Self-Repair in Hearing L2 Learners’ Spontaneous Signing: A Developmental Study

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2023-11-07 DOI:10.1111/lang.12612

Johanna Mesch, Krister Schönström

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Abstract

This study presents a corpus-based investigation of self-repairs in hearing adult L2 (M2L2, second modality and second language) learners of Swedish Sign Language (Svenskt teckenspråk, STS). This study analyses M2L2 learners’ STS conversations with a deaf signer and examines the learners’ self-repair practices and whether there are differences among learners of different proficiency levels. This provides a description of characteristics of self-repair made by M2L2 learners as well as the frequency and distribution of self-repair categories. The results show that the frequency of self-repair decreases with increased proficiency, at least after the initial stage. Furthermore, the self-initiated repair categories of the beginners are often phonological repairs, while intermediate learners tend to carry out self-repairs at the lexical and syntactic level. The results also reveal a specific type of STS repair linked to fingerspelling repairs. We discuss the effects of second modality learning as well as the relationship between monitoring and language proficiency.

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听力二语学习者自主标记的自我修复：一项发展性研究

本研究提出了一项基于语料库的瑞典手语(Svenskt teckenspramatk, STS)听力成人第二语言(M2L2，第二情态和第二语言)学习者自我修复的调查。本研究分析了M2L2学习者与聋人手语者的STS对话，考察了学习者的自我修复行为以及不同熟练程度的学习者之间是否存在差异。本文描述了M2L2学习者的自我修复特征，以及自我修复类别的频率和分布。结果表明，自我修复的频率随着熟练程度的提高而降低，至少在初始阶段之后是这样。此外，初学者的自我修复类别往往是语音修复，而中级学习者则倾向于在词汇和句法层面进行自我修复。研究结果还揭示了一种特殊类型的STS修复与手指拼写修复有关。我们讨论了第二情态学习的效果以及监控与语言能力的关系。

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.