2学习者)。然而,也存在其他二语签名者群体,包括以前学习过手语并正在学习新手语的聋人学习者(M1L2学习者)。M1L2习得为复杂的互动提供了独特的见解,包括多语性、模态和习得时机。我们认为,M1L2签名者是研究各种L2和所谓模态效应的关键比较群体,也是重新审视“母语者/签名者”传统结构以及初始语言延迟或剥夺对后续语言习得的影响的关键测试案例。
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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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